Flanders-féle megfigyelés a dualizmus korát tár¬gyaló általános iskolás történelemórákon
Flanders’ observation in primary school history classes discussing the age of dualism

Summary/Abstract: One of the possible ways of observing and examining classroom interaction is the use of Flanders observation. With this observation method, it is possible to analyse the communication of the teacher and of the student. The recording of the interactions makes it possible to compare the observed phenomena with typical teacher behaviour patterns, as well as to highlight the essential characteristics of the pedagogical atmo¬sphere manifested in the teacher’s educational style and the relationship between the student group and the teacher. The purpose of this research is to examine the interaction style of a primary school history teacher in a Slovak Hungarian environ-ment. For this the Flanders interaction analysis in three different classes was used, and the obtained results were compared. Interaction analysis also plays an important role in competency-based education, since the development of students’ competen¬cies cannot be imagined without the active presence of students in the classroom. Flanders created the observation categories according to how the teacher reacts to the student expressions, how he initiates interaction with the students, and how the students react to the teacher’s expressions, for which he developed a total of 10 categories. The audio material of the lessons was recorded using a dictaphone, and then, based on the audio material, the statements made in the lessons were classified into one of 10 categories. The corresponding category number was written every 5 seconds. Once these data were recorded, we prepared their arrangement in a matrix, and then analysed the obtained results.

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