Abstract:

There are many questions about the quality and effectiveness of teaching and pupils' learning. One area of these questions is the role of teachers' pedagogical methods and practices in relation to the learning process and pupil outcomes. This current issue is being addressed all over the world. In the Czech Republic, too, the question is being addressed in the context of efforts to make the teacher's work in the classroom more effective. It has been shown that the issue is linked to cultural differences and national customs, among other things. This paper presents a research analysis that seeks to answer the question, what teacher practices in teaching have a positive impact on student learning and educational outcomes? Through a secondary analysis of selected PISA datasets for the Czech Republic, the study seeks to answer this question. The paper presents the results of a statistical analysis conducted on a sample of more than 3000 Czech pupils. It not only describes the state and level of education of 15-year-old pupils in the Czech Republic, but also presents the methodological approach to secondary analyses of big data.

The results show that in many areas there is a relationship between teachers' didactic practices and pupils' learning. Very often even in cases where we would not expect it. On the other hand, the data analysis showed that in many cases there is no such relationship, even though we clearly expected it.

Keywords:

Students' learning, teachers' pedagogical methods and practices.