Praktyki pedagogiczne jako element stawania się nauczycielem
Teaching Practices as a Factor in Becoming a Teacher

Summary/Abstract: The goal of the article is to present the results of research survey completed with two groups of students who faced identical professional conditions when at the beginning of their studies. Both groups featured the same education levels, ages, and identical further learning methods. The only differences rested in their initiated method of education, deriving from their selected frequency of professional activities, i.e. whether they already had their jobs. The students using both methods of education differed in their frequencies of their professional skills evaluations, “I know how, and I can”. Regarding practical skills of the same contents, the combined form of education students often declared a higher “I know how, and I can” evaluation frequency than the full-time education students.

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