Profesijná príprava budúcich učiteľov a cvičný učiteľ vo svetle medzinárodných trendov
Professional preparation of future teachers and supervising classroom teachers in the light of international trends

Author(s): Beáta Kosová
Subject(s): Education, Sociology of Education, Pedagogy
Published by: Masarykova univerzita nakladatelství
Keywords: teacher training; teaching practice; competency model; reflective model; standardization of professional competencies; training school; clinical school; supervising teacher;
Summary/Abstract: Teaching Studies and their practical professional preparation (training) in Slovakia are not conceptually created in the spirit of international trends. Teaching experience in the world is designed with an emphasis on the student as part of the two approaches. Competence approach emphasizes increasing development of designated teaching competencies; it is oriented on outputs. Reflexive (phase) approach builds teaching experience according to the phases of gradual transformation of the role of a student into the role of a teacher with the crucial role of permanent reflection of professional practice; it is oriented on the process. The main trends are: intensifying character of teaching school experience, reflective character of practical training, student portfolio, reasoned out cooperation between universities and training schools, highlighting the role of the mentor (trainer teacher) and increasing requirements for the implementation of this function, the growth of importance of evaluation of teaching practice for successful completion of study, increase of the proportion of teaching experience within the study, the tendency to standardization of the teaching practice. A further trend is a model of clinically oriented teacher preparation (training) which begins with clinical experience of students acquired during continuous clinical teaching experience gained within the study. An integral part of higher education institutions are clinical university schools with specially prepared mentoring teachers. These schools cooperate with universities not only in providing for mutual instruction, but also in research and development of teaching innovations.

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