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Teaching practicum is a substantial topic in teacher education. The reality shows, nonetheless, that there are plenty of limitations to it on conceptual, organizational and personnel level. The key problem remains the realization of teaching practicum, which is determined by (internal) possibilities of faculties and (external) conditions created by educational university policy. The text summarizes the problems of teaching practicums and compares evaluations of the practicum from the beginning of the millennium and confronts these evaluations with present day. The aim of the text is to answer a crucial question: What is the present state of teaching practicum and what have been the qualitative developments of its realization at pedagogical faculties within the almost 15 years?
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Practical preparation of students is an important part of study. Theory is a reflection of pedagogical reality. The Bologna declaration in 1999 brought two levels of study with credits in pregraduate study in Slovakia and new challenges for student’s practical preparation. University faculties coped with it in their own way. This paper presents results of a survey among students from some faculties of education in Slovakia realized in 2013 through questionnaires. The aim of the survey was to find out student’s opinions on the structure of studies and their readiness for future careers.
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The paper deals with teaching practice experiences at the Faculty of Education, University of South Bohemia in Ceske Budejovice from the aspect of innovation of the existing work system with students. Next, it presents research results collected from the research survey aimed at perception of novice teachers on pre-service teacher training. Finally, it formulates recommendations for more efficient practical training of will-be-teachers at faculties of education.
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Teaching practice is a natural part of future teachers’ professional training. It is implemented by most of the students of the Faculty of Education at Charles University in three ways (except for e.g. Master’s degree programme of Primary School Teacher Education which has a different organization of teaching practice). Within their branch of study students enroll in continuous teaching practice, which is a part of the so-called “University Basics”, orientation practice and also pedagogical-psychological practice, the performance of which belongs to the pedagogical and psychological training. During their undergraduate studies, students of both full-time and combined forms of studies first attend the orientation practice, which has the form of observations and subsequent reflections in schools and extra-curricular facilities, and which is supposed to motivate first or second year students. After completing the course of general didactics in the consecutive Master degree study programme students attend continuous practice, which is both specialized and pedagogical-psychological. It also includes reflective seminars, where students are supposed to present their activities. All types of teaching practices are mandatory courses, students take part in them under the expert guidance of teachers from various departments and in cooperation with faculty schools, faculty teachers and other participating institutions. The outcome of the teaching practice is a portfolio with tasks completed by the students that is assessed with a credit or a graded credit by teaching practice supervisor. The text of the article is devoted to the concept of teacher training in the Pedagogy study programme.
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The paper presents the results of a quantitative survey aimed at identifying the attitudes of educators to innovations of undergraduate teacher practical training at the Faculty of Education, University of Hradec Králové. Within the attitudes of 44 educators several variables have been investigated: evaluation of practice, the need of innovative changes, support and commitment. The results suggest that educators feel lack of support in several areas and this shortage is related to their practice assessment, commitment to work and to the need for innovative changes, of which the most urgent changes are the changes in the organization of the practice.
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The article deals with the concept of teaching practice within the framework of preservice teachers’ education in study specialization “Teacher training in pedagogy in combination” at Comenius University. Graduates will be qualified as teachers of pedagogy in upper secondary education, namely pedagogical and social academies, conservatoires, etc. The article also presents a design of lesson plan for teaching pedagogy which is designed according to inductive paradigm, i.e. the inductive and participative instruction which we consider an up-to-date concept of schooling. The authors include an overview of students’ views regarding the pre-service teaching practice which is reflected in their diaries; pointing out positives, negatives as well as future perspectives.
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The aim of this paper is to introduce a model of pedagogical training in the bachelor study program – pre-school and elementary pedagogy – on the Faculty of Education on the University of Prešov in Prešov. Students in this study program are prepared for work as tutors in children school clubs. The author characterizes model of pedagogical training in children school clubs in individual semesters. The paper describes the type, content and system of pedagogical training management in children school club. The author also presents data obtained from a survey in the form of a questionnaire. The questionnaire was completed by 131 respondents. The survey was oriented towards the reflection and evaluation of an alternative model of the introductory pedagogical training from the point of view of first-year students. The aim of this survey was to obtain opinions and attitudes of students, who took part in this model, on form, content, organization, course and character of the introductory pedagogical training. In conclusion, the author identifies limitations of pedagogical training and formulates recommendations for pedagogical practice.
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The paper is focused on student and future teacher of kindergarten. The teaching profession is not simple and easy. Being a teacher in kindergarten means accountability and continuous learning. Preschool period is more senzibilite from all periods and, therefore, a teacher focuses on the pre-school education, developmental psychology, educational diagnostics, methodologies of individual subjects, etc. Knowledge in theory, students verify the pedagogical practice. Theoretical knowledge to students to determine the pedagogical practice. In this article, we will primarily focus on different kind of practice, that student must complete during his studies at the Pedagogical Faculty of Prešov University. We will discuss in more detail a time subsidy, content focus, portfolio and assessment of students undertaking teaching experience while studying for bachelor and master study. We compare the practice of catching and at the same time accredited study programs. Compare the practices in convergent and parallel study programs. As an example results of a survey realized between students and extramural studies looked at the skills of the students during teaching practice and comparison of different types of practice of student perspective.
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The contribution reflects final analyses from continuous practice course as the part of closing study portfolio of students of teacher programs for low secondary education. Main attentions is devoted to the qualitative indicators of continuous practice according to its content, organization and evaluation of the quality in the context of personal improvement of students, their abilities and possibilities for analysis and interpretation of educational process and evaluation of practice organization. The analyses imply that students frequently value as the benefit the practice course conception (hospitations at lessons due study subjects, hospitations at after school club and extracurricular class, meeting with school representatives), excellent attitude and qualification of teachers at practice schools, possibility of comparison of school climate and teaching approaches at different schools (the practice was realized at the “best school” in Trnava, at the school with high rate of students from disadvantage environment and religious school). As the weak aspects of the practice course were identified frequent schedule changes, placing course after education basic state exam and absence of masculine teacher models at schools. The contribution outline according to the findings the possibilities of improvement continuous practice course as the important component of undergraduate teacher preparation.
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This article deals with the problem of implementation and ensuring the teaching practise of the students – future teachers of vocational education and practice training schools according to visiting practise ascent the perspective of key discipline of pedagogy in terms of DTI in Dubnica nad Váhom. In adition we deal with a problem of teacher trainer – teacher of practical training – his position, his attitude towards the students and practise teacher as well as the attitude of the school management to his role. We present the examination of pros and cons of the status of the teacher trainer at the school and the possibility of improving the cooperation with him in terms of the DTI in Dubnica nad Váhom. Part of the paper is an analysis of reflection students of bachelor degree studies.
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In this paper we analyze a preparation of students of the Faculty of Education at the Catholic University in Ružomberok through a teaching practice. We show a distribution of individual types of practices together with their aims and objectives. We describe a teaching experience of the future teachers studying at the department of informatics in connection with non-traditional activities. A scope for the informal educational activities was created at the Children’s University during the summer holidays. The students also gain a valuable experience while organizing the informatics competitions Baltie or iBobor for pupils at the primary schools. Moreover, theses and students’ scientific works focusing on the teaching methodology in the subject of Informatics are beneficial for teaching competencies of the students.
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This paper focuses on the creation and management of portfolio for the needs of students in higher education. It presents using of a student’s portfolio in educational practice in the field of pre-primary education study teaching. It also focuses on issues facilitate students’ learning in higher education through the use of the portfolio as a diagnostic tool in educational practice. This paper brings knowledge about the concept of portfolio and the use of portfolio at self-evaluation of the students and evaluation of the teachers. Thus in contemporary educational practice still prevalent constant, one-sided a method of evaluating a students. Portfolio like as an indication of trajectory cognitive process of students, as the ways of student’s progress, as an indication of student’s development and activity. Portfolio as a tool for supporting further learning and development of students also mean products for a university lecturer in analyzing and evaluating students and its development in relation to educational practice.
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This article deals with Theory of self-determinations by Edward L. Deci and Richard M. Ryan of the University of Rochester, which we used in the interpretation of summarized conclusions from interviews conducted by a group of students after a compulsory practice in schools. This article has been elaborated within the project no. VEGA 1/0635/15 supported by the Grant Agency of the Ministry of Education, Science, Research and Sports SR.
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The paper deals with identification of roles and tasks of teaching practice carried out by students within teacher training in the current sense. It presents taxonomy of individual functions and tasks that emerge from teaching practice of teacher trainees of academic subjects. Teaching practice is an integral part of undergraduate teacher training and it is seen as a bridge between theoretical and practical training. It is also a tool for development of professional competencies of future teachers and therefore it is necessary to pay attention to the feedback from students – trainees. In conclusion the paper presents the results of the survey conducted: students’ opinions on teaching practice that is an obligatory part of undergraduate education.
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In this article we introduce the background to our organisational coaching process, Systemic Modelling, outlining where it comes from, how it works as a cornerstone of organisational development work and some practical examples.
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This article is an attempt to show a theoretical and empirical analysis of the teachers’ readiness to effective execution of pedagogical activities of various scope. Based on the carried out initial diagnosis with a survey carried out among the students of teaching departments at selected higher education schools of the Podkarpacie Region, we may speak of partial readiness of the candidates to that profession and of the need to further develop it. Most of all, the respondents do not feel ready to write their own programmes, diagnose needs of their pupils, develop their potential, organize help and support, solve disputes between and conflicts of the pupils, implement changes and innovations at schools. This is why it is so important to carry out a systematic research with specified methods and tools to assess professional readiness according to the determined criteria so that institutions providing education for teachers could be critical in assessing their work, apply job-related selection and get reformed effectively.
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19. listopadu 2015 jsme se s některými z vás setkali v Brně na konferenci Učitelské praxe: současné poznatky a perspektivy. Příjemně nás překvapil zájem o tuto konferenci, na kterou přijelo celkem 90 účastníků z České i Slovenské republiky. Celou konferencí se prolínala myšlenka, že pedagogické praxe jsou staronový problém a jejich řešení je v podstatě nekonečným příběhem. Opakují se témata, z nichž mnohá stále nejsou uspokojivě dořešena. Tato témata můžeme rozdělit do čtyř kategorií. První se vztahuje ke studentům učitelství, druhá k fakultním školám, třetí k cvičným učitelům, kteří jsou stále častěji akcentováni jako stěžení partneři fakult v realizaci praxí. Čtvrtou kategorii tvoří vysokoškolští pedagogové, kteří se podílejí zejména na reflexi praxí na fakultě.
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