All

What are you looking for?

All
Projects
Results
Organizations

Quick search

  • Projects supported by TA ČR
  • Excellent projects
  • Projects with the highest public support
  • Current projects

Smart search

  • That is how I find a specific +word
  • That is how I leave the -word out of the results
  • “That is how I can find the whole phrase”

The Influence of Undergraduate Preparation on Professional Beginnings in School Practice of Novice Teachers

The result's identifiers

  • Result code in IS VaVaI

    <a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11310%2F23%3A10469366" target="_blank" >RIV/00216208:11310/23:10469366 - isvavai.cz</a>

  • Result on the web

    <a href="https://doi.org/10.5772/intechopen.112309" target="_blank" >https://doi.org/10.5772/intechopen.112309</a>

  • DOI - Digital Object Identifier

    <a href="http://dx.doi.org/10.5772/intechopen.112309" target="_blank" >10.5772/intechopen.112309</a>

Alternative languages

  • Result language

    angličtina

  • Original language name

    The Influence of Undergraduate Preparation on Professional Beginnings in School Practice of Novice Teachers

  • Original language description

    The aim of the chapter is to present how the monitored beginning teachers perceive the influence of undergraduate training on their first years of teaching and what possibilities can be traced based on this to improve the quality of the undergraduate training of future teachers. Thirteen beginning biology teachers with experience ranging from 1 to 5 years were followed. For data triangulation, an elementary school teacher with a completed sixth year in practice without approval with biology and student teachers as part of the focus group were interviewed additionally. Data were obtained through in-depth semi-structured interviews and were analysed using grounded theory. The results show that teaching practices are considered the most valuable component of undergraduate training preparing for a future profession; however, pedagogical practices are included late in undergraduate training and therefore cannot effectively help reduce the &quot;theory-practice&quot; gap in teacher education. Linked to this is the proposal to experience university teaching, for example, through micro-teaching or discussions of real school situations. Thus, they can help to meet the needs of beginning teachers with different experiences, and by mitigating the shock of practice, accelerate the professional teacher development, as was graphically represented by means of intersecting triangles.

  • Czech name

  • Czech description

Classification

  • Type

    C - Chapter in a specialist book

  • CEP classification

  • OECD FORD branch

    50301 - Education, general; including training, pedagogy, didactics [and education systems]

Result continuities

  • Project

  • Continuities

    I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Others

  • Publication year

    2023

  • Confidentiality

    S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Data specific for result type

  • Book/collection name

    Education Annual Volume 2023

  • ISBN

    978-0-85014-516-8

  • Number of pages of the result

    19

  • Pages from-to

  • Number of pages of the book

    340

  • Publisher name

    IntechOpen

  • Place of publication

    London

  • UT code for WoS chapter