Preparation for the profession from the perspective of primary education teachers

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11210%2F22%3A10451158" target="_blank" >RIV/00216208:11210/22:10451158 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=bxs-vLaaNm" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=bxs-vLaaNm</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.33711/yyuefd.1134812" target="_blank" >10.33711/yyuefd.1134812</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Preparation for the profession from the perspective of primary education teachers

Popis výsledku v původním jazyce

Changing societal demands and new disciplines place considerable pressure on teachers. The teacher must be able to absorb these innovations and transform them into a form that can be communicated to their pupils. For this, teachers need to be properly trained in undergraduate education, equipped with the necessary professional competences. The article is conceived as a qualitative study whereby on the basis of semi-structured interviews, the aim is to find out how primary school teachers assess their undergraduate training after five years&apos; practice. The research results show that the undergraduate training can identify the strengths and weaknesses. Training in the subject field is perceived positively. Teachers have a positive attitude towards training for the preparation and implementation of lessons. The ability to organize and manage the educational process in the classroom is equally positive. The ability to obtain feedback and work with it is one of the other benefits in undergraduate training, this benefits pupils, as well as benefitting themselves. The ability to use diagnostics and intervention is on the borderline between positive and negative perception of training. Here, teachers appreciate the knowledge component positively, but lack more practical examples and cases in order to acquire more knowledge and apply it in practice. Inadequate training in the field of psychology, i.e. practical use of psychological knowledge, is generally perceived as the negative. Criticism is also directed at disciplinary didactics, which are too theoretical for teachers. However, as a whole, the undergraduate training system is assessed more positively.

Název v anglickém jazyce

Preparation for the profession from the perspective of primary education teachers

Popis výsledku anglicky

Changing societal demands and new disciplines place considerable pressure on teachers. The teacher must be able to absorb these innovations and transform them into a form that can be communicated to their pupils. For this, teachers need to be properly trained in undergraduate education, equipped with the necessary professional competences. The article is conceived as a qualitative study whereby on the basis of semi-structured interviews, the aim is to find out how primary school teachers assess their undergraduate training after five years&apos; practice. The research results show that the undergraduate training can identify the strengths and weaknesses. Training in the subject field is perceived positively. Teachers have a positive attitude towards training for the preparation and implementation of lessons. The ability to organize and manage the educational process in the classroom is equally positive. The ability to obtain feedback and work with it is one of the other benefits in undergraduate training, this benefits pupils, as well as benefitting themselves. The ability to use diagnostics and intervention is on the borderline between positive and negative perception of training. Here, teachers appreciate the knowledge component positively, but lack more practical examples and cases in order to acquire more knowledge and apply it in practice. Inadequate training in the field of psychology, i.e. practical use of psychological knowledge, is generally perceived as the negative. Criticism is also directed at disciplinary didactics, which are too theoretical for teachers. However, as a whole, the undergraduate training system is assessed more positively.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

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

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

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

Název periodika

Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi [online]

ISSN

1305-2020

e-ISSN

—

Svazek periodika

19

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

TR - Turecká republika

Počet stran výsledku

18

Strana od-do

1124-1141

Kód UT WoS článku

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EID výsledku v databázi Scopus

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