The Bologna Declaration and Pre-Service Science Teachers' Education in the Czech Republic

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11310%2F17%3A10372592" target="_blank" >RIV/00216208:11310/17:10372592 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.21125/inted.2017.1452" target="_blank" >https://doi.org/10.21125/inted.2017.1452</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/inted.2017.1452" target="_blank" >10.21125/inted.2017.1452</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The Bologna Declaration and Pre-Service Science Teachers' Education in the Czech Republic

Popis výsledku v původním jazyce

The pre-service science teachers&apos; education in the Czech Republic has a long tradition. The pre-service teachers&apos; education for lower and upper secondary education is done in faculties focused on either science or education; future teachers usually choose two science disciplines. Until the turn of the millennium, this was done in the form of continuous five-year study programmes. Today, all such faculties run the preparation of science teachers in concordance with the Bologna Declaration, in structured study programmes - three-year bachelor programme and two-year master programme. The approach to the programme and its concept has slight differences depending on whether a faculty is focused on science or on education; this reflects mainly in a different emphasis on the individual parts of the teaching profession - faculties of education put greater emphasis on the pedagogical and psychological disciplines while faculties of science put emphasis on the study of the disciplines themselves. In both cases, the unifying element is the subject didactics. Both have a problem in common: because of the structured studying, there is a split between science preparation, which is done mostly in the bachelor programmes, and teachers&apos; professional preparation, which is mostly realized in the master programmes. This contribution is concerned with these consequences of the Bologna Declaration for the pre-service science teachers&apos; study. It shows the results of an extensive questionnaire survey that was realized throughout the Czech Republic in 2013-2015. The questionnaire survey shows, among other things, that the bachelor study programmes focus mostly on the science part of education while the master programmes focus on pedagogically-psychological and subject didactics preparation. The difficulty of the bachelor programmes is that all the subjects of both chosen disciplines are now only taught in three years while the two years of the master programme are dedicated mostly to the didactical disciplines, often without much relation to the disciplines the students actually study. While the first degree of the programme basically creates a science expert, the second degree only puts emphasis on the pedagogical part of the teaching profession. This leads to paradoxical situations where students which did not go through both degrees of education-focused study, are either scientists with no pedagogical qualifications, or educators without the necessary knowledge of their science subject. Here, therefore, it is necessary to seek solutions of how to realize the pre-service teachers&apos; education, even as a part of structured education, in order to ensure continual preparation for their future profession.

Název v anglickém jazyce

The Bologna Declaration and Pre-Service Science Teachers' Education in the Czech Republic

Popis výsledku anglicky

The pre-service science teachers&apos; education in the Czech Republic has a long tradition. The pre-service teachers&apos; education for lower and upper secondary education is done in faculties focused on either science or education; future teachers usually choose two science disciplines. Until the turn of the millennium, this was done in the form of continuous five-year study programmes. Today, all such faculties run the preparation of science teachers in concordance with the Bologna Declaration, in structured study programmes - three-year bachelor programme and two-year master programme. The approach to the programme and its concept has slight differences depending on whether a faculty is focused on science or on education; this reflects mainly in a different emphasis on the individual parts of the teaching profession - faculties of education put greater emphasis on the pedagogical and psychological disciplines while faculties of science put emphasis on the study of the disciplines themselves. In both cases, the unifying element is the subject didactics. Both have a problem in common: because of the structured studying, there is a split between science preparation, which is done mostly in the bachelor programmes, and teachers&apos; professional preparation, which is mostly realized in the master programmes. This contribution is concerned with these consequences of the Bologna Declaration for the pre-service science teachers&apos; study. It shows the results of an extensive questionnaire survey that was realized throughout the Czech Republic in 2013-2015. The questionnaire survey shows, among other things, that the bachelor study programmes focus mostly on the science part of education while the master programmes focus on pedagogically-psychological and subject didactics preparation. The difficulty of the bachelor programmes is that all the subjects of both chosen disciplines are now only taught in three years while the two years of the master programme are dedicated mostly to the didactical disciplines, often without much relation to the disciplines the students actually study. While the first degree of the programme basically creates a science expert, the second degree only puts emphasis on the pedagogical part of the teaching profession. This leads to paradoxical situations where students which did not go through both degrees of education-focused study, are either scientists with no pedagogical qualifications, or educators without the necessary knowledge of their science subject. Here, therefore, it is necessary to seek solutions of how to realize the pre-service teachers&apos; education, even as a part of structured education, in order to ensure continual preparation for their future profession.

Druh

D - Stať ve sborníku

CEP obor

—

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

2017

Kód důvěrnosti údajů

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

Název statě ve sborníku

INTED 2017 Proceedings 11th International Technology, Education and Development Conference

ISBN

978-84-617-8491-2

ISSN

2340-1079

e-ISSN

—

Počet stran výsledku

8

Strana od-do

6250-6257

Název nakladatele

IATED Academy (iated.org)

Místo vydání

Valencie, Španělsko

Místo konání akce

Valencia, Spain

Datum konání akce

6. 3. 2017

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000427401301038