Sebehodnocení dílčích aspektů nástrojových kompetencí studentů učitelství pro 1. stupeň základní školy ve vztahu k učitelské přípravě

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F25%3A10512901" target="_blank" >RIV/00216208:11410/25:10512901 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=PjZ5FSS5Xk" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=PjZ5FSS5Xk</a>

DOI - Digital Object Identifier

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Jazyk výsledku

čeština

Název v původním jazyce

Sebehodnocení dílčích aspektů nástrojových kompetencí studentů učitelství pro 1. stupeň základní školy ve vztahu k učitelské přípravě

Popis výsledku v původním jazyce

This empirical study focuses on the instrumental competencies of primary teachereducation students and their self-assessment in the context of teacher preparation at theFaculty of Education, Charles University in Prague. The research was conducted in April2024 on a sample of 196 students and forms part of a broader survey examining theprofessional competencies of future teachers. The analysis showed that studentsperceive musical expression and the importance of instrumental skills for schoolpractice predominantly positively, even though most of them enter their studies withoutextensive prior musical training and do not plan to teach music education in the future.No significant differences were confirmed between lower- and upper-year students, norbetween students specializing in music education and the cohort as a whole. In contrast,a difference was found between modes of study: full-time students rated the importanceof instrumental skills for professional preparation significantly more positively than parttimestudents.The results indicate that support for the development of instrumental skills should be anintegral part of the systematic preparation of future teachers. Particularly beneficialappears to be the strengthening of basic chordal accompaniment skills, increasedmotivation for self-study, and the consideration of curricular anchoring of suchinstruction in the form of a standalone course. The study offers concreterecommendations for improving undergraduate preparation in this area and for fosteringstudents&apos; relationship to music education as a significant component of school practice.

Název v anglickém jazyce

Self-Assessment of Selected Aspects of Instrumental Competencies in Pre-service Primary School Teachers in Relation to Their Teacher Training

Popis výsledku anglicky

This empirical study focuses on the instrumental competencies of primary teachereducation students and their self-assessment in the context of teacher preparation at theFaculty of Education, Charles University in Prague. The research was conducted in April2024 on a sample of 196 students and forms part of a broader survey examining theprofessional competencies of future teachers. The analysis showed that studentsperceive musical expression and the importance of instrumental skills for schoolpractice predominantly positively, even though most of them enter their studies withoutextensive prior musical training and do not plan to teach music education in the future.No significant differences were confirmed between lower- and upper-year students, norbetween students specializing in music education and the cohort as a whole. In contrast,a difference was found between modes of study: full-time students rated the importanceof instrumental skills for professional preparation significantly more positively than parttimestudents.The results indicate that support for the development of instrumental skills should be anintegral part of the systematic preparation of future teachers. Particularly beneficialappears to be the strengthening of basic chordal accompaniment skills, increasedmotivation for self-study, and the consideration of curricular anchoring of suchinstruction in the form of a standalone course. The study offers concreterecommendations for improving undergraduate preparation in this area and for fosteringstudents&apos; relationship to music education as a significant component of school practice.

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

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

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

Název periodika

Aura musica

ISSN

1805-4056

e-ISSN

2788-3515

Svazek periodika

16

Číslo periodika v rámci svazku

neuvedeno

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

15

Strana od-do

109-123

Kód UT WoS článku

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EID výsledku v databázi Scopus

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