Inclusion of Teacher Constructivism in Systematic Professional Continuous Development

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F17%3A00097192" target="_blank" >RIV/00216224:14410/17:00097192 - isvavai.cz</a>

Výsledek na webu

<a href="https://library.iated.org/view/TRNOVA2017INC" target="_blank" >https://library.iated.org/view/TRNOVA2017INC</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/edulearn.2017.1435" target="_blank" >10.21125/edulearn.2017.1435</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Inclusion of Teacher Constructivism in Systematic Professional Continuous Development

Popis výsledku v původním jazyce

To improve the quality of school education and lifelong learning, it is necessary to support teacher continuous professional development. The aim of the study is to present outcomes of research of innovative teacher professional continuous development courses. Design-based research was used as the main research method. A key result of the research is the finding that teacher education, including professional continuous development, has to be closely linked with practical experience through the use of a systematic and teacher constructivist approach. Constructivist principles and characteristics of teacher professional continuous development courses were studied within the PROFILES project. Building up teachers’ pedagogical competences, using their own experience from learning and teaching and thus connecting pedagogical theory and practice is the core of teacher constructivism.

Název v anglickém jazyce

Inclusion of Teacher Constructivism in Systematic Professional Continuous Development

Popis výsledku anglicky

To improve the quality of school education and lifelong learning, it is necessary to support teacher continuous professional development. The aim of the study is to present outcomes of research of innovative teacher professional continuous development courses. Design-based research was used as the main research method. A key result of the research is the finding that teacher education, including professional continuous development, has to be closely linked with practical experience through the use of a systematic and teacher constructivist approach. Constructivist principles and characteristics of teacher professional continuous development courses were studied within the PROFILES project. Building up teachers’ pedagogical competences, using their own experience from learning and teaching and thus connecting pedagogical theory and practice is the core of teacher constructivism.

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

EDULEARN2017 Proceedings. 9th International Conference on Education and New Learning Technologies

ISBN

9788469737774

ISSN

2340-1117

e-ISSN

—

Počet stran výsledku

9

Strana od-do

2064-2072

Název nakladatele

IATED Academy

Místo vydání

Spain

Místo konání akce

Barcelona, Spain

Datum konání akce

1. 1. 2017

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000491356002024