Student teachers' understanding of reacher profession

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F03%3A00004611" target="_blank" >RIV/60076658:12410/03:00004611 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Student teachers' understanding of reacher profession

Popis výsledku v původním jazyce

The study focuses on pedagogical knowledge of student teachers in terms of their implicit theory of teaching. We have analysed student teachers reflections of what it means to be a teacher. Though it is impossible to study implicit theory directly, it ispossible to discover some part of it through the "discourse" about teaching, especially when open projection is fostered. A modified version of Twenty-statement test (TST) was used. Data gained from freshmen student teachers (N = 308) were qualitativelyanalysed. The students tended to use mostly normative statements. They produced mainly the statements drawn from the pupil/student position. The "strict" competencies were described in less elaborated manner than the "mild" ones. The results are in correspondence with the assumption that implicit theory of freshmen student teachers reflects mostly their personal schooling experience.

Název v anglickém jazyce

Student teachers' understanding of reacher profession

Popis výsledku anglicky

The study focuses on pedagogical knowledge of student teachers in terms of their implicit theory of teaching. We have analysed student teachers reflections of what it means to be a teacher. Though it is impossible to study implicit theory directly, it ispossible to discover some part of it through the "discourse" about teaching, especially when open projection is fostered. A modified version of Twenty-statement test (TST) was used. Data gained from freshmen student teachers (N = 308) were qualitativelyanalysed. The students tended to use mostly normative statements. They produced mainly the statements drawn from the pupil/student position. The "strict" competencies were described in less elaborated manner than the "mild" ones. The results are in correspondence with the assumption that implicit theory of freshmen student teachers reflects mostly their personal schooling experience.

Druh

D - Stať ve sborníku

CEP obor

AN - Psychologie

OECD FORD obor

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Projekt

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Návaznosti

Z - Vyzkumny zamer (s odkazem do CEZ)

Rok uplatnění

2003

Kód důvěrnosti údajů

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

Název statě ve sborníku

Improving Learning, Fostering the Will to Learn - Abstracts

ISBN

88-7178-975-X

ISSN

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e-ISSN

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Počet stran výsledku

1

Strana od-do

506

Název nakladatele

CLEUP, Via G. Belzoni, 118/3

Místo vydání

Padova

Místo konání akce

Padova

Datum konání akce

26. 8. 2003

Typ akce podle státní příslušnosti

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Kód UT WoS článku

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