Sharing pedagogical knowledge between student teacher and her training teacher in the course of pedagogical practice

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F18%3A73594040" target="_blank" >RIV/61989592:15410/18:73594040 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.pdf.upol.cz/fileadmin/userdata/PdF/ePedagogium/e-Pedagogium_4-2018online.pdf" target="_blank" >https://www.pdf.upol.cz/fileadmin/userdata/PdF/ePedagogium/e-Pedagogium_4-2018online.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Sharing pedagogical knowledge between student teacher and her training teacher in the course of pedagogical practice

Popis výsledku v původním jazyce

The aim of this study is to illustrate through the empirical data from the case study pedagogical knowledge, which arose in the process of sharing between teacher and student teacher. Firstly it is defined theoretic basis. Secondly, attention is paid to the sharing of knowledge, which is realized in the model of apprenticeship. Then methodology is introduced: research problem, design, sample selection, method of data collection, analysis and interpretation. Part of the methodology is to introduce a clean language method used to conduct in-depth interviews. Based on data analysis, it was found that sharing in the apprenticeship model had an impact on more effective professional preparation. The different experience of training teachers and students often block the understanding of the observed or said, because the purpose of the sharing is not only describe what it was done in lessons, but in particular to understand what is behind the observed behaviour. From our research emerged that a precondition for sharing becomes a mutual respect and support with regard to the need for the other. Based on the analysis of the educational experience with the sharing of pedagogical situations by the practice of allowing student to modify existing or adopt new elements of practical knowledge to our knowledge base. Detailed analysis and description of pedagogical situations allows student to a deeper reflection, which can result in modification of existing, or adopt new elements of practical knowledge to her knowledge base.

Název v anglickém jazyce

Sharing pedagogical knowledge between student teacher and her training teacher in the course of pedagogical practice

Popis výsledku anglicky

The aim of this study is to illustrate through the empirical data from the case study pedagogical knowledge, which arose in the process of sharing between teacher and student teacher. Firstly it is defined theoretic basis. Secondly, attention is paid to the sharing of knowledge, which is realized in the model of apprenticeship. Then methodology is introduced: research problem, design, sample selection, method of data collection, analysis and interpretation. Part of the methodology is to introduce a clean language method used to conduct in-depth interviews. Based on data analysis, it was found that sharing in the apprenticeship model had an impact on more effective professional preparation. The different experience of training teachers and students often block the understanding of the observed or said, because the purpose of the sharing is not only describe what it was done in lessons, but in particular to understand what is behind the observed behaviour. From our research emerged that a precondition for sharing becomes a mutual respect and support with regard to the need for the other. Based on the analysis of the educational experience with the sharing of pedagogical situations by the practice of allowing student to modify existing or adopt new elements of practical knowledge to our knowledge base. Detailed analysis and description of pedagogical situations allows student to a deeper reflection, which can result in modification of existing, or adopt new elements of practical knowledge to her knowledge base.

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

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2018

Kód důvěrnosti údajů

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

Název periodika

e-PEDAGOGIUM, An independent scientific journal for interdisciplinary research in pedagogy

ISSN

1213-7758

e-ISSN

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Svazek periodika

2018

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

17

Strana od-do

41-57

Kód UT WoS článku

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EID výsledku v databázi Scopus

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