Didactic Process and its Components in Electrical Engineering Education

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F20%3A73601482" target="_blank" >RIV/61989592:15410/20:73601482 - isvavai.cz</a>

Výsledek na webu

<a href="https://iated.org/iceri/publications" target="_blank" >https://iated.org/iceri/publications</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Didactic Process and its Components in Electrical Engineering Education

Popis výsledku v původním jazyce

The paper deals with issues of the process of implementation of teaching in electrical engineering subjects, including the definition of the concept of electrical engineering didactics for the subject of teaching. The question of mastering electrical concepts is a complex of knowledge and skills demanding the thought process. The interpretation of electrical engineering by the teacher requires a comprehensive approach of a teacher familiar with the principles of didactics, psychology and pedagogy, as well as a technician, an expert in the field of electrical engineering. Therefore, an essential feature of the didactic process in electrical engineering education can be seen in the gnoseological approach. Teacher training systems and models are diverse, not least in relation to vocational subjects. The differences are mainly due to the type of institution (secondary vocational school, vocational school, secondary vocational school, and secondary industrial school), the degree of autonomy of the institution (state, private, corporate), the conditions of admission of students to study and organization. The paper tries to capture the peculiarities that the didactic process brings with it in the training of future teachers.

Název v anglickém jazyce

Didactic Process and its Components in Electrical Engineering Education

Popis výsledku anglicky

The paper deals with issues of the process of implementation of teaching in electrical engineering subjects, including the definition of the concept of electrical engineering didactics for the subject of teaching. The question of mastering electrical concepts is a complex of knowledge and skills demanding the thought process. The interpretation of electrical engineering by the teacher requires a comprehensive approach of a teacher familiar with the principles of didactics, psychology and pedagogy, as well as a technician, an expert in the field of electrical engineering. Therefore, an essential feature of the didactic process in electrical engineering education can be seen in the gnoseological approach. Teacher training systems and models are diverse, not least in relation to vocational subjects. The differences are mainly due to the type of institution (secondary vocational school, vocational school, secondary vocational school, and secondary industrial school), the degree of autonomy of the institution (state, private, corporate), the conditions of admission of students to study and organization. The paper tries to capture the peculiarities that the didactic process brings with it in the training of future teachers.

Druh

D - Stať ve sborníku

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

2020

Kód důvěrnosti údajů

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

Název statě ve sborníku

ICERI2020 Proceedings

ISBN

978-84-09-24232-0

ISSN

2340-1095

e-ISSN

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Počet stran výsledku

9

Strana od-do

153-161

Název nakladatele

International Association of Technology, Education and Development (IATED)

Místo vydání

Madrid

Místo konání akce

Seville

Datum konání akce

9. 11. 2020

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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