Beginning teachers, the importance and possibilities of their self-learning
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F21%3A73604058" target="_blank" >RIV/61989592:15410/21:73604058 - isvavai.cz</a>
Výsledek na webu
<a href="https://library.iated.org/view/SEVCIKOVA2021BEG" target="_blank" >https://library.iated.org/view/SEVCIKOVA2021BEG</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.21125/inted.2021.1708" target="_blank" >10.21125/inted.2021.1708</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Beginning teachers, the importance and possibilities of their self-learning
Popis výsledku v původním jazyce
The explanatory study deals with the issue of self-learning in beginning teachers; how they reflect themselves on their self-learning in lifelong learning and education. The study is part of a long-term research on the topic: Selected aspects of shaping the professional beliefs of beginning teachers. Part of the research, the results of which we present here, was focused on recognizing, describing and explaining unique subjective views on the phenomenon of self-learning in relation to the professional beliefs of beginning teachers, as reflected by respondents from practice within their constructions and mental representations. Research has shown that beginning teachers consider self-learning to be a full-fledged part of their professional lives. In practice, it is profiled into three basic areas, namely self-learning theories, self-learning by observation and self-learning by shared experience, which - if it is to be meaningful according to the respondents - should be shared with another professional, the induction teacher. A link to the phenomenon of professional beliefs and subsequently to the reflection of comfort in the profession was also found in the sense that the realization of self-learning strengthens both phenomena. At the same time, it became clear that beginning teachers in the current implementation system lack support in their self-learning by an experienced colleague, the so-called induction teacher.
Název v anglickém jazyce
Beginning teachers, the importance and possibilities of their self-learning
Popis výsledku anglicky
The explanatory study deals with the issue of self-learning in beginning teachers; how they reflect themselves on their self-learning in lifelong learning and education. The study is part of a long-term research on the topic: Selected aspects of shaping the professional beliefs of beginning teachers. Part of the research, the results of which we present here, was focused on recognizing, describing and explaining unique subjective views on the phenomenon of self-learning in relation to the professional beliefs of beginning teachers, as reflected by respondents from practice within their constructions and mental representations. Research has shown that beginning teachers consider self-learning to be a full-fledged part of their professional lives. In practice, it is profiled into three basic areas, namely self-learning theories, self-learning by observation and self-learning by shared experience, which - if it is to be meaningful according to the respondents - should be shared with another professional, the induction teacher. A link to the phenomenon of professional beliefs and subsequently to the reflection of comfort in the profession was also found in the sense that the realization of self-learning strengthens both phenomena. At the same time, it became clear that beginning teachers in the current implementation system lack support in their self-learning by an experienced colleague, the so-called induction teacher.
Klasifikace
Druh
D - Stať ve sborníku
CEP obor
—
OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
—
Návaznosti
S - Specificky vyzkum na vysokych skolach
Ostatní
Rok uplatnění
2021
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název statě ve sborníku
INTED2021 Proceedings
ISBN
978-84-09-27666-0
ISSN
2340-1079
e-ISSN
—
Počet stran výsledku
7
Strana od-do
8396-8402
Název nakladatele
International Association of Technology, Education and Development (IATED)
Místo vydání
Madrid
Místo konání akce
Valencia
Datum konání akce
8. 3. 2021
Typ akce podle státní příslušnosti
WRD - Celosvětová akce
Kód UT WoS článku
—