Influence of school culture on pedagogical knowledge sharing between an education student and a training teacher

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F21%3A73606610" target="_blank" >RIV/61989592:15410/21:73606610 - isvavai.cz</a>

Výsledek na webu

<a href="https://link.springer.com/article/10.1007/s43545-021-00091-z#article-info" target="_blank" >https://link.springer.com/article/10.1007/s43545-021-00091-z#article-info</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/s43545-021-00091-z" target="_blank" >10.1007/s43545-021-00091-z</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Influence of school culture on pedagogical knowledge sharing between an education student and a training teacher

Popis výsledku v původním jazyce

Students undergo a demanding socialization process at the beginning of their practice, which they subjectively perceive. At the time of this socialization process, the process of knowledge sharing begins, and this process must include reflection on and explanation of new pedagogical experience if students are to establish suitable conditions for practice. Not only the training teacher but also others who form the so-called school culture may neglect to address new experiences and provide sufficient support. This research aimed to explore the effects of the school culture on a student’s career at the beginning of her teaching and pedagogical knowledge sharing. Based on the results of the analysis, we answered the following research question: “How does the school culture influence a student’s pedagogical knowledge sharing with her training teacher?” We found that the student’s subjective theories should correspond with the school culture; otherwise, the student may leave the profession earlier. In addition, support from colleagues and sufficient explanation (modelling of the teacher’s thoughts) in school practice create a space to share pedagogical knowledge and clarify the student’s doubts about education. We identified the teacher&apos;s career, the school culture, and the training teacher as sources of support for the education student. The data were collected via interviews with the use of the “clean language” method and analysed through open coding.

Název v anglickém jazyce

Influence of school culture on pedagogical knowledge sharing between an education student and a training teacher

Popis výsledku anglicky

Students undergo a demanding socialization process at the beginning of their practice, which they subjectively perceive. At the time of this socialization process, the process of knowledge sharing begins, and this process must include reflection on and explanation of new pedagogical experience if students are to establish suitable conditions for practice. Not only the training teacher but also others who form the so-called school culture may neglect to address new experiences and provide sufficient support. This research aimed to explore the effects of the school culture on a student’s career at the beginning of her teaching and pedagogical knowledge sharing. Based on the results of the analysis, we answered the following research question: “How does the school culture influence a student’s pedagogical knowledge sharing with her training teacher?” We found that the student’s subjective theories should correspond with the school culture; otherwise, the student may leave the profession earlier. In addition, support from colleagues and sufficient explanation (modelling of the teacher’s thoughts) in school practice create a space to share pedagogical knowledge and clarify the student’s doubts about education. We identified the teacher&apos;s career, the school culture, and the training teacher as sources of support for the education student. The data were collected via interviews with the use of the “clean language” method and analysed through open coding.

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

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

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

Název periodika

SN Social Sciences

ISSN

2662-9283

e-ISSN

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Svazek periodika

1

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

18

Strana od-do

1-18

Kód UT WoS článku

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EID výsledku v databázi Scopus

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