Proměny subjektivních teorií u studentů učitelství od začátku studia do konce čtvrtého semestru
Transformations of student teachers' subjective theories from the begginig of the studies until the end of the fourth semestre
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Based on the findings of Shulman and Bromme the construct “tacit knowledge” was paid a lot of attention in the 1990s – primarily in the area of (natural) sciences. The investigation in hand, carried out as a research assignment at the State College of Education, aims at the identification of subjective theories and their modifications with teacher trainees (lower secondary pathway) over a period of four semesters of study. The main results of the total analysis of the data show modifications in the perception of their own roles (from students to teachers) in connection with self-related cognitions and self-efficacy, the perception of the child and/or the perception of the child in his/her role as a pupil; various aspects of tuition connected to their own roles as teachers and the pressure to act in challenging situations, the increasing understanding of a teacher’s job in the dimension of education as well as a shift from mainly cognitive learning to social learning.
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