Pedagogical Condition at Undergraduate Teacher Preparation

• Authors: Pavla Andrysová , Jana Martincová , Hana Včelařová

Abstracts

EN

Within the academic preparation of future teachers we quite often notice that the students expect pedagogical or didactic disciplines to give them practical advice and guidelines for their teaching, which is logical. However, every experienced pedagogue knows how unrealistic such expectations are. The study of pedagogical sciences offers information basis, but its knowledge does not guarantee pedagogical mastery to any teacher. Our aim is to enrich the existing form of pedagogical programmes by adding a new dimension of personality development, which we want to achieve through psychosomatic disciplines. Completing this kind of preparation should enable the students to develop the so-called pedagogical condition. Graduates in Teacher Training programmes should then be not only academically educated professionals, but also authentic, self-reflecting personalities, capable of taking responsibility for their action.

Keywords

EN

pedagogical condition; psychosomatic preparation; undergraduate teacher preparation; pedagogical environment; psychodidactic dimension; personal dimension; communicative dimension

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2014
• Volume: 38
• Pages: 152-165

Dates

published

2014

Contributors

author

Pavla Andrysová

• Thomas Bata Univerzity in Zlin

author

Jana Martincová

• Thomas Bata Univerzity in Zlin

author

Hana Včelařová

• Thomas Bata Univerzity in Zlin

References

• Al Balushy, Z. (2012). Am I an Ideal Teacher? Humanising Language Teaching Magazin, Year 14; Issue 3.
• Andrysová, P. (2011). Psychosomaticky pojatá příprava sociálních pedagogů. In Kolektiv autorů. Psychosomatické disciplíny v teorii a praxi. Praha: Nakladatelství AMU ve spolupráci s Brkolou.
• Blaisdell, M. L. (1993). Academic Integration: Going Beyond Disciplinary Boundaries in Preparing Faculty for New Conceptions of Scholarship, ed. Laurie Richlin. San Francisco: Jossey-Bass.
• Čunderle, M., & Roubal. J. (2001). Hra školou. Dvakrát o Ivanu Vyskočilovi. Praha: Nakladatelství Studia Ypsilon.
• Dawn (2011). Characteristics of ideal teacher. Dostupné z: http://www.dawn.com/news/601289/characteristics-of-the-ideal-teacher
• Hančil, J. (2005). Otevřený svět dialogického jednání. In VYSKOČIL, I. a kol. Dialogické jednání s vnitřním partnerem. Brno: JAMU.
• Kliková, A. (2003). Dialogické jednání jako dramatizace ideje. Dostupné z: cts.cuni. cz/soubory/reporty/CTS-03 - 23.doc
• Nikitina, S. (2003). Movement Class as an Integrative Experience: Academic, Cognitive, and Social Effects. Journal of Aesthetic Education, 37, č. 1, pp. 54 - 63.
• Švec, V., & Vyskočilová, E. (2007). The pedagogical conditioning student teachers: The foundations of their preparedness for changes in the roles of teachers. In Totems and Taboos: Risk and Relevance in Research on Teachers and Teaching. ISATT Konference: Abstracts by Session. Ontario: Brock University, July 5 - 9.
• Valachová, P. (2009). Možnosti rozvoje pedagogické kondice v pregraduální přípravě sociálních pedagogů. Possibilities of development of pedagogice condition in pre-gradual preparation of social educators. In Zborník z konferncie IV. Medzinárodná konferencia doktorandov odborov Psychológia a Sociálna práce. Nitra: FSVaZ UKF.
• Vyskočil, I. (2000). Úvod. In Psychosomatický základ veřejného vystupování jeho studium a výzkum: sborník z konference 14. a 15. října 1999. Praha: AMU.

Identifiers

DOI

10.15804/tner.14.38.4.11

Biblioteka Nauki

2032586