Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 19

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  teaching practice
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Publication available in full text mode
Content available

Realizacja treści z zakresu kultury estetyki zachowań ruchowych przez studentów AWF we Wrocławiu podczas praktyki pedagogicznej

100%
Kübler M., Wójcik-Grzyb A., Guła-Kubiszewska H., Starościak W.
Rozprawy Naukowe Akademii Wychowania Fizycznego we Wrocławiu
|
2013
|
issue 40
22-26
EN
Background. The aim of this study was to identify which contents of “Skills” and “Knowledge” sections, developing the competence of young people to participate in the culture of motor behavior aesthetics, were put into practice by teacher trainees during their school apprenticeship in secondary schools. Material and methods. The study comprised fifthyear students of the University School of Physical Education in Wroclaw who completed their teacher training in secondary schools. Research material was collected by means of a document analysis method. The P.E. class goals were analyzed with respect to the implementation of “Skills” and “Knowledge” tasks. Results and conclusions. During their teaching practice, the subjects carried out a few tasks which prepared young people to participate in the culture of motor behavior aesthetics, significantly more tasks developing skills rather than knowledge involved in this field. The skill-oriented tasks focused mainly on basic gymnastics and music and movement exercises, whereas the knowledge-oriented tasks included terminology on initial positions and technical exercises, information on regional, national and ballroom dances as well as safety and safeguard principles.
2

Pre-service Teachers’ Views of Their Training: Key Issues to Sustain Quality Teacher Education

100%
Flores M. A., Santos P., Fernandes S., Pereira D.
Journal of Teacher Education for Sustainability
|
2014
|
vol. 16
|
issue 2
39-53
EN
This paper draws upon data from a broader piece of research aimed at examining pre-service teachers' views of their initial teacher education within the context of a master’s degree programme in teaching. The data were collected through questionnaires and written narratives at the beginning and at the end of the programme. In this paper, the data arising from 47 narratives at the end of the programme are presented. Five categories emerged from the qualitative data: curriculum content, teaching practice, the role of teacher educators, teaching and learning methods, the organisational aspects and structure of the programme. Although the participants identified positive aspects of the initial teacher education programme, they also stress that there is room for improvement, especially with regard to a greater coherence of the curriculum and a better articulation of its different components. Implications of the findings for enhancing the quality of initial teacher education and the role of teachers’ educators are discussed.
3
Publication available in full text mode
Content available

Challenges in Teaching Practice at the College of Education based on the Perceptions of Pre-Service Teachers: The Case for Kuwait University

100%
Alshammari F., Eyadat W., Ebrahim A.
The New Educational Review
|
2017
|
vol. 49
250-260
EN
The primary purpose of this study was to investigate challenges in teaching practice from pre-service teachers’ perspectives. To achieve this purpose, a valid and reliable questionnaire with two domains was developed as follows: school and management; and design and implementation of lessons. A random sample of 128 senior students who attended the student training program was chosen as the unit of analysis. Results of the study indicated that challenges related to school and management were high primarily in the following two areas: large number of students in the classroom followed by school principals not interested in accepting pre-service teachers in their schools. With regard to the design and implementation of lessons, challenges were high in the following three areas: teaching competence requirements were not clear during teaching practice followed by the fact that pre-service teachers do not know laws or regulations related to teaching practice and finally inadequacy of the training period related to design and implementation of lessons. Significant differences were not detected based on gender and specialization. Finally, the study provided a number of recommendations for the field of study.
4
Publication available in full text mode
Content available

Relations Between Teachers’ Epistemological Beliefs and Teaching Practice in Serbia

100%
Milutinović J. J., Anđelković A. K.
The New Educational Review
|
2018
|
vol. 53
239-249
EN
Theoretical framework within which this paper is set is the conception of teachers’ epistemological beliefs. The author’s attention is focused on the classification of teachers’ beliefs in the realistic, contextual and relativistic approach. The question that permeates this study is whether the teacher’s beliefs are consistent with their work in practice. A questionnaire was made for the purpose of the research and the sample encompasses 420 teachers in Serbia. Results show that the subjects mostly estimate that they belong to a constructivist profile. However, their answers indicate that their acting is different from their self-assessment. Research findings imply a need for an awakening of teachers with regards to personal epistemologies.
5
Publication available in full text mode
Content available

Mentoring Student Training: What Do Mentors Do?

100%
Martínez-Figueira E., Raposo-Rivas M.
The New Educational Review
|
2014
|
vol. 37
188-201
EN
In this paper we look into the role of mentors in student training given it is of paramount importance and at times both unknown and undefined. We studied this issue through research conducted in three Spanish universities using Creswell’s biphasic model along with sequential data triangulation. We obtained information by interviewing mentors and applying an electronic questionnaire. The results show that basically mentors are available for students in student training, facilitate their integration in the center. The study indicates that conceptualizing and operationalizing mentoring functions is difficult, however, they set up a reference for the development of student training.
6
Publication available in full text mode
Content available

Rola aplikacji dydaktycznych w nauczaniu zdalnym

88%
Pokrzycka L.
e-mentor
|
2021
|
issue 1 (88)
30-36
EN
In times of the coronavirus pandemic, distance learning has become mandatory for higher education. That requires using a variety of teaching methods, both synchronous and asynchronous, and their common feature is the use of ICT tools. The aim of the article is to present applications used for making the remote lectures more attractive and engaging for journalism students of graduate and doctoral studies and foreigners from the English-language Doctoral School of Social Sciences of UMCS. The author also reflects on students' appreciation of such solutions initially during blended learning and then e-learning classes. That is based on the survey conducted among 30 doctoral students who carried out their lectures using internet applications. The study confirmed that the applications motivate students to work systematically and additionally to use them during their apprenticeships or while working in various companies with marketing, advertising, or public relations profile. Students also appreciate asynchronous classes and the fact that the use of applications allows them to repeat the most important pieces of information in a stress-free mode. Graphical applications make even tricky topics easier to remember while enabling students to illustrate the theory with practical elements.
7

INNOVATIVE TECHNOLOGY OF TRAINING OF THE FUTURE TEACHERS OF FINE ART

88%
Iraida R.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 3(67)
99-108
EN
The article deals with the content of innovative technology of the future teachers of fine art, characteristics of its stages, identifying of active forms and methods of training. The author underlines that relevance of this problem has determined the insufficient knowledge of the future teachers of fine art about the implementation of pedagogical innovations. To find out the objectives the author used theoretical methods such as analysis, classification, systematization and generalization of pedagogical and methodological sources. The empirical method allowed to conclude about qualitative changes in the levels of theoretical knowledge and practical skills based on teacher observation and interviewing. Active forms consist of lectures (meeting, press conference, and scientific workshop), practical sessions (training, modeling lessons) and interactive methods such as individual assignment, explanatory and illustrative scribing, fishbone diagram, clustering, comparative analysis, synthesis, research method, heuristic discussion, educational requirement. The proposed innovative technology of training of the future teachers of fine art can be useful to modernize professional training of the future teachers of fine art in the artistic and pedagogical faculties of higher education institutions, in a system of postgraduate teacher’s education, for heads of hobby groups and methodologists of fine art. Also this technology will assist to write methodological textbooks and recommendations for students and teachers of university. Further research is required to determine the potential of artistic and educational technologies in order to train future teachers of fine art.
8

ФОРМУВАННЯ ІНФОРМАЦІЙНИХ ДОСЛІДНИЦЬКИХ УМІНЬ У МАЙБУТНІХ УЧИТЕЛІВ УКРАЇНСЬКОЇ МОВИ І ЛІТЕРАТУРИ

75%
Земка О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 1(45)
268-274
EN
The article analyzes the essence of the concept of «information» in the pedagogical and psychological scientific literature. Among the information research skills we have selected: bibliographic (in particular, ability to work with bibliographic catalogs; make a literature search using bibliographic data; make a bibliographic description based on certain regulatory requirements; select the necessary information from the searched sources; highlight the main of the text; write the book annotation and the review on a book); lexicographical (in particular, the ability to perceive, recognize, analyze, extract the information of the lexicographical editions; compare information, comment on it, critically evaluate it; identify the specific dictionaries of various types and select the dictionary depending on the task); technical (in particular, the ability to perform the information searching, including the Internet; to formulate queries (keywords); to store information data correctly; to analyze and critically evaluate different sources of information (traditional and electronic) to solve various problems arising in the study and professional educational activities). The formation of information research skills of future teachers of the Ukrainian language and literature carried out in the teaching and learning activities, during theresearch work, training (folklore, literature and local history, ethnography) and teaching practices (educational record, at the teacher’s workplace). Teaching and learning activities of the students of philology aimed at mastering the historical and literary courses «Introduction to Literary Studies», «History of Ukrainian Literature» in the context of professional research (artistic, journalistic, scientific) text. The research work of future teachers of the Ukrainian language and literature is subject to actual problems of the research of literary and educational sciences. In the formative process of informational research skills of the students of philology the main focus is on their own skills to find, select, analyze, synthesize, organize, compare, annotate, critically evaluate information from reference encyclopedias, lexicographical, monographs, teaching, including electronic, sources, use this information to solve specific research and training tasks (analysis and translation, the study of texts written in electronic format) and at the lessons in secondary schools.
9
Publication available in full text mode
Content available

Tworzenie warunków dla refleksyjności studentów i nauczycieli na przykładzie projektu ,,Poznać – Zrozumieć – Doświadczyć”

75%
Bonar J.
Journal of Modern Science
|
2016
|
issue 4(31)
27-36
EN
The text presents the theoretical framework of the Project ‘Poznać – Zrozumieć – Doświadczyć’ (Learn – Comprehend – Experience) implemented by the University of Lodz. The main aim of the project was for students, academic teachers and researchers to develop a space for mutual learning and education, the major purpose of which was to establish a constructive relationship between pedagogical theory and practice. The space is intended to allow for profound reflection, understood as consideration, inquiry and deliberation of issues from various points of view and perspectives; the reflection in action and on action, which reveals the complexity of a learning act, presents the importance of various individual receptions of the same educational situations and their individual interpretations. This reflection should also create an opportunity to gain personal knowledge that facilitates the comprehension of educational events. Such a reflection is, in my opinion, a prerequisite for the development of a student’s research approach and then also a teacher’s. Due to this reflection the world ceases to be perceived as a sustained and harmonious structure and becomes a set of questions, an area of research and practical uncertainty. The reflection also supports creativity and transgression that results in an individual crossing the borders of what has already been learnt or mastered.
PL
Tekst jest prezentacją teoretycznych założeń projektu Poznać – ,,Zrozumieć – Do- świadczyć” realizowanego na Uniwersytecie Łódzkim, którego celem było stworzenie przez studentów, nauczycieli i badaczy przestrzeni wzajemnej edukacji służącej zbudowaniu konstruktywnej relacji pomiędzy elementami teorii i praktyki pedagogicznej. Przestrzeni pozwalającej na pogłębioną refleksję rozumianą jako namysł, dociekanie, rozważanie problemu z jego różnych – w działaniu i nad działaniem, ujawniającą zło- żoność aktu uczenia się, ukazującą rolę indywidualnego odbioru tych samych sytuacji edukacyjnych, ich indywidualnej interpretacji. Refleksję będącą okazją do zdobywania wiedzy osobistej, pozwalającej na rozumienie zdarzeń edukacyjnych. Jest ona, moim zdaniem, niezbędnym warunkiem rozwijania studenta, a potem nauczyciela postawy badawczej, dzięki której świat przestaje być postrzegany jako trwała i harmonijna struktura, a staje się zbiorem pytań, obszarem niepewności poznawczej i praktycznej. Wspiera gotowość do tworzenia, do transgresji polegającej na przekraczaniu tego, co się już wie i umie.
10
Content available remote

Vzdelavaci postupy v priprave budoucich ucitelu materskich skol v CR

75%
Radmila Burkovicova R.
Scientific Bulletin of Chełm - Section of Pedagogy
|
2011
|
issue 1
85-95
EN
Preliminary preparation of studies in the field of pre-school education is carried out using constructive strategies humanities . It starts from the concept of preconceptions of child in relation to the teaching profession and the notion of the professional activities of students. During the internship students have an opportunity to confront the reality with educational theoretical knowledge . The experience students gain is referred to the pedagogical approach , anchored in contextual knowledge and re- verified in pedagogical practice. Education is , therefore, a spiral.
11

ПЕДАГОГІЧНА ПРАКТИКА ЯК ОСНОВА РОЗВИТКУ ТВОРЧОГО ПОТЕНЦІАЛУ МАЙБУТНІХ УЧИТЕЛІВ АНГЛІЙСЬКОЇ МОВИ

75%
Горовенко О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 4(48)
304-313
EN
The purpose of this article is to highlight the conception, finding out the specifics of the creative potential of future English language teachers, determining the qualities of a creative personality of a teacher that required implementing educational activities. The main methods of the research are the study of the legal-normative and methodological documents; analysis and synthesis of psychological, managerial, pedagogical, scientific-methodical literature; the generalization of independent characteristics. The urgency of the development of creative potential of future English language teachers in pedagogical practice is based in the article; the nature of the concepts of «creativity», «creative potential», «teaching practice» is clarified; the qualitative characteristics of creative activity of the teachers (innovation, creativity, cognitively, self-criticism, reflection, reversibility, synergeticsoft, optimism, kindness) are disclosed. The specific parameters (the ability of creative approach in teaching; the ability to continually develop the creative teaching experience and competence; the ability to generate and implement the creative strategy of pedagogical activity) that characterizing pedagogical work are concretized; the ways of development of creative potential of future English language teachers are determined in the article. It is proved that teaching practice is an essential part of the professional training of future teachers. It gives the possibility to future professionals to learn how to apply the received knowledge in psychology, pedagogy, professional techniques to consolidate and deepen them by the way of individual work, to realize the responsibility and complexity of the teacher’s work, to help to increase the element of intensification and individualization of professional activity of a future teacher, which positively affects the identification and formation of pedagogical abilities of the students. The study does not exhaust all aspects of the problem. The pedagogical patterns, didactic principles, conditions of formation of readiness of the students to the creative professional activity may be promising directions for further research.
12
Publication available in full text mode
Content available

WPŁYW PRAKTYK NAUCZYCIELSKICH NA ROZWÓJ REFLEKSYJNOŚCI STUDENTÓW FILOLOGII ANGIELSKIEJ ORAZ NA ICH DALSZE DECYZJE ZWIĄZANE Z WYBOREM ZAWODU NAUCZYCIELA

71%
Derenowski M.
Neofilolog
|
2015
|
issue 45/1
27-41
EN
Taking part in teaching practice is supposed to help students of Englishphilology make the right decisions concerning their future teaching careers.During their third year of studies they conduct 45 lessons individually.During these teaching hours students have a unique opportunityto put their theoretical knowledge into practice in the classroom anddecide if they really want to become teachers in the future. The studypresents data obtained from a short questionnaire and group interviewsconducted among philology students after their teaching practice.It focuses on the students’ opinions concerning the influence ofteaching practice on the development of reflectivity and on the choiceof future career. Additionally, students were asked about the possiblereasons influencing their decisions about the future.
13
Publication available in full text mode
Content available

Ocenianie kompetencji studentów – przyszłych nauczycieli języka obcego przez nauczycieli – opiekunów praktyk

63%
Grabowska M.
Neofilolog
|
2019
|
issue 53/2
195-211
EN
The aim of this paper is to analyse how French teachers evaluate the didactic skills of students of the Institute of Romance Studies after their three-week teaching practice in a Polish middle or high school. We will be interested primarily in the descriptive evaluation written by the supervising school teachers, which affords an overview of the key competences of foreign language teachers in their own opinion (i.e. their personal theory of teaching) as well as of the terminology used to describe them and reflecting modern or more traditional conceptions of teaching. Our analysis will be carried out with reference to the competences highlighted in a self-evaluation tool, the European Portfolio for Students Teachers of Languages. Conclusions are drawn regarding not only the need to strengthen cooperation between the university and the school teachers to instil a reflective attitude, but also to strengthen the correlation between the tutors’ evaluation and the self-evaluation of the trainees – not only to develop their autonomy, but also for formative assessment of both the student and the teacher.
14

ПРАКТИЧНО-ОРІЄНТОВАНА ДІЯЛЬНІСТЬ МАЙБУТНІХ УЧИТЕЛІВ ФІЛОЛОГІЧНИХ СПЕЦІАЛЬНОСТЕЙ У ПРОЦЕСІ ПЕДАГОГІЧНОЇ ПРАКТИКИ

63%
Катерина П.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 1(65)
120-130
EN
There are new processes in politics, economics and cultural life of modern society which are closely connected with the understanding of a person, the role of personality in the society nowadays. There is also a sharp contradiction between the necessity to form and educate active and creative and at the same time responsible and disciplined personality of the future professionals and real possibility to move to new positions of civil responsibility for own actions and decisions. Problems of the development of the personality of a future specialist during the period of studying in the higher educational establishment are of great interest nowadays. It is important for the personality to overcome difficulties, continue own development, not to lose but to save and develop potentialities, to build life actively in the society with high demands to everyone, to acquire creative and active position and professionalism. The article is devoted to the problem of interrelation between theoretical and practical education of the future teachers of philological specialties in the process of teaching practice. The unity of theoretical and practical education in the process of teaching practice is realized due to its structural and systematic construction. The educational process is inseparable and integral in practice. It is impossible to separate goal from contents and methods of teaching and education, forms of work from interaction between the participants of educational process under certain conditions of school and class. Theoretical education ensures the mastering of structural models of teaching, in the process of teaching practice favorable conditions for achieving certain level of excellence are created. On the one hand teaching practice serves as a monitoring of professional qualities of the future teachers of philological specialities, on the other one teaching practice is the most important stage in the development of pedagogical skills, demonstration and application of these skills in the process of teaching practice that also stimulates professional self-realization
15
Content available remote

Kiedy praktyka czyni mistrzem?

63%
Rybska E., Cieszyńska A., Dudziak R.
Edukacja Biologiczna i Środowiskowa
|
2014
|
issue s1
32-37
PL
Praktyki w szkole są niezbędnym etapem nabywania kompetencji pedagogicznych i dydaktycznych. Zgodnie z rozporządzeniem Ministra Nauki i Szkolnictwa Wyższego w sprawie standardów kształcenia przygotowującego do wykonywania zawodu nauczyciela, przygotowanie pedagogiczne ma na celu wyposażenie osoby, która pretenduje do podjęcia pracy na stanowisku nauczyciela danego przedmiotu w podstawowy warsztat umiejętności niezbędnych dla wykonywania tej profesji. Praktyki odbywają się na terenie szkoły pod opieką nauczyciela – mistrza. Jak w wielu sytuacjach życiowych, które są związane z relacjami międzyludzkimi również w przypadku praktyk pedagogicznych, warto zastanowić się nad tym, kiedy praktyki można uznać za przeprowadzone z sukcesem, kształcące i w pełni udane. W roku akademickim 2013/2014 poproszono studentów Wydziału Biologii, Wydziału Chemii, Wydziału Geografii oraz nauczycieli i dyrektorów szkół współpracujących z WB UAM, aby podzielili się z nami swoimi przemyśleniami i doświadczeniami z przebiegu praktyk nauczycielskich. Uzyskane odpowiedzi zostały przeanalizowane i przedyskutowane w niniejszej pracy. Z przeprowadzonej analizy wynika, że nauczyciele zwracają największą uwagę na merytoryczne przygotowanie studentów, studenci zaś na kompetencje i cechy opiekuna, które można zawrzeć w pojęciu „dobry nauczyciel” lub „dobry mentor”. Nie zawsze oczekiwania względem tych dwóch ról (praktykant/mistrz) pokrywają się. Można również zauważyć, że kluczowym elementem praktyk pedagogicznych jest zaangażowanie obu stron.
EN
Pedagogical practice carried out at school environment is a necessary step to acquire competencies of teaching and learning among students who are pre-service teachers. According to the Regulation of the Minister of Science and Higher Education the aim of this practice is to equip a person who aspires to become teacher of the subject in the basic workshop skills necessary for the teaching profession. This practice takes place at school environment under the supervision of a teacher who is a master for students. As in many situations that are associated with interpersonal relations also in the case of teaching practice is tempting to reflect on when the practice can be regarded as having been carried out with success, instructive and felicitous. In the academic year 2013/14 we have invited students of the Faculty of Biology, Department of Chemistry, Faculty of Geography and teachers and school leaders working with Biology Department AMU to share with us their thoughts and experiences with how the teaching practice is carried out. The responses were analyzed and are presented in this paper. The analysis shows that teachers pay special attention to the academic preparation of the students. The students value competence, authority and other features that can be included in the concept of “good teacher” or “good mentor”. The expectations for these two roles (student/master) do not always coincide. It can also be noted that a key element of teaching practice is a commitment from both sides.
16
Publication available in full text mode
Content available

Weryfikacja osiągnięcia przedmiotowych efektów kształcenia/uczenia się w ramach praktyki nauczycielskiej – wybrane modele

63%
Bąk-Średnicka A.
Neofilolog
|
2019
|
issue 53/2
171-194
EN
Quality assessment of intended learning outcomes in teaching practice should reflect current directions in educating preservice teacher candidates. Moreover, it should correspond with recent studies on human behavior in social psychology. A trainee teacher applies the knowledge acquired at university only when confronted by all manner of problems in the complex pedagogical reality. Therefore, the intended learning outcome, which is a key factor in quality teacher education and which should undergo quality assessment (Journal of Laws, 2012), is pedagogical acuity. Pedagogical acuity, so-called “sensitivity to problems” (Kwiatkowska, 1988: 103, 105), is the ability on the part of trainee teachers to reflect-inaction and to reflect-on-action by identifying classroom and out-of-classroom problems and dealing with them in a creative way. The development of pedagogical acuity is not an automatic process and it depends on trainees’ readiness to take autonomous decisions. The aim of the article is twofold. Firstly, it compares three models of assessment, which apply alternative evaluation methods of intended learning outcomes in teaching practice, with regard to the development of autonomous behavior on the part of the trainee. They offer forms of alternative assessment in which narrative texts play a central role; these include discussions, dialogues, journals and/or diaries. Secondly, the article analyses teacher education programs at Polish universities, considering those available online, from the perspective of developing autonomous behavior during teaching practice. The findings reveal that roughly one third of teacher education programs apply alternative assessment in teaching practice. In concluding remarks the author reflects on the significant gap between the assessment preferences of academicians, and proven models applying alternative evaluation methods available in literature mainly in the form of one-off projects.
17

ПРАКТИКО-ОРІЄНТОВАНІ ТЕХНОЛОГІЇ МЕТОДИЧНОЇ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ БІОЛОГІЇ

63%
Грицай Н.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 10(54)
34-41
EN
The article reveals the essence of practical-oriented approach to methodological preparation of future teachers of biology. It is established that such approach has been realized in foreign countries, but it isn’t widely used in Ukraine. The essence of the practice-oriented approach has several positions. Some scientists believe that the practice-oriented approach involves organizing education, industrial and pre-diploma students’ practice with the aim of immersion into the professional environment. Other scholars consider the main effectiveness of implementation of the vocational-oriented learning technologies that contribute to form the students’ important traits for future careers. The purpose of the article is to identify the effective practical-oriented learning technologies in methodological preparation of future teachers of biology. It is stressed that different kinds of practices (propedeutic, educational, productive) provide an opportunity to the student to confirm the correctness of the chosen profession, to observe how the teachers-professionals work, to acquire professional experience, to develop the necessary practical skills. Survey that was conducted among university teachers in Ukraine gave reason to approve that the most common technologies in methodological preparation of future teachers of biology are interactive technologies, design technologies, multimedia technologies and problem-based learning technologies. However, such technologies as contextual technology training, case-technology, research technology, technology portfolio, technology workshops are underutilized. The technologies that contribute to the realization of professional students’ activity during their studies at higher education institution are known as professionally oriented. These technologies refer to the contextual education technology, design technology, case technology, interactive technology, problem-based learning technology, technology of portfolio, technology of workshops and others. The author determined the common features of professionally-oriented technologies (performance, motivation to the profession, the formation of practical skills, cognitive activation of students, and development of methodological thinking of students). The conclusions about the effectiveness of practice-oriented technologies have been made.
18

ОСОБЛИВОСТІ ПЕДАГОГІЧНОЇ ПРАКТИКИ СТУДЕНТІВ КИТАЙСЬКИХ ПЕДАГОГІЧНИХ ВНЗ

63%
Шевченко К.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 4(48)
158-166
EN
The training of the teachers is on a special place between other problems of modern education. Teaching practice is an integral part of teachers training. The question of teaching practice of the Chinese students in Pedagogical Educational Establishments is not revealed in the Ukrainian scientific literature at a sufficient level. The article is devoted to the peculiarities of teaching practice of the Chinese students in Pedagogical Educational Establishments, the importance of practice of the future teacher is highlighted, the need to gain experience as a teacher by the practice that in the future pedagogical activity will greatly simplify adaptation to the work of the teacher and the form-master, the basic types of teaching practice are analyzed in details. The basic documents that coordinate the work of the students during practical training are analyzed, the requirements for reporting and assessment of the trainees are covered, the contents of practice is analyzed, the function of the school in an internship are considered, the Chinese forms of control over the work of the teachers trainee are presented. The aim of practice is training the students of Chinese Pedagogical Educational Establishments to teach and to educate children according to their specialization, teachers trainee study to use their skills and expertise in practice, future teachers are given opportunities to deepen knowledge of the teaching profession and to fill more independent as a leader of studying action. An important point in the teaching practice is its contents. It includes educational practice, the practice of the form-master and teacher research. The article reveals the meaning of teaching practice, its importance, its necessity and the problems which future teachers could have in their work during practice. The teacher, who is responsible or the form-master introduces the trainee with the current state of teaching at the school, it helps to increase the level of knowledge of the subject, pedagogy and psychology. Therefore, a responsible teacher should be well educated ideologically, should have a high level of knowledge of the subject and be a responsible for a person, who conscientiously treats his profession. All these factors are important, because the head of practice can influence the formation of good attitude to the teaching profession in trainees. Pedagogical research and summarize observations of teaching experience, primary sources are used as methods of research, theoretical generalizations and conclusions are made.
19

The Development of Psycho-Didactic Skills within Special Art Education Projects

63%
Stadlerová H.
Acta Technologica Dubnicae
|
2014
|
vol. 4
|
issue 2
60-66
EN
The paper presents the possibilities of developing the psychodidactic skills of students participating in a new pedagogical practicum conducted by the Department of Art of Masaryk University in Brno. Special art education (SAE), a program primarily designed for sociallydisadvantaged clients, imposes specific requirements on leading art activities. The students became part of a qualitative research program, which was implemented from 2010 to 2013 and which helped to articulate which psycho-didactic skills each student already had; this was accomplished through the implementation of specific art activities with clients from five participating institutions. The paper presents a part of the results of the research.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.