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Wypalenie zawodowe nauczyciela – w perspektywie odpowiedzialności i troski o człowieka

100%
Adamczyk D.
Seminare. Poszukiwania naukowe
|
2013
|
vol. 34
241-251
EN
This article concerns the contemporary issue of teacher burnout, which is associated with high expectations, responsibility, and care for human beings. The process of professional burnout has several stages, but it is not irreversible. The article indicates elements of prevention whose goal is to effectively counteract the destructive effects of burnout. Attention is drawn to risk awareness and early recognition of symptoms in the context of one’s passion for work and for students.
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A student teacher on the pathway to teaching profession: Reviewing research and proposing a model

88%
Svatoš T.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
|
2013
|
vol. 23
|
issue 6
786-809
EN
There has been a long tradition of research aimed at teachers and their professional development in educational and social contexts conducted continuously by both international and Czech research community. In terms of frequency and intensity of the research interest, two areas or stages of teachers’ professional development are most focused on: a novice teacher and an expert teacher. The fact that studies on future teachers and the transformation of students of teaching into teachers are only few and far between deprives teacher education, both its theory and practice, of much needed in-depth insight into these stages. This study highlights two points: Firstly, the evidence of Czech researchers’ low interest in conducting research into teacher education from within, and secondly, the fact that individual stages of professional development of future teachers can be examined and described. It is particularly vital to encompass the early professional development stage when substantial changes in the attitude of beginner students of teaching to themselves as well as to teacher education and practice take place; a student role is redefined. Pointing research interest to this direction results in two outcomes. It leads to recognising a human being within a teacher student; moreover, it provides grounds for authentic and individualised interventions into students’ professional development at faculties of education.
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