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Empatia učitel'ov a učiteliek : prierezová štúdia

100%
Sokolová L., Brozmanová E., Harvanová S., Jursová Zacharová Z., Lemešová M., Minarovičová K.
Československá psychologie (Czechoslovak Psychology)
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2019
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vol. 63
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issue 1
13-25
EN
Objectives. The goal of this descriptive study is to examine empathy among Slovak pre-service and in-service teachers based on Baron-Cohen‘s concept, to analyse the differences between primary and secondary school teachers across a career cycle, and to analyse correlations between teachers, empathy and professional personality characteristics. Sample and setting. The research sample consisted of pre-service and in-service teachers from Slovakia (N = 508, Mage = 26,44, 92% were females). Research questions. What is the teachers, empathy quotient compared to general population? What are the differences between primary and secondary teachers across the career cycle? How is teacher, s empathy related to other professional personality characteristics? Statistical analysis. The data were analysed in SPSS and AMOS software using descriptive statistics, Pearson correlation, 2x2 ANOVA and confirmatory factor analysis. Results. Both pre-service and in-service teachers scored higher in empathy than reported for general adult population. Women scored significantly higher than men, differences were found across career levels and teaching specialisations, however, not in their interaction. The empathy quotient appeared to correlate positively with social competences, mainly with sensitivity toward others and sociability. Based on the results the authors conclude that trainings of empathy and social skills should be implemented in teacher education. Study limitations. The results only relate to one theoretical concept of empathy. Similarly to other studies, a self-reported measure might be another limitating factor.
2

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

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Flores M. A., Santos P., Fernandes S., Pereira D.
Journal of Teacher Education for Sustainability
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2014
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vol. 16
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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
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Slovak Teacher’s Transformational Leadership and Student Teachers’ Ideas: A Comparative Study

100%
Ďuricová L., Frgelcová E.
The New Educational Review
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2022
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vol. 67
185-195
EN
The contribution brings an analysis of transformational leadership among Slovak secondary education teachers in comparison with ideas of student teachers. The research sample consists of secondary education teachers (N = 142) and student teachers (N = 142). Data are obtained from the Slovak version of the LPI/Leadership Practices Inventory. Results indicate statistically significant differences in three dimensions favouring students against teachers: Model the Way, Challenge the Process, Enable Others to Act. Slovak students consider transformational leadership practices essential as Slovak teachers apply them in their daily practice. Results are discussed mainly from the perspective of ontogenetic and educational practice.
4

Primary Science Teaching – Is it Integral and Deep Experience For Students?

88%
Timoštšuk I.
Discourse and Communication for Sustainable Education
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2016
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vol. 7
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issue 1
82-99
EN
Integral and deep pedagogical content knowledge can support future primary teachers’ ability to follow ideas of education for sustainability in science class. Initial teacher education provides opportunity to learn what and how to teach but still the practical experiences of teaching can reveal uneven development of student teachers’ professionality. The aim of the study is to describe how future primary teachers reflect on their experiences about science teaching and what components of science pedagogical content knowledge they see as meaningful. A questionnaire and interviews were used. The results reveal the deep impact of teaching practice on students’ understanding of the role of a teacher in supporting pupils’ acquisition of scientific skills. The experiences described are related more to teaching and learning in general and less with science-specific factors. Nevertheless, students described changes in mission e.g. how they learned about their role through pupils’ achievements and thinking about science. Changes in professional identity were mentioned rarely but this could point to an underestimated resource issue for teacher education. Positive changes in professional identity may help students to decide to choose more integral strategies in science teaching and thus promote more sustainability oriented teaching.
5
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Developing 21st Century Skills in a Foreign Language Classroom: EFL Student Teachers’ Beliefs and Self-Awareness

88%
Baran-Łucarz M., Klimas A.
Academic Journal of Modern Philology
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2020
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vol. 10
23-38
EN
This study reports on EFL student teachers’ opinions, beliefs and their self-awareness of developing 21st century skills, particularly the 4Cs: critical thinking, creativity, communication, collaboration, in the Polish educational context. A questionnaire designed for the purpose of this study was administered to 53 participants who were all student teachers of English enrolled in bachelor’s and master’s degree programmes. The survey results indicate that although the majority of the participants showed a low level of understanding of what 21st century skills are, they were fairly positive about integrating them into foreign language classroom instruction. At the same time, the teacher trainees tended to overrate their own abilities to develop the 4Cs in their future students. These findings suggest a greater need to raise FL teachers’ awareness as to the implementation of particular 21st century skills in the classroom. It is also postulated that enhancing such skills among student teachers in the course of teacher training is a prerequisite for 21st century skills-oriented pedagogy.
6
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Mocenské vztahy mezi začínajícími učiteli a jejich žáky

75%
Šalamounová Z., Bradová J., Lojdová K.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2014
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vol. 24
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issue 3
375–393
EN
This theoretical study deals with a concept of power, in relation to which it follows several objectives. The purpose of the study is to analyse the concept of power through its central features and seize deeper understanding of its definition. Firstly, we define the concept of power as circular, situational and reciprocal phenomenon. Following this, we aim to introduce intervening factors, which are reflected into the form of classroom power arrangement and which may play an important role in the power arrangement in classes taught by student teachers or beginning teachers. These factors are consensus between students and their teachers, mutual relationships and context. In terms of findings, the functional setting of power relations is perceived as one of the key issues beginning teachers are confronted by when entering the profession and also becomes a key reason for them when deciding to leave the profession.
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