Development of professional skills on teaching practice: student teachers' and mentor teachers' views
-
Hana Horká [1] ; Jana Kratochvílová [1]
-
[1] Masaryk University
Masaryk University
Chequia
-
- Localización: Search and research [Recurso electrónico]: teacher education for contemporary contexts / coord. por Juan José Mena Marcos, Ana García-Valcárcel Muñoz-Repiso, Francisco José García Peñalvo, Marta Martín del Pozo, 2017, ISBN 978-84-9012-769-8, págs. 579-590
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
-
Resumen
The aim of the study is to highlight the meaning of reflection and self-reflection in the situational context of student teaching practice. In connection with the reflective model of teacher training, attention is focused on students and mentor teachers as two individuals who assess the level of students’ professional skills in the final dialogue. The individual chapters deal with the clarification of the values of reflection / self-reflection as a type of feedback which allows systematic consideration of the particular experience of a student in dealing with teaching situations.
The research is based on empirical investigation, the aim of which was to find out how students’ and accompanying teachers’ views on the development of students’ professional skills develop over three semesters based on specific experience gained during teaching practice and what the differences in their values are. The basic research sample consisted of 71 students of the full-time master's degree programme for teaching at primary school. The research was conducted using an evaluation sheet of our own design, which was completed by accompanying teachers and students, and which they discussed together based on arguments. A quantitative research approach was used in the data processing.
The results indicate that the marginalization of self/reflection is not justified, as it represents an important tool providing authentic and individually focused feedback as a means of targeted intervention in teaching practice. At the end of the study suggestions for improving the quality of work with a (self) evaluation tool are presented to all interested parties.
