The Development of Professional Skills in Teaching Practice:
the Views of Student Teachers and Mentor Teachers

a 2017

The Development of Professional Skills in Teaching Practice: the Views of Student Teachers and Mentor Teachers

HORKÁ, Hana and Jana KRATOCHVÍLOVÁ

Basic information

Original name

The Development of Professional Skills in Teaching Practice: the Views of Student Teachers and Mentor Teachers

Authors

HORKÁ, Hana and Jana KRATOCHVÍLOVÁ

Edition

18th Biennial Conference on Teachers and Teaching, ISATT 2017, Salamanca, 2017

Other information

Language

English

Type of outcome

Konferenční abstrakt

Field of Study

50300 5.3 Education

Country of publisher

Spain

Confidentiality degree

není předmětem státního či obchodního tajemství

Organization unit

Faculty of Education

Keywords (in Czech)

profesní kompetence, profesní sebepojetí; evaluace; autoevaluace; pedagogická praxe; reflexe; sebereflexe; reflektivní model; autoevaluační a evaluační nástroj;, provázející učitel

Keywords in English

professional competence; professional self-image; evaluation; self-evaluation; practical training; reflection; self-reflection; reflective model; (auto)assessment tool; accompanying teacher

Změněno: 10/10/2019 17:33, doc. PaedDr. Hana Horká, CSc.

Abstract

V originále

The aim of the study is to highlight the meaning of reflection and self-reflection in a situational context - in the context of students’ teaching practice. In connection with the reflective model of teacher training, the focus is on students and their mentor teachers as two entities who assess the level of students’ professional skills in the final dialogue. Individual chapters concern the clarification of reflection/self-reflection as a kind of feedback awareness exercise, which allows systematic consideration of the particular experience of a student in managing their teaching situations. The research is based on empirical investigation, the aim of which was to find out how the view of students and mentor teachers on the development of students’ professional skills develops over the course of three semesters based on specific experience gained during each phase of their teaching practice and what differences there are in their evaluations. The basic research sample consisted of 71 daily students from the Master's degree programme in Teacher Training for Primary Schools. An evaluation sheet of our own design was used completed for the research. The mentor teachers and students completed the sheet and had a reasoned discussion about it. In the data processing the quantitative research approach was used.

Citovat

HORKÁ, Hana and Jana KRATOCHVÍLOVÁ. The Development of Professional Skills in Teaching Practice: the Views of Student Teachers and Mentor Teachers. In 18th Biennial Conference on Teachers and Teaching, ISATT 2017, Salamanca. 2017.

@proceedings{1385071,
   author = {Horká, Hana and Kratochvílová, Jana},
   booktitle = {18th Biennial Conference on Teachers and Teaching, ISATT 2017, Salamanca},
   keywords = {professional competence; professional self-image; evaluation; self-evaluation; practical training; reflection; self-reflection; reflective model; (auto)assessment tool; accompanying teacher},
   language = {eng},
   title = {The Development of Professional Skills in Teaching Practice: the Views of Student Teachers and Mentor Teachers},
   year = {2017}
}

TY  - CONF
ID  - 1385071
AU  - Horká, Hana - Kratochvílová, Jana
PY  - 2017
TI  - The Development of Professional Skills in Teaching Practice: the Views of Student Teachers and Mentor Teachers
KW  - professional competence
KW  - professional self-image
KW  - evaluation
KW  - self-evaluation
KW  - practical training
KW  - reflection
KW  - self-reflection
KW  - reflective model
KW  - (auto)assessment tool
KW  - accompanying teacher
N2  - The aim of the study is to highlight the meaning of reflection and self-reflection in a situational context - in the context of students’ teaching practice. In connection with the reflective model of teacher training, the focus is on students and their mentor teachers as two entities who assess the level of students’ professional skills in the final dialogue. Individual chapters concern the clarification of reflection/self-reflection as a kind of feedback awareness exercise, which allows systematic consideration of the particular experience of a student in managing their teaching situations. The research is based on empirical investigation, the aim of which was to find out how the view of students and mentor teachers on the development of students’ professional skills develops over the course of three semesters based on specific experience gained during each phase of their teaching practice and what differences there are in their evaluations. The basic research sample consisted of 71 daily students from the Master's degree programme in Teacher Training for Primary Schools. An evaluation sheet of our own design was used completed for the research. The mentor teachers and students completed the sheet and had a reasoned discussion about it. In the data processing the quantitative research approach was used.
ER  -

HORKÁ, Hana and Jana KRATOCHVÍLOVÁ. The Development of Professional Skills in Teaching Practice: the Views of Student Teachers and Mentor Teachers. In \textit{18th Biennial Conference on Teachers and Teaching, ISATT 2017, Salamanca}. 2017.

Detailed Information on Publication Record