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@proceedings{1795281,
author = {Juriševič, Mojča and Costa, Juan Luis Castejon and Kodrič, Borut and Corbi, Raquel Gilar and Hofmann, Florian and Lazarová, Bohumíra and Magajna, Zlatan and Meško, Maja and Podlogar, Neža and Pol, Milan and Posse, Lisa and Trnavčevič, Anita and Žerak, Urška and GlaserandZikuda, Michaela},
booktitle = {GLOBE - Global conference on education},
doi = {http://dx.doi.org/10.5038/2572-6374-v4},
keywords = {teaching practice; pre-service teachers; mentor teachers; professional socialization of teachers},
language = {eng},
title = {Teaching Practice in Pre-Service Teacher Education: A Comparative Analysis in Four European Countries},
url = {https://digitalcommons.usf.edu/m3publishing/vol4/iss2021/1/},
year = {2021}
}
TY - CONF
ID - 1795281
AU - Juriševič, Mojča - Costa, Juan Luis Castejon - Kodrič, Borut - Corbi, Raquel Gilar - Hofmann, Florian - Lazarová, Bohumíra - Magajna, Zlatan - Meško, Maja - Podlogar, Neža - Pol, Milan - Posse, Lisa - Trnavčevič, Anita - Žerak, Urška - Glaser-Zikuda, Michaela
PY - 2021
TI - Teaching Practice in Pre-Service Teacher Education: A Comparative Analysis in Four European Countries
KW - teaching practice
KW - pre-service teachers
KW - mentor teachers
KW - professional socialization of teachers
UR - https://digitalcommons.usf.edu/m3publishing/vol4/iss2021/1/
N2 - The presentation highlights the perceived quality of teaching practice (TP) of student teachers in Czech Republic, Germany, Slovenia and Spain, as part of the international project entitled INSHIP: Teaching Practice Partnership Model in Pre-Service Teacher Education. The project’s main aim is to develop an innovative model for teaching practice in initial teacher education across Europe, as initial teacher education in the European Higher Education Area is still quite fragmented and diverse in its length and content (Day et al., 2021; European Commission, 2013; Korthagen, 2010; Lawson et al., 2015; Simões et al., 2018). Therefore, the research focuses on national case studies with the aim of gaining a deeper understanding of TP in different educational contexts, capturing the characteristics of good practice and identifying its strengths and weaknesses as a basis for improved quality assurance. A qualitative research approach was used. Student teachers, their university and school mentors and the head teachers of mentor schools were interviewed about their experiences of TP and the content of TP documents was analyzed. The results of the cross-case analysis of the learning objectives of TP show a similar pattern, while the approaches to achieving these objectives differ. Similarities were also found in SWOT; the legal framework is both a barrier and facilitator for TP. More time, less bureaucracy, more motivation among student teachers, and more relevant teaching experiences/opportunities were found to be needed. Student teachers and academic staff identified three main areas in which TP is currently embedded: legal framework, technology and administration. The core of teaching practice - quality, personal development, motivation, communication, professional competencies, and professional identity development - is represented in these themes.
ER -
JURIŠEVIČ, Mojča, Juan Luis Castejon COSTA, Borut KODRIČ, Raquel Gilar CORBI, Florian HOFMANN, Bohumíra LAZAROVÁ, Zlatan MAGAJNA, Maja MEŠKO, Neža PODLOGAR, Milan POL, Lisa POSSE, Anita TRNAVČEVIČ, Urška ŽERAK a Michaela GLASER-ZIKUDA. Teaching Practice in Pre-Service Teacher Education: A Comparative Analysis in Four European Countries. In \textit{GLOBE - Global conference on education}. 2021. ISSN~2572-6374. Dostupné z: https://dx.doi.org/10.5038/2572-6374-v4.
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