Začínající učitel

ŠIMONÍK, Oldřich. Začínající učitel (The beginning teacher). dotisk 1. vydání. Brno: MU. 101 pp. Spisy pedagogické fakulty MU, sv. 56. ISBN 80-210-0944-6. 1995.

Basic information

• Original name: Začínající učitel
• Name (in English): The beginning teacher
• Authors: ŠIMONÍK, Oldřich (203 Czech Republic, guarantor).
• Edition: dotisk 1. vydání. Brno, 101 pp. Spisy pedagogické fakulty MU, sv. 56, 1995.
• Publisher: MU

Other information

• Original language: Czech
• Type of outcome: Book on a specialized topic
• Field of Study: 50300 5.3 Education
• Country of publisher: Czech Republic
• Confidentiality degree: is not subject to a state or trade secret
• Organization unit: Faculty of Education
• ISBN: 80-210-0944-6
• Keywords in English: The beginning Teacher; pedagogical problems; preparatin of Teachers
• Tags: pedagogical problems, preparatin of Teachers, the beginning teacher
• Tags: Reviewed

Abstract

Základem publikace jsou výsledky šetření 141 začínajících učitelů, orientovaného především do tří oblastí: nástupní podmínky začínajících učitelů, uvádění začínajících učitelů a nedostatky v práci začínajících učitelů.

Abstract (in English)

The empirical study "The Beginning Teacher" starts from the opinion poll which the author carried out in the years 1990-1992 among beginning teachers at the second degree of elementary schools. The poll was oriented at 3 domains of problems: a) working conditions created for the beginning teachers at schools, b) pedagogical problems most frequently encountered by the beginning teachers in their work at schools and c) comments of the beginning teachers concerning the preparation of teachers at faculties. The poll was carried out by the method of a questionnaire and 141 beginning teachers took part in the discussion (123 women and 18 men). 24 pedagogical activities were specified and the beginning teachers were to state which of them caused difficulties for them. The results (in 141 subjects to the opinion pool) were as follows: Activity: Percentage of teachers who had difficulties in fulfilling them: Explanation of new subject matter 27.0 % Selection and use of suitable teaching aids 27.7 % Cooperation with other teachers 27.7 % Organising independent work of pupils 29.8 % Evaluation and assessment of pupils 31.9 % Time lay-out of the lesson 36.2 % Adequate lay-out of the subject matter for the whole school year 38.3 % Determination of the content and extent of the subject matter (freer curriculum) 40.4 % Management of pedagogical documentation 46.1 % Correct formulation of questions 46.8 % Communication with pupils 47.5 % Adaptation of the teaching to the age of the pupils 48.9 % Not only teaching, but also education (Permanent help to the development of the pupil) 53.2 % Application of the individual approach to pupils 54.6 % Activation of pupils 55.3 % Solving discipline offences 55.3 % Adequate reaction to an unexpected development of teaching 56.7 % Control of common meetings with parents 57.5 % Individual negotiations with pupils' parents 59.6 % Motivation of pupils 59.6 % Diagnostics of the pupil's personality 63.8 % Keeping the pupils' attention 70.2 % Maintaining discipline during lessons 75.2 % Work with pupils with poor results 76.6 % Some notes on the content and organisation of teaching at the pedagogical faculties (schools of education) (on a general level): the teaching was oriented on branches of science corresponding to the qualification subjects and it was little oriented on the teaching profession, it is necessary to differentiate the study of teaching for the 2nd degree of elementary school from teaching for secondary schools, the teaching there should not prevail knowledge whose utilisation is disputable or evidently unrealistic, in the teaching the main stressed was put on the presence and on reading papers, some lecturers were only reading their textbooks, in the lessons there prevailed lectures and seminars, practical exercises and a detailed methodological analysis of actual subject matter contained in the textbooks were missing, the teaching of the didactics of subjects was quite inadequate (few lessons, only theory, little applicability in practice), rhetoric and communicative exercises were missing completely, the teaching was too theoretical, separated from practice, it is necessary to give actual examples, the teaching was conceived for the "universal" pupil, but we were not instructed how to work with talented pupils and with those showing poor results or the problematic ones, etc., future teachers should study at least a basic course of special pedagogy.

Links

• GA406/02/1247, research and development project: Name: Implicitní pedagogické znalosti a možnosti autoregulace procesu jejich rozvíjení

Investor: Czech Science Foundation, Tacit Pedagogical Knowledge and the Self-Regulation of the Process of its Development