Temat: Practicum - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Pre-service teachers’ Perceived Concerns and Benefits during Practicum
Autorzy:: Pekoz, Bayram
Powiązania:: https://bibliotekanauki.pl/articles/549834.pdf
Data publikacji:: 2019
Wydawca:: Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie
Tematy:: praktykanci; praktyki; korzyści z praktyk; trudności na praktykach; kształcenie nauczycieli
pre-service teachers; practicum; practicum concerns; practicum benefits; teacher education
Opis:: Głównym celem badania były korzyści, jakie odnoszą praktykanci (n: 122) z praktyk nauczycielskich. Do analizy dokumentów wykorzystano dane z portfolio praktykantów, składających się z formularzy samooceny, cotygodniowych wpisów do dziennika praktyk i raporty podsumowujące ich doświadczenia w nauczaniu. Wyniki wskazują, że a) praktyka nauczycielska jest punktem zwrotnym dla przyszłych nauczycieli, b) większą korzyść przyniosła sama strona praktyczna, a nie wsparcie nauczycieli koordynujących, c) wybór nauczycieli koordynujących nie został przeprowadzony skutecznie, d) nauczyciele koordynujący stosowali konwencjonalne metody, e) im bardziej praktyczne są zajęcia uniwersyteckie, tym mniej problemów napotykają praktykanci.
The study focused on pre-service teachers’ benefits from teaching practice, and the problems they experienced during practicum. Using document analysis method, the data were obtained from their portfolios which included self-evaluation forms, weekly journal entries, and summary reports of their teaching experience. The results indicate that a) teaching practice is a turning point for pre-service teachers, b) it was the practicum opportunity rather than the coordinating teachers’ support that mattered, c) selection of the coordinating teachers was not done effectively, d) longer-service coordinating teachers followed conventional methods, e) the more practical the university courses the less problems the pre-service teachers experienced.
Źródło:: Forum Pedagogiczne; 2019, 9, 2/2; 231-244
2083-6325
Pojawia się w:: Forum Pedagogiczne
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Znaczenie praktyk pedagogicznych dla zmian w obszarze kluczowych kompetencji nauczyciela edukacji przedszkolnej i wczesnoszkolnej
The Importance of Pedagogical Practicum for Change in the Area of Key Competences of Preschool and Elementary School Teachers
Autorzy:: Sikorska, Joanna
Schmidt, Anna
Powiązania:: https://bibliotekanauki.pl/articles/15837264.pdf
Data publikacji:: 2018-09-15
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: pedagogical practicum
preparation for practicum
teacher of a preschool and early school aged child
educational reality
research on students’ expectations related to pedagogical practicum
Opis:: The future teacher, wanting to understand the child’s needs, his pursuit of self-realization and autonomy must build himself not only on theoretical knowledge, but also learn how to use this knowledge in educational practicum. In this context, preparing student teachers “through practicum for practicum” seems to be an extremely important element of their education, because only in this way will they be able to stimulate their own development, mature professionally, but also answer the question to what extent “being a teacher” is their true calling. Student teachers, especially those who have practicum in grades 1-3 of elementary school, pay more attention to the gradual departure in many institutions from the implementation of the concept of integrated education. The information obtained by them indicates that the “modifications”of the model of this education are largely caused by anxiety caused by low results achieved by children in tests aimed at checking the effectiveness of education. Undoubtedly, this is a cause for serious concern and remedial action, however, according to our research, many students are concerned that during lectures or even laboratories, run by some specialists realizing specificsubjects, they are only passive observers and have no opportunity to learn how to, in school conditions, complementarily combine tasks from many educational areas, in accordance with the assumptions of integral education. Thus, there is a significantdiscrepancy between the tasks carried out as part of classes at the university and pedagogical practicum.The authors of the article focus on both theoretical aspects of the issues raised and the results of their own research.
Źródło:: Studia Edukacyjne; 2018, 49; 445-462
1233-6688
Pojawia się w:: Studia Edukacyjne
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Practical training of future teachers – a comparative analysis of Singapore and Slovakia
Autorzy:: Punčová, Alexandra
Jablonský, Tomáš
Powiązania:: https://bibliotekanauki.pl/articles/1932502.pdf
Data publikacji:: 2020-12-30
Wydawca:: Państwowa Wyższa Szkoła Zawodowa w Chełmie
Tematy:: Initial teacher education
Practicum
Singapore
Slovakia
Opis:: Pedagogical practice is the most important and useful part of university studies; it is an integral part of teacher training. Due to the fact that Slovak pupils achieve average to below average results in international studies, and the education of the younger generation is the task of the teacher, the paper deals with practical training of future teachers in Singapore – one of the best education systems in the world. It describes the practical training of students in Singapore, compares it with the practical training of Slovak students, and offers incentives for innovation in the current education system.
Źródło:: Scientific Bulletin of Chełm - Section of Pedagogy; 2020, 1; 59-70
2084-6770
Pojawia się w:: Scientific Bulletin of Chełm - Section of Pedagogy
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Pedagogical couples in the practicum of a Bachelor Degree in primary education: educational innovation in the University of Balearic Islands
Autorzy:: Galmes-Panades, Aina-Maria
Palou-Sampol, Pere
Powiązania:: https://bibliotekanauki.pl/articles/1902511.pdf
Data publikacji:: 2019-09-01
Wydawca:: Politechnika Opolska. Wydział Wychowania Fizycznego i Fizjoterapii
Tematy:: Practicum
pedagogical couples
competences
Autonomy
Bologna Plan
Opis:: Background/Objective: The education system in Spanish universities evolves continuously, especially since 2010, when the Bologna Plan was incorporated. Some changes were needed in order to improve the quality of the practicum, which is a crucial subject on the academic program for the primary education bachelor. This investigation shows a pilot experience, and the aim of this study is to design a new approach of the practicum in the Primary Education Bacherlor’s Degree in the University of the Balearic Islands (UIB). Methods: 8 university teachers from the department of physical education (PE), 22 school PE teachers from 17 different schools and 44 students participated in this project. The practicum had a duration of 8 weeks, and the whole project a duration of 1 year. The innovation aspects are the pedagogical couple methodology, the participation of the students in the evaluation process and the type of homework students did. During the whole period there were internal and external evaluations to detect which measures worked and which did not.Results: The use of pedagogical couples, with a combined auto-evaluation, co-evaluation and hetero-evaluation, and the type of documents students had to produce as homework are the three pillars of the project, which has had good results in satisfaction and learning according to university teachers, school teachers and students. Conclusions: The results from this pilot project were positive, with a high level of satisfaction from the students, school teachers and university teachers. Students improved their knowledge working with the pedagogical couple system, and the homeworks students did were more motivating than in the past.
Źródło:: Journal of Physical Education & Health - Social Perspective; 2019, 8, 13; 44-49
2084-7971
Pojawia się w:: Journal of Physical Education & Health - Social Perspective
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: Pre-Service English Teachers’ Narrative Identity
Autorzy:: ULUM, Ömer Gökhan
Powiązania:: https://bibliotekanauki.pl/articles/628378.pdf
Data publikacji:: 2020
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: EFL teachers
pre-service EFL teachers
practicum
narrative identity
professional identity
Opis:: Aim. This phenomenological study probes the experiences of pre-service English as Foreign Language (EFL) teachers in the practicum process. Thus, this paper aims at bringing a light to the effects of practicum experiences of pre-service EFL teachers on their professional identity. Methods. Based upon a narrative identity method, this phenomenological inquiry examines the experiences of pre-service EFL teachers (N= 20) in their practicum. A one-shot question was directed to the informants with the aim of clarifying their personal constructs. Results. Practicum has got a significant role in education faculties all over the world. The theories applied in teaching practicum are quite common and universal. However, the practices utilised in practicum may show variations among education faculties. Further, the practicum content, and the characteristics of teacher candidates and supervisors may cause practicum to be carried out in diverse ways. The practicum aspect of pre-service teacher education is contemporarily given significant emphasis all around the world. Further, the exact theory of practicum and the desired outcomes of the related practices are relatively identical in education faculties throughout the world. Nonetheless, the practicum practices represent diversities among institutions. Yet, the characteristics and experiences of pre-service teachers may lead the practicum to be carried out in diverse ways in dissimilar contexts. Conclusion. The results of the study suggest that teacher candidates developed both positive and negative cognitive constructs during their practicum. Related implications are provided to overcome the problems encountered during practicum, as well as to suggest ways to develop EFL pre-service teachers’ practicum process. Keywords: EFL teachers, pre-service EFL teachers, practicum, narrative identity, professional identity
Źródło:: Journal of Education Culture and Society; 2020, 11, 1; 92-101
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: A drama of selves: Investigating teacher identity development from dialogical and complexity perspectives
Autorzy:: Henry, Alastair
Powiązania:: https://bibliotekanauki.pl/articles/780435.pdf
Data publikacji:: 2019
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: language teacher identity
complex dynamic systems
dialogical self
practicum learning
Opis:: Identity is of increasing interest in teacher education. Crucial for resilience, the development of a coherent professional identity has been characterized as emerging from tensions between multiple and sometimes conflicting conceptions of what it means to be someone who teaches (Akkerman & Meijer, 2011). While light is being shed on these often antagonistic relations, less is known about the dynamics of identity formation and transformation. Providing a contribution to work on language teacher identity, in this single case study Hermans’ (2008) concept of the dialogical self is combined with complexity principles in an investigation of changes in the emerging professional identity of a pre-service English teacher during a practicum. Drawing on intra- and inter-personal data, experiences of learning to become a person who teaches English are conceptualized as a drama that is played out between different and sometimes unaligned selves. Analyses show how this inner drama maps onto the landscape of an emerging teacher identity, how tensions can be understood systemically, and how a teacher identity system can have a signature dynamic.
Źródło:: Studies in Second Language Learning and Teaching; 2019, 9, 2; 263-285
2083-5205
2084-1965
Pojawia się w:: Studies in Second Language Learning and Teaching
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 7.

Tytuł:: ZNACZENIE PRAKTYK W ROZWIJANIU KOMPETENCJI NAUCZYCIELSKIEJ – PERSPEKTYWA PRAKTYKANTA I MENTORA
The role of the practicum in the development of teacher competence – perspectives of prospective teachers and mentors
Autorzy:: Siek-Piskozub, Teresa
Jankowska, Aleksandra
Powiązania:: https://bibliotekanauki.pl/articles/1036634.pdf
Data publikacji:: 2019-03-22
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:: practicum
FL teacher education
teacher competence
teacher reflection
praktyka
kształcenie nauczycieli języka obcego
kompetencja nauczyciela
refleksja nauczyciela
Opis:: Teaching practice is an important stage in prospective foreign language teacher development. It is an opportunity for reflection on the teaching process as well as for (self) evaluation of one’s teaching competence. Trainees approaching their practicum should be prepared by their educational institutions for the challenges they may face in a real school context. In the article we report on two studies undertaken to obtain an insight into the practicum from the trainee perspective and from the school-based mentor perspective in the hope of identifying areas which require improvement. Descriptions of the design of the two studies and the analyses of their results are preceded by a discussion of the importance of reflection on foreign language teacher competence and the place of practicum in the development of competence.
Źródło:: Neofilolog; 2015, 44/2; 209-220
1429-2173
Pojawia się w:: Neofilolog
Dostawca treści:: Biblioteka Nauki

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