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Preparation for the profession from the perspective of primary education teachers

Yıl 2022, , 1124 - 1141, 10.12.2022
https://doi.org/10.33711/yyuefd.1134812

Öz

Changing societal demands and new disciplines place considerable pressure on teachers. The teacher must be able to absorb these innovations and transform them into a form that can be communicated to their pupils. For this, teachers need to be properly trained in undergraduate education, equipped with the necessary professional competences. The article is conceived as a qualitative study whereby on the basis of semi-structured interviews, the aim is to find out how primary school teachers assess their undergraduate training after five years' practice. The research results show that the undergraduate training can identify the strengths and weaknesses. Training in the subject field is perceived positively. Teachers have a positive attitude towards training for the preparation and implementation of lessons. The ability to organize and manage the educational process in the classroom is equally positive. The ability to obtain feedback and work with it is one of the other benefits in undergraduate training, this benefits pupils, as well as benefitting themselves. The ability to use diagnostics and intervention is on the borderline between positive and negative perception of training. Here, teachers appreciate the knowledge component positively, but lack more practical examples and cases in order to acquire more knowledge and apply it in practice. Inadequate training in the field of psychology, i.e. practical use of psychological knowledge, is generally perceived as the negative. Criticism is also directed at disciplinary didactics, which are too theoretical for teachers. However, as a whole, the undergraduate training system is assessed more positively.

Destekleyen Kurum

Department of Education, Faculty of Arts, Charles University in Prague

Kaynakça

  • Act No. 563/2004 Collection of Law, on Pedagogical Staff and on the Amendment to Some Other Acts.
  • DeBoer, H., Fahrenwald, C. & Spies, A. 2018. Professionalization in Teacher Education As an Interorganizational Learning Challenge. Frontiers in Education, 3, 4. doi=10.3389/feduc.2018.00004
  • Denzin, N.K & Lincoln, Y.S. 2017. The SAGE Handbook of Qualitative Research. London: SAGE publishing.
  • Dodillet, S., Lundin, S. & Krüger, J.O. 2018. Constructing professionalism in teacher education. Analytical tools from a comparative study. Educaiton Inquiry, 10, 19. doi: 10.1080/20004508.2018.1529527
  • Etzioni A. 1969. The semi-professions and their organization. Free Press.
  • Farley, J.E. 2018. Sociology. New York: Routledge.
  • Fink E. 2018. Sein, Wahrheit, Welt. Verlag Karl Alber.
  • Flick, U. 2006. Introducing Research Methodology. London: SAGE.
  • Hargreaves, A. 2000. Four Ages of Professionalism and Professional Learning. Teachers and Teaching History and Practice, 6, 151-182. doi: 10.1080/713698714
  • Hatch, J. A. 2015. Reclaiming the Teaching Proffesion. New York, London: Rowman&Littlefield.
  • Liessmann, K. P. 2006. Theorie der Unbildung. Paul Zsolnay Verlag.
  • Noonan, P. M. & Erickson, A.S.G. 2017. The Skills that Matter. Thousand Oaks, California: Corwin, a SAGE Company.
  • OECD. 2021. Education at a Glance. Publication: 13/6/2001. Retrieved from http://www.oecd.org/education/skills-beyond-school/educationataglance2001-home.htm
  • OECD. Teachers (indicator). 2018. Publication: 2018. Retrieved from https://data.oecd.org/eduresource/teachers.htm
  • Reboul, O. 1984. Le langage de l'éducation: analyse du discours pédagogique. Paris: Presses universitaires de France.
  • Rürup, M., Röbken, H., Emmerich, M., & Dunkake, I. (eds) 2015. Netzwerke im Bildungswesen. Eine Einführung in ihre Analyse und Gestaltung. Wiesbaden: Springer.
  • Silverman, D. 2013. Doing Qualitative Research. London: Sage.
  • Singh, V. K. 2010. Teaching Competency of Primary School Teachers. Gyan Publishing House
  • Skutil, M. 2018. Pregraduální příprava na profesi z pohledu učitelů 1. stupně ZŠ [Undergraduate preparation for the profession from the perspective of primary school teacher]. Praha: FF UK.
  • Spilková, V. 1997. Proměny primárního vzdělávání [Changes of Primary Education]. Praha: UK.
  • Stake, R. E. 1995. The Art of Case Study Research. Thousand Oaks: SAGE.
  • Strouhal, M. (ed.) 2016. Učit se být učitelem [Learning to be a Teacher]. Praha: Karolinum.
  • Štech, S. 2007. Profesionalita učitele v neo-liberální době. Esej o paradoxní situaci učitelství [Teacher's professionalism in the neo-liberal era. An essay on the paradoxical situation of teaching]. Pedagogika, 4, 326-337.
  • Vašutová, J. 2007. Být učitelem [To be a Teacher]. Praha: UK.

Preparation for the profession from the perspective of primary education teachers

Yıl 2022, , 1124 - 1141, 10.12.2022
https://doi.org/10.33711/yyuefd.1134812

Öz

Changing societal demands and new disciplines place considerable pressure on teachers. The teacher must be able to absorb these innovations and transform them into a form that can be communicated to their pupils. For this, teachers need to be properly trained in undergraduate education, equipped with the necessary professional competences. The article is conceived as a qualitative study whereby on the basis of semi-structured interviews, the aim is to find out how primary school teachers assess their undergraduate training after five years' practice. The research results show that the undergraduate training can identify the strengths and weaknesses. Training in the subject field is perceived positively. Teachers have a positive attitude towards training for the preparation and implementation of lessons. The ability to organize and manage the educational process in the classroom is equally positive. The ability to obtain feedback and work with it is one of the other benefits in undergraduate training, this benefits pupils, as well as benefitting themselves. The ability to use diagnostics and intervention is on the borderline between positive and negative perception of training. Here, teachers appreciate the knowledge component positively, but lack more practical examples and cases in order to acquire more knowledge and apply it in practice. Inadequate training in the field of psychology, i.e. practical use of psychological knowledge, is generally perceived as the negative. Criticism is also directed at disciplinary didactics, which are too theoretical for teachers. However, as a whole, the undergraduate training system is assessed more positively.

Kaynakça

  • Act No. 563/2004 Collection of Law, on Pedagogical Staff and on the Amendment to Some Other Acts.
  • DeBoer, H., Fahrenwald, C. & Spies, A. 2018. Professionalization in Teacher Education As an Interorganizational Learning Challenge. Frontiers in Education, 3, 4. doi=10.3389/feduc.2018.00004
  • Denzin, N.K & Lincoln, Y.S. 2017. The SAGE Handbook of Qualitative Research. London: SAGE publishing.
  • Dodillet, S., Lundin, S. & Krüger, J.O. 2018. Constructing professionalism in teacher education. Analytical tools from a comparative study. Educaiton Inquiry, 10, 19. doi: 10.1080/20004508.2018.1529527
  • Etzioni A. 1969. The semi-professions and their organization. Free Press.
  • Farley, J.E. 2018. Sociology. New York: Routledge.
  • Fink E. 2018. Sein, Wahrheit, Welt. Verlag Karl Alber.
  • Flick, U. 2006. Introducing Research Methodology. London: SAGE.
  • Hargreaves, A. 2000. Four Ages of Professionalism and Professional Learning. Teachers and Teaching History and Practice, 6, 151-182. doi: 10.1080/713698714
  • Hatch, J. A. 2015. Reclaiming the Teaching Proffesion. New York, London: Rowman&Littlefield.
  • Liessmann, K. P. 2006. Theorie der Unbildung. Paul Zsolnay Verlag.
  • Noonan, P. M. & Erickson, A.S.G. 2017. The Skills that Matter. Thousand Oaks, California: Corwin, a SAGE Company.
  • OECD. 2021. Education at a Glance. Publication: 13/6/2001. Retrieved from http://www.oecd.org/education/skills-beyond-school/educationataglance2001-home.htm
  • OECD. Teachers (indicator). 2018. Publication: 2018. Retrieved from https://data.oecd.org/eduresource/teachers.htm
  • Reboul, O. 1984. Le langage de l'éducation: analyse du discours pédagogique. Paris: Presses universitaires de France.
  • Rürup, M., Röbken, H., Emmerich, M., & Dunkake, I. (eds) 2015. Netzwerke im Bildungswesen. Eine Einführung in ihre Analyse und Gestaltung. Wiesbaden: Springer.
  • Silverman, D. 2013. Doing Qualitative Research. London: Sage.
  • Singh, V. K. 2010. Teaching Competency of Primary School Teachers. Gyan Publishing House
  • Skutil, M. 2018. Pregraduální příprava na profesi z pohledu učitelů 1. stupně ZŠ [Undergraduate preparation for the profession from the perspective of primary school teacher]. Praha: FF UK.
  • Spilková, V. 1997. Proměny primárního vzdělávání [Changes of Primary Education]. Praha: UK.
  • Stake, R. E. 1995. The Art of Case Study Research. Thousand Oaks: SAGE.
  • Strouhal, M. (ed.) 2016. Učit se být učitelem [Learning to be a Teacher]. Praha: Karolinum.
  • Štech, S. 2007. Profesionalita učitele v neo-liberální době. Esej o paradoxní situaci učitelství [Teacher's professionalism in the neo-liberal era. An essay on the paradoxical situation of teaching]. Pedagogika, 4, 326-337.
  • Vašutová, J. 2007. Být učitelem [To be a Teacher]. Praha: UK.
Toplam 24 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Martin Skutil 0000-0002-9419-6459

Yayımlanma Tarihi 10 Aralık 2022
Yayımlandığı Sayı Yıl 2022

Kaynak Göster

APA Skutil, M. (2022). Preparation for the profession from the perspective of primary education teachers. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 19(3), 1124-1141. https://doi.org/10.33711/yyuefd.1134812