The Development of Professional Skills in Teaching Practice: the Views of Student Teachers and Mentor Teachers
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| Year of publication | 2017 |
| Type | Conference abstract |
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| Description | 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. |