The Role of the Self-Reflection In the Undergraduate Teaching Practice in Vocational Subjects
| Authors | |
|---|---|
| Year of publication | 2017 |
| Type | Article in Proceedings |
| Conference | 9th International Conference on Education and New Learning Technologies |
| MU Faculty or unit | |
| Citation | |
| Doi | http://dx.doi.org/10.21125/edulearn.2017.2397 |
| Field | Pedagogy and education |
| Keywords | Teaching practice; teacher training; vocational subject; vocational training; self-reflection |
| Description | The paper discusses about the preparation of the future teachers of the vocational subjects and the vocational training at secondary vocational schools. The research survey is focused on the students of Faculty of Education, Masaryk University in Brno, Czech Republic. The teaching practice in the undergraduate study program represents its integral part. The acquired educational and professional experience is a best way how the future teachers can learn to apply their theoretical knowledge and pedagogical skills in the real work with students. The practice has two parts: Observation of a lesson taught by an experienced teacher and the lesson taught by a student himself. From our survey we believe that a great advantage bring the follow-up seminar after completing the practice in which students discuss their experiences from the implemented practice at school. Interesting are the personal opinions of the students on the organisation of the lesson taught by an experienced teacher at the secondary vocational school. The essential part of this seminar is a self-reflection of each student. The goal of the self-reflection is that students are able to critically evaluate the lesson taught by themselves. We present some benefits from this approach. |