Autonomní a heteronomní hodnocení profesních kompetencí v dialogu mezi provázejícím učitelem a studentem
| Title in English | Autonomous and heteronomous assessment of professional competences in a dialogue between the mentor teacher and the student |
|---|---|
| Authors | |
| Year of publication | 2018 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
| Citation | |
| Description | In relation with the support of the student teachers´ professional development we deal with the issue concerning a functional interconnection between theoretical knowledge about teaching and experiential learning taking place in the teaching practice. The discussion about reducing the „tension“ between theory and practice in teacher training leads to various proposals, such as the acceptance of the concept of dual epistemologies (Russel, 2017 and Martin, 2017), the effort to create learning opportunities not only for student teachers, but also for the mentor teachers in mutual cooperation between the university teachers and the mentor teachers (Sharon Feiman-Nemser and Margret Buchmann, 1987, p. 255–273). The cooperation within a functional community during the teaching practice can have the form of a summarizing reflective discussion at the end of the teaching practice, in which the mentor teachers´ heteronomous assessment meets with the student teachers´ autonomous assessment. Exploring the difference between the assessment of both participants has become the topic of our research. The submitted article presents the results of a research study aiming at finding out how student teachers and mentor teachers develop a view of the development of the student teachers´ professional competences based on the specific experience gained during the three semesters of teaching practice. The basic research sample consisted of 71 students in full-time master´s degree program in Primary school teacher training. For the purpose of the research we used an evaluation sheet which we created. It consisted of 31 items representing the required, actively understood, professional ompetences. After the mentor teachers and the student teachers filled the evaluation sheet, they led a discussion based on arguments. Quantitative approach was used for data processing. The results confirm that the assessment of the current state of development of professional competences allows the formulation of the goals for the student teachers´ further development.The suggestions how to improve the quality of student teachers´ professional competences are presented at the end of the article, based on the systematic use of the self-evaluation tool by all participants in the teaching practice. |