Changes in Preparation of Future Teachers of Vocational Subjects in a Confrontation with FEP in the Czech Republic
| Authors | |
|---|---|
| Year of publication | 2020 |
| Type | Article in Proceedings |
| Conference | The Challenges of the Digital Transformation in Education. ICL 2018. Advances in Intelligent Systems and Computing |
| MU Faculty or unit | |
| Citation | |
| Web | https://link.springer.com/chapter/10.1007/978-3-030-11932-4_46 |
| Doi | http://dx.doi.org/10.1007/978-3-030-11932-4_46 |
| Keywords | FEP; Professional competence; Practical training; Teachers |
| Attached files | |
| Description | Currently the Framework Educational Programme (FEP) is updated in the Czech Republic. The Framework Educational Programme and its content of each subject in each branch should correspond to the contemporary perception of the world of contemporary young people. The changes should be based on the needs of students as well as on the requirements of practice. In most cases only the range of expected outputs and curricula is increased, but without any reduction of other unnecessary content. Adjusting of links between the different disciplines, if any, is minimal. The aim of the paper is to present different views on the changes of the Framework Educational Programme, especially for vocational secondary schools. We focus our attention to the study program of vocational subjects/practical training teacher with respect to the changes of FEP. With varying output requirements of students of secondary vocational schools, the demands on the future teachers of vocational subjects/practical training change too. We must answer on question: How long in advance, how, and what is the way for the university preparing future teachers of vocational subjects/practical training when designing and to realizing the innovation of their study program? Through a meta-research survey, we summarize the data that present other views on the Framework Educational Programme. |