Název: Vliv klinické zkušenosti na profesní rozvoj studentů učitelství
Variantní název:
- The impact of clinical experience on the professional development of student teachers
Zdrojový dokument: Studia paedagogica. 2017, roč. 22, č. 3, s. [41]-68
Rozsah
[41]-68
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2017-3-4
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/137154
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
S novým systémem akreditace vysokoškolských studijních programů se opět uvažuje o koncepčních změnách učitelského vzdělávání. V této souvislosti se diskutuje také o potřebě reflektované praxe a hledá se efektivní model vzdělávání učitelů. Je proto třeba analyzovat a vyhodnotit zkušenosti získané v našem kontextu, nejen hledat inspiraci v zahraničí. K diskusi o struktuře a podobě učitelského vzdělávání může přispět i analýza zkušeností z dlouhodobé (asistentské) praxe, tzv. klinického roku, jejíž výsledky z hlediska profesního rozvoje studentů učitelství angličtiny prezentuje předložená studie. Profesní rozvoj budoucích učitelů, konkrétně změny jejich situované kognice, byly longitudinálně sledovány v deseti měřeních ročně v rámci klinického roku, výzkum byl opakován celkem šestkrát (v letech 2002–2008). Celkem se ho účastnilo 130 studentů z Univerzity Pardubice, jejichž výsledky popisujeme souhrnně, ale i po jejich studijních skupinách (15–30 studentů) v jednotlivých letech. Indikátory profesního rozvoje použité v záznamovém archu v rámci baterie sebereflektivních nástrojů reflektovaly současný stav poznání v dané oblasti. Indikátory byly formulovány v dynamické podobě, jako posun (1) od lpění na připraveném plánu k flexibilitě a improvizaci, (2) od zaměření na obsah k zaměření na žáka, (3) od reakcí na pedagogické situace k jejich anticipaci, (4) od krátkodobého k dlouhodobému plánování, (5) od vědomé koncentrace na profesní výkon k jeho „intuitivnímu“ zvládnutí. Reliabilita nástroje jako celku i jednotlivých škál dosahovala relativně vysokých hodnot. Ukazuje se, že klinický rok podle výpovědí studentů učitelství měl vliv na jejich profesní rozvoj ve všech sledovaných oblastech. Studenti se dovedli více zaměřovat na žáky, rostla jejich flexibilita, dovednost dlouhodobého plánování a anticipování. Největší nárůst byl v oblasti flexibility, zaměření na žáka a anticipace. Ukazuje se vzájemná korelovanost míry nárůstu flexibility, zaměření na žáka, dlouhodobého plánování a anticipace. Čím vyšší nárůst v jedné oblasti, tím vyšší nárůst v další oblasti.
Forms of initial teacher education are currently being discussed especially with regard to the changes of guidelines for the design of tertiary study programs. In this context, an effective model of initial teacher education is being sought, emphasizing in particular the need for (reflective) clinical practice. For this purpose, it is vital to build on a thorough exploration of existing practices, and specifically on the analysis and evaluation of the experience gained in the Czech context, not only to seek inspiration abroad. We wish to contribute to this discussion of the structure and form of teacher education through an analysis of the clinical experience obtained during a year-long assistantship (the so-called clinical year). The results of our analysis document student teachers' professional development and are presented in this study. The professional development of future teachers, specifically the changes in their situated cognition, were monitored in ten measurements per year within the clinical year, and the research was repeated six times (2002–2008). The research sample included in total 130 students. The results are summarized for these 130 students, and also presented by their study groups (15–30 students) in individual years. Professional development indicators applied in the study were derived from the current theoretical state of the art in the field, and used in a battery of structured self-reflective tools. The indicators were formulated in a dynamic form, i.e., as a shift (1) from adherence to a fixed teaching plan to flexibility and improvisation, (2) from focus on content to focus on the learner, (3) from responses to classroom events to their anticipation, (4) from short- to long-term planning, (5) from conscious concentration on professional performance in every pedagogical situation to its intuitive grasp. Reliability of the instrument as a whole as well as of individual scales reached relatively high values. The results show that clinical experience had, according to the students' reports, significant impact on their professional growth in all areas studied. Students were gradually able to focus more on pupils, their flexibility and long-term planning skills increased, they were better able to predict classroom events. The most substantial increase was recorded in the areas of flexibility, focus and anticipation. In addition, there was a correlation between the rate of increase in flexibility, student focus, long-term planning, and anticipation.
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[14] Černá, M. (2010). Highly gifted pupils in learning English at basic school through the lens of English language teacher education. In R. Grenarová & M. Vítková (Eds.), Cizojazyčná výuka a nadaný žák. Foreign language teaching and a gifted and talented pupil (s. 39–67). Brno: Masarykova univerzita.
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[16] Darling-Hammond, L. (2014). Strengthening clinical preparation: The holy grail of teacher education. Peabody Journal of Education, 89(4), 547–561. | DOI 10.1080/0161956X.2014.939009
[17] Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. New York: D. C. Heath and Company.
[18] Douglas, A. S. (2014). Student teachers in school practice. An analysis of learning opportunities. Basingstoke: Palgrave Macmillan.
[19] European Commission / EACEA / Eurydice. (2015). The teaching profession in Europe: Practices, perceptions, and policies. Eurydice report. Luxembourg: Publications Office of the European Union.
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[21] Furlong, J., Barton, L., Miles, S., Whitty, C., & Whiting, G. (2000). Teacher education in transition: Reforming teacher professionalism? Milton Keynes: Open University Press.
[22] Gebhard, J. G. (2009). The practicum. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (s. 250–258). Cambridge: Cambridge University Press.
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[35] Kamhi-Stein, L. D. (2000). Integrating computer-mediated communication tools into the practicum. In K. E. Johnson (Ed.), Teacher education: Case studies in TESOL (s. 119–135). Alexandria: TESOL.
[36] Kettle, B., & Sellars, N. (1996). The development of student teachers' practical theory of teaching. Teaching & Teacher Education, 12(1), 1–24. | DOI 10.1016/0742-051X(95)00016-D
[37] Korthagen, F. A. J., Kessels, J., Lagerwerf, B., & Wubbels, T. (2001). Linking practice and theory: Pedagogy of realistic teacher education. Mahwah: Lawrence Erlbaum Associates, Inc.
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[44] Píšová, M., & Černá, M. (2006). Pro mentory projektu Klinický rok. Vedení pedagogické praxe (2. vydání). Pardubice: Univerzita Pardubice.
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[46] Ryve, A., Hemmi, K., & Börjesson, M. (2013). Discourses about school-based mathematics teacher education in Finland and Sweden. Scandinavian Journal of Educational Research, 57(2), 132–147. | DOI 10.1080/00313831.2011.623178
[47] Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–21. | DOI 10.17763/haer.57.1.j463w79r56455411
[48] Smedley, L. (2001). Impediments to partnership: A literature review of school–university links. Teachers and Teaching, 7(2), 189–209. | DOI 10.1080/13540600120054973
[49] Stoynoff, S. (1999). The TESOL practicum: An integrated model in the U.S. TESOL Quarterly, 23(1), 145–151. | DOI 10.2307/3588200
[50] Štech, S. (1994). Co je učitelství a lze se mu naučit? Pedagogika, 44(4), 310–313.
[51] Štech, S. (2007). Profesionalita učitele v neo-liberální době: Esej o paradoxní situaci učitelství. Pedagogika, 57(4), 326–337.
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