Vliv klinické zkušenosti na profesní rozvoj studentů učitelství
| Title in English | The Impact of Clinical Experience on the Professional Development of Student Teachers |
|---|---|
| Authors | |
| Year of publication | 2017 |
| Type | Article in Periodical |
| Magazine / Source | Studia paedagogica |
| MU Faculty or unit | |
| Citation | |
| Web | full text SP |
| Doi | http://dx.doi.org/10.5817/SP2017-3-4 |
| Field | Pedagogy and education |
| Keywords | initial teacher education; clinical experience; teacher professional development; indicators of change |
| Attached files | |
| Description | Forms of initial teacher education are being discussed with regard to the changes of guidelines for the design of tertiary study programs. An effective model of initial teacher education is being sought, emphasizing the need for (reflective) clinical practice. We contribute to this discussion through an analysis of the clinical experience obtained during a year-long assistantship (the so-called clinical year). 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 reached relatively high values. The results show that clinical experience had, according to the students' reports, 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 in flexibility, focus and anticipation. In addition, there was a correlation between the rate of increase in flexibility, student focus, long-term planning, and anticipation. |