Roman Hrmo, Katarína Krpálková
Krelová
Improvement of pedagogical skills of
training teachers
Problemy Profesjologii nr 2, 189-197
2009
UNIWERSYTET ZIELONOGÓRSKI • POLSKIE TOWARZYSTWO PROFESJOLOGICZNE
Problemy Profesjologii 2/2009
R o m a n H r m o , K a ta rin a K r p â l k o v â K relovâ
IMPROVEMENT OF PEDAGOGICAL SKILLS
OF TRAINING TEACHERS
A b s t r a c t
The article focuses on the importance o f pedagogical traning teachers. We suggest the key com petencies and ability o f teachers lifelong education. The education developes the com petencies which are needed by the teachers to have successful pedagogical profession. Contem porary social changes evoke a need to focus attention on the character o f teacher training. The developm ent o f teacher training can be inspired by the efforts o f the international organisation - European Forum for Freedom in Education (EFFE), which deals with a project o f teacher training innovation in European cooperation. The developm ent o f professional activities o f future teachers is determined by the continuous interaction o f theoretical and practical knowledge and availability o f space for direct learning about school life, the school environment, education, and students.
R O Z W I J A N I E U M I E J Ę T N O Ś C I P E D A G O G I C Z N Y C H W P R Z Y G O T O W A N I U N A U C Z Y C I E L I
S tre s z c z e n ie
Artykuł skupia się na znaczeniu pedagogicznego przygotowania nauczycieli. Sugerujemy kluczowe kompetencje i umiejętności nauczycieli w całościowej edukacji. Edukacja rozwija kompetencje, które są potrzebne dla nauczycieli do efektywnego w ykonyw ania swojego zawodu w aspekcie pedagogicznym.
W spółczesne zmiany społeczne w ytw arzają potrzebę skupienia się na charakterystyce przygotowania nauczycieli. Rozwój przygotowania nauczycieli może być inspirowany wysiłkami organizacji międzynarodowej - Europejskiego Forum Wolnej Edukacji, która koordynuje projekt innowacyjnego przygotowania nauczycieli w obszarze europejskim . Rozwój kształcenia zawodowego przyszłych nauczycieli jest determinowany przez ciągłą interakcję teoretycznej i praktycznej wiedzy oraz dostępności do bezpośredniej nauki o życiu szkolnym, środowisku szkolnym, edukacji i uczniach.
1. Training teacher
T h e p e d ag o g ic al p ra c tic e o f e d u c a tio n stu d e n ts is co o rd in a te d by a tra in in g te a c h e r. B ecau se th ere is no legal reg u latio n on th e e s ta b lish m e n t and ru n n in g o f tra in in g sc h o o ls a n d tra in in g te a c h e rs in th e S lo v ak R ep u b lic, th e u n iv e rsitie s w ith accred ited e d u catio n stu d y p ro g ra m s are fo rced to cre a te th e ir o w n re q u ire m e n ts fo r se le c tin g th e tra in in g sch o o l an d tra in in g teac h ers. T ra in in g te a c h e rs are n o t c le a r on th e ru le s fo r c o n ta c tin g th e facu lty ; th ey are n o t a w a re o f
190 R O M A N H RM O , K A T A R IN A K R P Â L K O V Â K RELO V Â
th e ir rights and o b lig a tio n s; th e y are afraid o f p ra c tic in g stu d e n ts; th e y h av e a lack o f d id actic in fo rm atio n , p e d a g o g ic a l, p sy c h o lo g ic a l, and sp e c ific th e o rie s, an d th ey do not h av e th e sam e s tu d e n t e v a lu a tio n w ith th e facu lties. T h e re fo re w e w ill d e te rm in e th e p a ra m e te rs o f th e te a c h e r’s q u a lity w h ich w ill d e fin e th e key c o m p e te n c ie s o f tra in in g teac h er.
T he d im e n sio n s o f te a c h e r q u a lity are d e sc rib e d in d etail in th e stu d y by th e O E C D „ Q u ality in T e a c h in g “ (P a ris, O E C D 1994), w h e re th e m ain p a rt w a s tra n sla te d an d a v a ila b le (S v eco v â, V a su to v â , 1997, p. 16). In th e q u o ted stu d y from th e O E C D th ere are d e fin e d th e fo llo w in g dim ensions o f teacher quality:
• K n o w led g e in th e a re a o f c u rric u la o f th e p a rtic u la r su b ject, • P ed ag o g ica l sk ills, in c lu d in g th e e d u catio n m e th o d s an d tech n iq u es,
• A b ility o f se lf-re fle c tio n an d se lf-c ritic ism as a re fle c tio n o f te a c h e r p ro fe ssio n a lis m , • E m p ath y an d in v o lv e m e n t in relatio n to o th ers, re c o g n itio n and re sp e c t o f o th ers, • M an a g e m e n t c o m p e te n c ie s (in class and o u t o f class).
T h e q u a lity d im e n sio n s w h ich w ere m e n tio n e d h a v e to be u n d ersto o d in th e sen se o f d isp o sitio n s.
T h e q u a lity o f te a c h e rs can be d e te rm in e d from a p ro fessio n al sta n d a rd o r an ev alu a tio n o f ac tu a l p e rfo rm a n c e . T h is e v a lu a tio n o f an in d iv id u a l’s q u a lity sh o u ld in clu d e tw o sid es o f jo b p e rfo rm a n c e : eth ical an d p ro fe ssio n a l (V a su to v â , 20 0 1 ).
Ethical dimension o f p ro fessio n al p e rfo rm a n c e o f a te a c h e r is reflected in: • the relatio n w ith stu d e n ts and th e ir p aren ts,
• p ed ag o g ic al tact,
• th e relatio n to th e ta u g h t su b ject, • th e relatio n to o w n p ro fe ssio n ,
• th e m eth o d o f v erb al and n o n -v erb al sp eech , • th e a b ility to so lv e th e c o n flic t situ atio n ,
• an in terest in th e p ro b le m s o f so c ie ty and fo rm in g o f attitu d es, • e v alu a tio n m e th o d s,
• e m o tio n s (to le ra n c e , e m p a th y , so cial feelin g ), • in d iv id u al featu res.
Professional dim ension o f jo b p e rfo rm a n c e is u n d e rsto o d as:
• k n o w le d g e o f th e ta u g h t su b je c t (ran g e, d e p th an d stru c tu re o f su b je c t k n o w le d g e an d in te r-su b je c t c o n n e c tio n s, p ro je c t o f c u rric u la ),
• d id a c tic u n d e rs ta n d in g o f th e e d u c a tio n a l p ro cess, th e sty le o f th e e d u catio n p ro cess, th e te a c h in g m e th o d s and ritu als,
• th e m e th o d s o f c la s sro o m lead ersh ip , • the a b ility o f p e d a g o g ic a l c o m m u n ic a tio n ,
• p ro fe ssio n a lism in th e so lu tio n o f e d u c a tio n a l p ro b lem s.
H o w ev er, a q u a lity te a c h e r is n o t n e c e ssa rily a lso a q u ality tra in in g te a c h e r. It is im p o rtan t fo r th e tra in in g te a c h e r to be a b le to also h av e th e role o f ex p ert, su p e rv iso r and p artn er in the p ro c e ss o f d ire c t a c tiv ity w ith stu d en t.
A „ g o o d “ tra in in g te a c h e r sh o u ld know:
from a gen era l v iew p o in t:
R ozw ijanie um iejętności pedagogicznych.. 191
• not to be p ro fessio n al critic • not to ev o k e a fear
• . not to in d o ctrin ate • not to ju d g e
• to en a b le th e e x c h a n g e o f o p in io n s and k n o w le d g e
• to c o n sid e r th e fa c t th a t o n e to p ic can be w o rk e d o u t in d ifferen t w ay s • to be o p en fo r n ew ideas
fro m th e v ie w p o in t o f p a r t n e r a c c e p ta n c e in th e d is c o u rs e • to be e m p h atic
• to a ccep t h is o r h e r o w n p e rso n a lity • not to u pbraid
• not to u n d e re stim a te th e n eed s an d req u ests o f stu d e n ts, b u t to be se rio u s a b o u t them fr o m th e v ie w p o in t o f th e w o r k w ith s itu a t io n s in th e e d u c a tio n p ro c e s s
• to o b se rv e in a q u a lifie d w ay • to select an o b je c tiv e v ie w p o in t
• to p ro v id e a ch a n c e to an a ly z e m ista k e s by stu d e n t • to use a c o n stru c tiv e criticism
• to deal w ith th e p ro b le m s o f stu d en ts
• to ev a lu a te a te a c h in g h o u r, not th e p e rs o n a lity o f stu d en t fro m th e v ie w p o in t o f s e a r c h in g a n d f o r m in g s o lu tio n s
• to w o rk to g e th e r on th e p o ss ib ilitie s o f im p ro v em en t • to state th e reaso n s o f a lte rn a tiv e su g g e s tio n s • to form c o n c re te p ro p o sa ls and m a k e th em real
• to p ro v id e h elp in th e a re a o f p e d a g o g y (H av el, J., Sim om 'k, O ., 2 0 0 6 , p. 3 1 -3 2 ) T h e ab o v e m e n tio n e d facts sh o w th a t th e role o f tra in in g te a c h e r req u ires resp o n sib ility and is very d e m a n d in g . T h e tra in in g te a c h e r can not m an ag e all th e se req u ests on h is/h e r ow n w ith o u t a su p p o rt. T h e ir fu rth er ed u catio n as part o f c a re e r im p ro v e m e n t p ro v id es th e p o ssib ilitie s fo r d e v e lo p m e n t o f te a c h e r co m p eten cies:
• th e c o m p e te n c ie s fo c u se d on in d iv id u al p e rso n a lity o f a te a c h e r (a b ility o f co o p e ra tio n , a b ility to re fle c t on o n e ’s o w n w o rk , a b ility to so lv e p ro b le m s in critical situ a tio n s, and o th ers)
• so cial c o m p e te n c ie s (a b ility to a n a ly se th e gro u p stru ctu re, lead a d is c o u rse , a b ility to interact)
• p ro fessio n al (s p e c ia lise d ) c o m p e te n c ie s (k n o w le d g e o f d iffe re n t k in d s o f ch ild p ro b lem s, ab ility to d ia g n o se , an d o th ers)
• c o m p e te n c ie s in th e m a n a g e m e n t a re a (m a n a g in g o f ed u catio n p ro c e ss, e v a lu a tio n o f p ed ag o g ic al p ractice)
F acu lties w ith te a c h e r tra in in g stu d y p ro g ra m s h ave the p o ss ib ility and sp a c e to deal w ith th e q u e stio n o f p ro fe ssio n a l p re p a ra tio n o f tra in in g teac h ers in a se rio u s w ay. T h e co u rse m odel for tra in in g te a c h e rs at th e F acu lty o f M aterials S cien ce and T e c h n o lo g y , S lo v ak U n iv ersity o f T e c h n o lo g y (M T F S T U ) is m e n tio n e d in th e fourth chapter.
192 R O M A N HRMO, K A T A RIN A K R P A L K O V A K RE L O V A
T o in clu d e tra in in g te a c h e rs into th e n e t o f tra in in g te a c h e rs fo r th e p e d a g o g ic a l p ractice o f th e stu d e n ts, te a c h in g o f te c h n ic a l p ro fessio n al su b je c ts w e su g g e st th e fo llo w in g
requests e x c e p t fo r th e m e n tio n e d co m p e te n c ie s:
• a c c o m p lish e d u n iv e rsity e d u c a tio n o f te c h n ic a l sp e c ia lisa tio n , • a c c o m p lish e d c o m p le m e n ta ry te a c h e r tra in in g ,
• a c c o m p lish e d u n iv e rsity stu d y in te a c h in g o f te c h n ic a l p ro fessio n al su b jects (in th is case c o m p le m e n ta ry te a c h e r tra in in g is n e c e ssa ry )
• p e d a g o g ic a l p ra c tic e o f a m in im u m length o f 5 y ears,
• in d iv id u al p re d isp o sitio n s (re sp o n sib ility , c re a tiv ity , in itiativ e, e m p a th y , c o m m u n ic a b ility , h o n e sty , an d o th ers).
2. Increasing the pedagogical skills o f training teachers
T h e h isto ry o f te a c h e r tra in in g o f e n g in e e rs at th e D e p a rtm e n t o f E n g in eerin g P ed a g o g y and P sy ch o lo g y (U IP H ), F a c u lty o f M a te ria ls S c ie n c e an d T e c h n o lo g y ST U is o n e o f q u a lity su p p o rt for p re p a ra tio n le a d in g to a c q u isitio n o f p e d a g o g ic a l, p sy c h o lo g ic a l an d d id a c tic a l skills.
T he D e p a rtm e n t o f E n g in e e rin g P ed ag o g y an d P sy c h o lo g y (K IP P ) p ro v id es c o m p le m e n ta ry te a c h e r tra in in g , w h ich h elp s th e stu d e n ts g ain q u a lific a tio n to te a c h the p ro fessio n al te c h n ic a l su b je c ts a t all ty p e s o f m id d le sch o o ls. T h is p re p a ra tio n ta k e s th e form o f fu ll-tim e (p a ra lle l) c o m p le m e n ta ry te a c h e r tra in in g a c c o rd in g to th e re g u la tio n s o f the M in istry o f E d u c a tio n S R 5 8 1 /2 0 0 7 fo r all fa c u ltie s o f th e S lo v ak U n iv e rsity o f T e c h n o lo g y (S T U ). T h e q u a lity o f te a c h in g an d a lso th e c o n te n t o f c o m p le m e n ta ry te a c h e r tra in in g w ere su p p o rted fo r a c c re d ita tio n o f th is stu d y by th e In tern atio n al so c ie ty fo r E n g in e e rin g P ed ag o g y IG IP in K la g e n fu rt on 14. 3. 2 0 0 3 . T h is w as p r o o f th a t th e stu d y is a c c o rd in g to th e E uro p ean sta n d a rd . T h e D e p a rtm e n t o f E n g in e e rin g P e d a g o g y and P sy c h o lo g y h as also g ain ed such a c c re d ita tio n . T h e g ra d u a te s o f o u r d e p a rtm e n t can a p p ly fo r th e title IN G -
PA E D -IG IP .
T h e w o rk p la c e has, in its “ p o rtfo lio ,” th e a m o u n t o f e d u catio n a c tiv itie s fo r d iffe re n t ta rg e t groups.
E d u c a t i o n a c t i v i t i e s o f K I P P U I P H M T F :
• C o m p le m e n ta ry te a c h e r tra in in g
• C o m p le m e n ta ry te a c h e r tra in in g o f th e M asters o f P ro fessio n al E d u catio n • T h e II. q u a lific a tio n ex am
• P ed ag o g ica l p re p a ra tio n o f u n iv e rsity te a c h e rs a c c o rd in g to th e IG IP sta n d a rd s • L ectu re sk ills
• L ectu re o f a d u lt e d u c a tio n
W e h av e m a n y e x p e rie n c e s w ith p ro v id in g th e m e n tio n e d a c tiv ities, an d th is is th e reason fo r s u g g e s tin g a d d itio n a l te a c h e r tra in in g fo r th o s e w h o w ill be tra in in g te a c h e rs o f p ed ag o g ic al p ra c tic e fo r stu d e n ts o f T e a c h in g o f te c h n ic a l p ro fessio n al su b jects a t tra in in g schools.
Rozw ijanie um iejętności pedagogicznych... 193
2.1. C o u r s e “ T r a i n i n g o f t r a i n i n g te a c h e r s ”
T h e p ro p o sed c o u rse “ P re p a ra tio n o f tra in in g te a c h e rs ” c o n sists o f th re e m o d u le s. T h e first m o d u le is fo cu sed on th e in d iv id u al d e v e lo p m e n t o f th e tra in in g te a c h e r, th e se c o n d m o d u le on the d e v e lo p m e n t o f p e d a g o g ic a l sk ills o f c o u rs e p a rtic ip a n ts, an d th e th ird o n th e p ractical assistan ce, d ia g n o s tic an d e v a lu a tio n a c tiv ity o f th e tra in in g te a c h e r in p ractice.
T h e a im o f th e c o u r s e is to p ro v id e th e te a c h e rs th e o re tic a l an d p ra c tic a l p e d a g o g ic - p sy c h o lo g ic a l p re p a ra tio n fo r th e ir n e x t activ ity , and to d e v e lo p th e ir p e d a g o g ic a l c o m p e te n c ie s in a w id e c o n te x t. T h e p rim a ry ta r g e t g r o u p is c o n te m p o ra ry o r fu tu re tra in in g teac h ers at th e tra in in g sc h o o ls o f th e S lo v a k U n iv ersity o f T e c h n o lo g y . T h e ta s k o f th e sch o o ls w ill be to c o n trib u te by th e p e d a g o g ic a l p ra c tic e o f stu d e n ts o f p e d a g o g y . T h e co m p le tio n o f th e c o u rs e is a req u ired co n d itio n to o b tain th e rig h t to w o rk as a tra in in g teacher.
T h e s y lla b u s o f th e c o u rs e “ T ra in in g o f tra in in g te a c h e rs” p re se n ts th re e m o d u le s w ith a to tal sch e d u le o f 4 0 h o u r s . T h e m o d u le te a c h in g is n o t d iv id ed into th e o re tic a l an d p ra c tic a l parts a c c o rd in g to th e tra d itio n a l sch em e, b e c a u se m o s t o f th e e d u c a tio n a c tiv itie s are a c o m b in a tio n o f th e o re tic a l lectu res w ith d isc u ssio n an d the reflectio n o f real p ra c tic e , th e so lu tio n o f c o n c re te p ra c tic a l task s, and tra in in g o f th e in d iv id u al p a rtic ip a n t’s sk ills.
T h e m e n tio n e d tim e sch ed u le fo r th e th e o re tic a l an d p ractical c o u rse p a rts a re o n ly ap p ro x im a te an d ex p re ss a re la tio n o f a c tiv itie s b y in d iv id u al types.
M o d u le n a m e R a n g e (h o u r s ) T h e o r e tic a l p a r t / p r a c tic a l p a r t M e th o d s a n d f o r m s C o n d it io n s o f C o m p le tio n M o d u le 1 P erso n ality o f tra in in g te a c h e r
8 4/4 lectu re, sem in ar,
d iscu ssio n , h eu ristic m eth o d , d ia g n o s tic d is c o u rse , se m in a r w o rk to p o rtfo lio - a u to d ia g n o stic te s t M o d u le 2 P ed ag o g ica l sk ills o f tra in in g te a c h e r 16 6/1 0 lecture, d iscu ssio n , so cial-p sy c h o lo g ic a l tra in in g , role p lay in g , team w ork, se m in a r w o rk on p o rtfo lio - p re p a ra tio n fo r m ic ro p re se n ta tio n o f ch o se n to p ic M o d u le 3 C o m p lex activ ity o f tra in in g te a c h e r
16 6/1 0 lectu re, sem in ar,
h eu ristic m eth o d , reg u lated in d ep en d e n t w o rk , a n a ly s is o f w ritten p re p a ra tio n an d v id e o re c o rd in g o f stu d e n t’s o u tp u t o f p e d a g o g ic a l p ractice
194 R O M A N H RM O , K A T A R IN A K RP Â L K O V Â K.RELOVÂ
2.2. C u r r ic u la o f in d i v id u a l m o d u l e s
M o d u le 1 - P E R S O N A L I T Y O F T R A I N I N G T E A C H E R - j o b sp e c ific s o f tra in in g te a c h e r
- w h at th e in d iv id u al p re d isp o sitio n s are fo r su c c e ssfu l w o rk o f tra in in g te a c h e r
- how to d e v e lo p se lf-re fle c tio n , se lf-c o g n itio n a n d se lf-d e v e lo p m e n t o f tra in in g te a c h e r - W h at th e p ro b le m a tic s itu a tio n s in w o rk are fo r a tra in in g te a c h e r and h ow to m a n a g e th em (stress, m a n a g in g o f n o n -s ta n d a rd c o n d itio n s , e x h a u stio n sy n d ro m e)
- W hat stra te g ie s h elp to red u c e th e stre ss e ffe c ts on th e w o rk o f a tra in in g te a c h e r
- W h a t th e in flu en ces on th e q u a lity o f in teractio n b etw een tra in in g te a c h e r and stu d e n t o f p e d ag o g ic al p ra c tic e are
- H ow to w o rk w ith p ro b le m a tic p a rtic ip a n ts o f p e d a g o g ic a l p ractice (stu d e n t o f p e d a g o g ic a l p ractice, p u p il)
M o d u le 2 - P E D A G O G I C A L S K I L L S O F T R A I N I N G T E A C H E R - H ow to e v o k e an d k eep th e stu d e n t’s in terest
- W hat are th e b a sic p re s u p p o s itio n s o f su c c e ssfu l c o m m u n ic a tio n o f te a c h e r in th e class - W hat are c o m m u n ic a tio n b arriers to te a c h in g
- H ow to re a liz e a n d a p p ly n o n -v erb al c o m m u n ic a tio n in te a c h in g (ap p ro a c h , m im icry , g estu res)
- H ow to listen in an a c tiv e w ay
- H ow to lead d is c o u rse a n d m o d e ra te d iscu ssio n - H ow to form q u e stio n s an d ta s k s fo r stu d en ts
- H ow to d e v e lo p critical th in k in g an d c re a tiv ity in ed u catio n - H ow to p ro v id e th e fe e d b a c k to stu d en ts
- H ow to a n a ly se th e e d u c a tio n u n it
M o d u le 3 - C O M P L E X A C T I V I T Y O F T R A I N I N G T E A C H E R - W hat are th e a im s, s tru c tu re an d c o n te n t o f p e d a g o g ic a l practice
- W hat are th e ta s k s o f tra in in g te a c h e r in p a rtic u la r p h a se s o f stu d e n t’s p ed ag o g ic al p ra c tic e , - W h a t a re th e m o s t c o m m o n m ista k e s o f tra in in g te a c h e rs an d h o w to a v o id th e m
- H ow to c o m m u n ic a te su c c e s s fu lly w ith stu d e n ts o f p e d a g o g ic a l p ractice - H ow to lead c la s sro o m o b se rv a tio n s o f th e stu d e n ts
- W hat are th e e v a lu a tio n c rite ria o f s tu d e n ts ’ o u tp u t d u rin g p ed ag o g ic al practice - H ow to a n a ly se c o rre c tly th e p ro c e ss an d re su lts o f p e d a g o g ic a l p ractice - H ow to w rite d o c u m e n ta tio n o f th e p e d a g o g ic a l p ractice
T h e f i n a l e x a m w ill c o n sist o f th e p o rtfo lio d e fe n s e w h ich co n ta in s all m o d u les, an aly sis o f w ritte n p re p a ra tio n o f stu d e n t o f p e d ag o g y , an d an aly sis o f o u tp u t v id e o re c o rd in g . T h e g ra d u a te p ro v e s h is o r h er o w n p e d a g o g ic a l-p s y c h o lo g ic a l sk ill to w o rk as tra in in g te a c h e r o f p e d a g o g ic a l p ractice.
A fte r su c c e ssfu l c o m p le tio n o f th e c o u rse , th e p a rtic ip a n t g a in s a c e rtific a te w ith th e list o f all c o m p le te d m o d u le s and h e /sh e w ill be in clu d ed into th e register o f training teachers STU.
R ozw ijanie um iejętności pedagogicznych. 195
3. D iagnostic research
D iag n o stic research has b een m a d e in th e ac a d e m ic y e a r 2 0 0 8 /2 0 0 9 . In th is tim e th e p ed ag o g ic al p ra c tic e o f p a rt-tim e stu d e n ts o f th e stu d y p ro g ram on th e T e a c h in g o f te c h n ic a l p ro fessio n al su b je c ts has been c o m p leted . B ec a u se th e M in istry o f E d u catio n o f th e S lo v ak R ep u b lic d o es n o t d o n a te fo r th e p e d a g o g ic a l p ra c tic e o f ex tern al stu d e n ts, th e stu d e n ts had to look fo r d isp o se d te a c h e rs o f te c h n ic a l su b je c ts in th e p lace o f resid en ce. T o d a y w e can tell alread y th a t also b e cau se o f n e g a tiv e fin an cial c o n d itio n s th ere w ere fo u n d te a c h e rs w h o h av e accep ted th e se d iffic u lt task s.
T h e p e d a g o g ic a l d ia ry w as th e o u tp u t o f stu d e n ts o f p e d a g o g ic a l p ra c tic e . T h e q u e stio n n a ire fo r tra in in g te a c h e rs w as a p art o f it. O u r aim w as also to fig u re o u t w h a t co u ld help to im p ro v e th e ir w o rk as tra in in g te a c h e rs o f p e d ag o g ic al p ra c tic e an d i f th e y w o u ld be w illin g to b eco m e tra in in g te a c h e rs at th e S lo v a k U n iv e rsity o f T e c h n o lo g y . 159 te a c h e rs o f te c h n ic a l su b je c ts h av e p a rtic ip a te d in th e q u e stio n n a ire .
In th e fo llo w in g ta b le s 1 an d 2 w e sh o w th e q u a n tita tiv e a n aly sis o f g a in e d re su lts o f d ia g n o stic research .
3.1. Q u a n tit a ti v e a n a ly s is o f s u r v e y r e s u lts
T a b l e l . F acto rs in th e p e rfo rm a n c e im p ro v e m e n t o f tra in in g te a c h e rs
W h a t c a n im p r o v e y o u r w o r k a s a t r a i n i n g t e a c h e r o f p e d a lo g ic a l p ra c tic e :
A n s w e r N u m b e r o f a n s w e r s
a) m o re e ffe c tiv e c o m m u n ic a tio n w ith th e m a n a g e m e n t o f
K IP P and m e th o d o lo g ists o f p e d a g o g ic a l p ra c tic e 42
b) b etter m aterial and te c h n ic a l e q u ip m e n t o f tra in in g school 82
c) a c c e ss to sp e c ific , p e d a g o g ic a l and d id a c tic literatu re 40
d) a c cess to Internet 10
e) a b ility to h av e ad d itio n a l e d u catio n in th e a re a of:
- te a c h e r c o m p e te n c ie s, 16
- in fo rm atio n an d c o m m u n ic a tio n te c h n o lo g ie s, 48
- c o n te m p o ra ry tre n d s o f e d u catio n , 36
- c o m m u n ic a tio n sk ills 13
- e d u c o m e try and m e th o d s o f te a c h in g p ro c e ss e v alu a tio n , 4
- special p e d a g o g y 8
- te a c h in g style, 17
- o th e rs ...
- in terp erso n al re la tio n sh ip s 1
- se m in a r fo r tra in in g te a c h e rs 2
- te c h n ic a l e d u c a tio n 2
f) b etter su p p o rt from th e m a n a g e m e n t o f tra in in g school 10
g) h ig h e r q u a lity in th e p re p a ra tio n o f stu d e n ts from :
196 R O M A N H R M O , K A T A R IN A K R P Â L K O V Â KR E L O V Â - p e d ag o g y 4 - p sy ch o lo g y 8 - d id a c tic s o f te c h n ic a l su b je c t 9 - c o m m u n ic a tio n 11 - o th e rs ... - w o rk w ith PC 1
- m o re tim e to p re p a re p ra c tic in g stu d e n ts fo r o u tp u t
classes 1
h ) m o re e ffe c tiv e o rg a n isa tio n o f p e d a g o g ic p ra c tic e 31
T a b le 2. In terest in b e in g a tra in in g te a c h e r at th e S lo v ak U n iv e rsity o f T e c h n o lo g y in B ratislav a I a m in t e r e s t e d in f u t u r e a c tiv ity a s a t r a i n i n g t e a c h e r f o r th e s t u d e n ts o f K I P P U IP H M T F S T U : A n s w e rs A n s w e r n u m b e r a) c e rta in ly y es 29 b) m o re yes 48 c ) I d o n o t k n o w 39 d ) m o re not 34 e ) c e rta in ly n o t 9 T o g e th e r 159 3 .2 . Q u a lit y a n a ly s is o f th e r e s u lts f r o m d ia g n o s tic r e s e a r c h
T h e tab le I sh o w s th a t 5 1 .5 % o f te a c h e rs c o n sid e r th e m aterial and te c h n ic a l e q u ip m e n t o f tra in in g sc h o o ls a s th e m o s t im p o rta n t fa c to r o f th e ir jo b im p ro v em en t an d 3 0 .1 % th e lack o f in fo rm atio n an d c o m m u n ic a tio n to o ls. I f w e w a n t th e te a c h e r to a p p ly th e n e w e st in fo rm atio n and c o m m u n ic a tio n te c h n o lo g ie s , Internet, m a c h in e s an d to o ls in p ed ag o g ic al p ractice, it is im p o rtan t th a t all v o c a tio n a l sc h o o ls are e q u ip p e d w ith th e s e te c h n o lo g ie s. E sp e c ia lly th ese p rep are th e e x p e rts w h o sh o u ld find g o o d p o sitio n at th e lab o r m arket. 2 6 .4 % o f th e resp o n d e n ts w o u ld w e lc o m e m o re e ffe c tiv e c o m m u n ic a tio n w ith K IP P m a n a g e m e n t an d m e th o d o lo g ists o f p ractice. W e c o n sid e r th is p e rc e n ta g e as low , b e c a u se th e re w as no c o m m u n ic a tio n . A s w e said it w as th e p e d a g o g ic a l p ra c tic e o f p a rt-tim e stu d e n ts and th ese had to find th e sch o o l an d tra in in g te a c h e r. T h is first y e a r o f p ractice p ro v isio n h as o ffe re d us esp e c ia lly in fo rm atio n on th e te a c h e rs w h o w o u ld be in terested to w o rk as tra in in g te a c h e rs.
T h e ta b le 2 p ro v id e s us an o v e rv ie w o f th e n u m b e r o f te a c h e rs w h o w o u ld be w illin g to b ec o m e tra in in g te a c h e rs, in sp ite o f th e “ c o m p lic a te d ” e x a m , w h ich m e a n s th a t th e c o m p le tio n o f p e d a g o g ic a l p ra c tic e w ith o u t m e th o d ic p re p a ra tio n and fin an cial e v a lu a tio n . T h e ta b le d e m o n s tra te s th a t 4 8 .4 % o f te a c h e rs are in terested in b ein g a tra in in g te a c h e r, 2 4 .5 % c o u ld not tell th e ir o p in io n . In th e su m m e r se m e ste r w e p ro v id e th e p e d a g o g ic a l p ractice o f fu ll-tim e stu d e n ts. T h e to tal n u m b e r is 2 9 0 stu d en ts. T o d a y w e fo rm th e list o f po ten tial tra in in g te a c h e rs w h o w ill be re tra in e d in Ja n u a ry 2 0 0 9 . W e w ill fo c u s e sp e c ia lly on
Rozw ijanie u m iejętności pedagogicznych. 197
4 8 .4 % w ho are in terested , an d w e w ill try to m o tiv a te 2 4 .5 % o f resp o n d en ts. T h e te a c h e rs w ill be o rg an ized into th e re g iste r o f tra in in g te a c h e rs o f the S lo v ak U n iv e rs ity o f T e c h n o lo g y after su c c e s sfu lly c o m p le tin g th e co u rse.
C o n c lu s io n
P ed ag o g ica l p ra c tic e is an im p o rta n t p art o f te a c h e rs ’ tra in in g . T h e tra in in g te a c h e rs p re se n t o n e sig n ific a n t ro le in it. T h e y p ro v id e an in tro d u c tio n to th e te a c h e r p ro fe ssio n an d p re se n t an in sp iratio n fo r th e stu d e n ts in p ro fe ssio n selectio n , b e c a u se m o st o f th e g ra d u a te s are em p lo y ed in d iffe re n t a re a s th an th e e d u c a tio n system .
B ib li o g r a p h y
HAVEL. J., ŠIM ONÍK, O. 2006. Kooperující učitel. Brno: MSD, s.r.o, 128 s. ISBN 80-86633-43-8. HRMO, Roman - KRPÁLKOVÁ KRELOVÁ, K atarina - TINÁKOVÁ, Katarina: Pedagogická prax.
Teaching practice. - 1. vyd. - Trnava : AlumniPress, 2008. - 132 s. - ISBN 978-80-8096-068-1. KOŤA, J.: Učitel a jeh o profese. In Kasíková, H., Valašíková, A. a kol. Pedagogické otázky
současnosti. Praha: ISV, 1994, s. 5-18.
KRPÁLKOVÁ KRELOVÁ, Katarína: Pedagogická prax v študijnom programe Učiteľstvo technických profesijných predm etov. In: Strategie technického vzdělávání v reflexi doby : Sborník příspěvků z m ezinárodní vědecké konference konané 13.-15. května 2009, Ústí nad Labem. ČR. - Ústí nad Labem : U niverzita J.E.Purkyně, 2009. - ISBN 978-80-7414-126-3. KRPÁLKOVÁ KRELOVÁ. K atarína - K RIŠTOFIAKOVÁ, Lucia: Kvalita vyučovacieho procesu.
Quality o f education process. In: Materials Science and Technology [online]. - ISSN 1335- 9053. - Roč. 8, č. З (2008).
LAZAROVÁ, В.: Netradiční role učitele. O situacích pomoci, krize a poradenství ve školní praxi. I. vyd. Brno : Paido. 2005. 70 s. ISBN 80-7315-115-4.
PRŮCHA, J., W ALTEROVÁ, E„ M AREŠ, J.: Pedagogický slovník. Praha: Portál, 1998. ISBN 80- 7178-252-1.
ŠLOSÁR, R.: Odborné, pedagogické a osobnostné spôsobilosti učiteľa ekonom a. Sborník
z medzinárodní vědecké konference 2007. Analýzy kompetencí učitelů odborných
ekonomických předmětů. N akladatelství O e c o n o m ic a - Praha. 2007. ISBN 978-80-245-1198-6. s. 85.
ŠVECOVÁ, J., VAŠUTOVÁ, J.: Problém y učitelské profese ve světe. Praha: Ústav pro informace ve vdelávání. 1997.
VAŠUTOVÁ, J.: Kvalifikační předpokady pro nové role učitelů. In W alterová, E. (Ed): Učitelé ja k o pro fesn í skupina, je jic h vzdělávání a podpůrný systém. I díl. Praha: PdF UK, 2001, s. 19-46.
