1Lietuvos edukologijos universitetas, Ugdymo mokslų fakultetas, Raidos ir ugdymo psichologijos katedra, Studentų g. 39, 08106 Vilnius, tomas.lazdauskas@leu.lt 2 Lietuvos edukologijos universitetas, Ugdymo mokslų fakultetas, Raidos ir ugdymo psichologijos katedra, Studentų g. 39, 08106 Vilnius, albina.saikauskiene@leu.lt Anotacija. Straipsnyje pristatoma būsimųjų psichologijos mokytojų pedagoginės praktikos refleksijų analizė. Refleksijoms analizuoti pasirinkta teminė analizė, analizės vienetas -pedagoginės praktikos metu studentų patiriami sunkumai. Analizė leido išskirti septynias pagrindines temas, geriausiai apibūdinančias patiriamus sunkumus: medžiaga, metodai, klasės valdymas, žinios / kompetencijos, emocijos, laikas, darbo organizavimas. Šios temos diskutuojamos kitų tyrimų kontekste, aptariamos psichologijos mokytojų rengimo tobulintinų sričių galimybės, numatomos gairės tolesniems tyrimams.Esminiai žodžiai: mokytojų rengimas, pedagoginė praktika, studentų refleksijos, studentų patiriami sunkumai, teminė analizė. ĮvadasPastaruoju metu neretai išsakomas poreikis kelti pedagogo profesijos prestižą ir tai akina atkreipti dėmesį į pedagogų rengimo kokybę. Pedagogus rengiančios aukštosios mokyklos susiduria su nelengvu uždaviniu -tinkamai ir laiku reaguoti į nuolatinę aukštojo mokslo sistemą reglamentuojančių dokumentų kaitą ir kartu užtikrinti studijų programos tikslų tęstinumą. Šiuo metu mokytojų rengimą Lietuvoje apibrėžia Pedagogų rengimo reglamentas (2012). Jame nurodoma, kad mokytojų rengimas turi susidėti iš teorinių studijų dalies bei pedagoginių praktikų, kurių paskirtis -suteikti studentams galimybę, padedamiems mentorių ir praktikos vadovų, mokytis darbo vietoje ir taip įgyti dalį pedagogo darbui reikalingų kompetencijų ir patirties. Tame pačiame dokumente
Background. The purpose of current work is to clarify characteristics of anesthesiologists' use of heuristics in emergency medical care. Two separate studies were carried out to evaluate the characteristics of anesthesiologists' use of heuristics: (a) according to gained experience; (b) and under stressful conditions. Methods. First (longitudinal design) study was comprised of two phases 10-11 months apart. In both phases, participants solved three vignettes that required the provision of emergency medical care. In the second study, participants solved three medical vignettes under stressful conditions (i.e. under the influence of the cold pressor test). Physiological data-participants' heart rate-was registered using finger plethysmograph before and after the cold pressor test. The adequacy of decisions were evaluated independently by two experts in anesthesiology. Results and conclusions. Results of quantitative content analysis of the first longitudinal design study showed a decrease in the use of availability and an increase in anchoring and adjustment of heuristic as anesthesiology residents become more experienced. Results of both studies indicate that 32-38% of all anesthesiology residents' thoughts are heuristic in nature and 3-11% of all thoughts are cognitive errors.
In the opinion of authors involved in studies on teacher education, teaching practice is an essential period of professional development (Hormenu et al., 2014; Hussain et al., 2013; Kirbulut & Bektas, 2011) and personality transformation (Schoeman & Mabunda, 2012) that enables student teachers to develop their professional and classroom identity as well as strengthening knowledge of theory and practice (Lakateb, 2016; Morales Cortés, 2016). Therefore, an analysis of the experience gained during each practice, as well as its dynamics, is undoubtedly useful in developing an active response to the difficulties faced by the student teachers and in adjusting the training process in a way that convinces them they are sufficiently prepared to overcome these difficulties. This study is an analysis of the difficulties faced by prospective teachers of psychology during their teaching practice and the dynamics of such difficulties. We have analysed the reflections of two teaching practices of the previous two years undergone by the same student teachers (n = 34). In the study, we applied qualitative and quantitative data analysis methods. The analysis of the results shows that during the practice students usually doubt their skills and competences in confronting difficulties in classroom management such as first contact with pupils, attention management, involvement in activities, response to misbehaviour, maintenance of discipline etcetera. The quantitative analysis of the confronted difficulties shows that the proportion of the experienced difficulties does not change from one practice to another (McNemar test χ2 < 3.84). More than half (56 %) of students pointed out the same difficulties faced during the first and the second practice. Although some student teachers assess their pedagogical competence as improved, it remains unclear why a meaningful reduction of the difficulties reported after the first practice does not take place in the second practice. The results suggest more research is needed into the dynamics of difficulties experienced by student teachers and into planning new ways to develop professional competences.
The aim of our study was to describe the psychometric properties of the structure of a questionnaire designed to assess the difficulties experienced by pre-service teachers during their pedagogical practice. The study involved 110 pre-service teachers (university students): 96 women and 14 men, with a mean age of 24,28 years (SD = 5,03). Based on our previous research, a set of 20 items was developed asking students to rate their experience on a five-point scale. The hierarchical items cluster analysis algorithm ICLUST was used to test the psychometric characteristics of the questionnaire structure. The analysis was performed according to Revelle’s guidelines. Due to the ordinal nature of items, the cluster analysis was performed on the basis of a polychoric correlation matrix. The statistical analysis was carried out using the psych package in R. The reliability of the clusters was assessed taking into account Cronbach’s alpha and Revelle’s beta indicators. Cluster fit, pattern fit, and RMSR were selected as model fit indicators. Two models were developed: the seven-cluster model and two-cluster model. The seven-cluster model consisted of the following clusters: search and selection of material (K1; α = 0,75, β = 0,75), selection of teaching methods (K10; α = 0,77, β = 0,69), classroom management (K13; α = 0,81, β = 0,72), lack of subject and pedagogical knowledge (K3; α = 0,67, β = 0,67), emotions (K4; α = 0,75, β = 0,75), time management (K12; α = 0,70, β = 0,62), and organizational difficulties (K11; α = 0,66, β = 0,60). The two-cluster model consisted of the following clusters: search and selection of material (K1; α = 0,75, β = 0,75) and general difficulties (K18; α = 0,85, β =0,75). Combining 20 items into seven clusters allowed to achieve the best psychometric characteristics of the questionnaire and to reliably assess the difficulties experienced by pre-service teachers during their pedagogical practice. The characteristics of the two-cluster model were satisfactory, and the 18-items general difficulty scale of this model can be chosen as an alternative to calculate the overall estimate of the difficulties experienced by pre-service teachers during their pedagogical practice.
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