Th e text presents partial results of research on theory and practice integration in future teachers' undergraduate training. Th e aim was to fi nd out respondents' opinions on the level of theoretical and practical training integration in the processes of developing specifi c professional competences during study. Research tools consisted of a self-designed questionnaire and interviews (only partial questionnaire outputs are included because of limited content of study). Th e research sample was composed of 171 students of a master's degree in teaching at three MBU 1 teacher training faculties. Th e obtained data were processes by tools of descriptive and multi-dimensional statistics. Results indicate great discontent of the respondents with the low level of connection between theoretical and practical training in the processes of developing special professional competences during study and provide starting points for necessary system changes in the theoretical and professional practical training of future teachers.
Developing the all-round competences of university students by applying the principle of credit recognition for the implementation of relevant extracurricular activities (EA), case studies and recommendations for practice (e.g. in the Service Learning programme, in teacher-oriented programmes and training in the preparation of future teachers, as well as in non-formal education in parachurch organisations in the case of students of theology, etc.). The starting point is Directive No. 11/2021 on the recognition of ECTS credits for extra-curricular activities at Matej Bel University (MBU) and its implementation in practice. The paper is an output of the funded project VEGA 1/0409/21 (National Agency of the Slovak Republic). The theoretical basis is the required learning outcomes of university students in selected fields of study and their expected competences. These outcomes are compared with learning outcomes in selected educational extra-curricular activities implemented outside the university of which they are students. This is a set of case studies of selected educational programs that are not courses in higher education but have the potential to provide specifically beneficial learning outcomes for college students whose completion may also earn them credit for extra-curricular activities. We conclude with recommendations for practice regarding the comparison of learning outcomes in parallel curricular and extra-curricular activities that are expected to yield the development of transversal competencies for college students in selected fields of study.
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