Th is article outlines the current state of theoretical knowledge about mentalization, which appears to be essential for eff ective practice in the teaching profession. Mentalization is the capacity to understand and make sense of our own and others' actions by recognising and giving meaning to intentional mental states, including needs, thoughts, feelings, beliefs, and motivations. It is the understanding of the background of the behaviour – the understanding of the mental states that have led to a certain behaviour. Thanks to mentalization theory, we are now able to think and discuss in more detail what happens between and within people as they interact in diff erent social contexts such as schools. Th ese skills are useful for teachers as they work with children, whose metalizing skills are still developing. At the same time, in their practice, teachers often encounter children who come to school with disruptive behaviours, insecure attachment styles, and negative internal working models of relationships that make the healthy development of mentalizing skills diffi cult. Th is article highlights the importance of mentalization in educational contexts and provides a framework for interventions aimed at increasing mentalization skills among teachers, parents, and students. Empirical evidence has shown that the implementation of mentalization-based programmes in schools can lead to signifi cant improvements in teacherresilience, as well as a reduction of aggressive behaviour among students and an improvement of their academic performance.
The text deals with elementary and lower secondary novice teachers in the Czech Republic, Liberec County, in the context of Covey's professional habits of successful people. The habits were operationalized into measurable factors and expert-driven validation and Cronbach item reliability performed. The correlations confirmed our assumptions of the interrelatedness of the habits on the one hand and on the other hand their uniqueness. The final questionnaire can serve to evaluate the level oo mastering Covey's habits in novice teachers. The adapted version of the questionnaire will prospectively serve as an evaluation tool of effectiveness of educational programmes focused on personal and professional student teacher growth.
The empirical study presents a question of how to assess professional training of trainee teachers and introduces the approach based on competency model. Based on the modification of the Teacher competencies framework (Rámec profesních kvalit učitele, Tomková et al., 2012) used in the lifelong training of the teachers an evaluation tool was created that contained 5 multi-dimensional competencies elaborated into 34 sub-items. This tool was used in the research of self-assessment of the development of professional competencies of trainee teachers and their assessment by supervising teachers during the block teaching practice. The research sample consisted of 74 students of lower secondary and secondary school teaching programmes and also 74 supervising teachers were involved. The results revealed that the assessment of the students by the supervising teachers is significantly more positive compared to the self-assessment of the students. Further, it was found out that the best and the worst evaluated sub-competencies by the students and teachers correspond. The best evaluated were competencies related to reflexion and creation of teaching environment, the worst evaluated were competencies related to the evaluation of the pupils’ work. Authors discuss what do these results imply for the frame of undergraduate teacher training and they indicate possibilities how to comprehensively implement the evaluation tool and competency model in the teacher training.
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