Innovation of Pedagogical Practices of Future Teachers

Abstract

The basic topic of this article is the undergraduate preparation of future teachers in the Czech Republic, specifically the issue of the pedagogical practices of future teachers. We focused mainly on reflective activities within this preparation. The first part of the article deals with the mapping of this area in the educational systems of other countries or other regions of the Czech Republic. The second part is devoted to a description of the current state of reflection among science teacher education students. It also proposes an innovation of the system of reflection implementation using modern IT tools in the context of full-time and distance education. The third part presents the outputs of the e-questionnaire prepared for both face-to-face and distance learning.

Rethinking teacher training from an inclusive and community dialogical perspective

“…Teachers can and should be the lever for the success of their students, overcoming difficulties and countless barriers that are often difficult to subdue in the path of fulfilling their duties particularly social and educational ones (Morgado et al, 2018). The complete educational activities and the teaching-learning process performed by the teacher and the school and upheld by the community (Beckford & Lekule, 2022;Correia, 2013;Cosgrove, Jewell, & Payne, 2020;Furlan, Faria, Lozano, Bazon, & Gomes, 2020;Hammond & Ingalls, 2003;Konečná, Smolka, Trčková, Václavíková, & Žáček, 2023;Leatherman, 2009;Mantoan, 2015;Navarro-Varas & Núñez-Pomar, 2018;Wilkins & Nietfeld, 2004) will only be fruitful if they know the critical and human mass they confront and for whom they culminate working. Otherwise, they may have to intervene.…”