Socialization of a student teacher on teaching practice into the discursive community of the classroom: Between a teacher-centered and a learner-centered approach

Lojdová, Kateřina

doi:10.1016/j.lcsi.2019.05.001

Cited by 14 publications

(7 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Analytical skills determine to a large extent the success of the implementation of continuity of preschool and primary mathematical education and allow to highlight aspects and directions of implementation of mathematical education, to correctly set tasks of continuity, to approach to the solution of problems of continuity from different positions; to consider the causes and consequences of its unresolved problems, to carry out the diagnostics of readiness of children for school education (Lojdová, 2019).…”

Section: Reflexivementioning

confidence: 99%

Training of future teachers for the implementation of continuity of pre-school and primary mathematical education

Syzdykbayeva

Bagitovna²,

Bakirovna³

et al. 2022

View full text Add to dashboard Cite

The article deals with the problem of the future teacher's readiness to implement the continuity of preschool and primary mathematical education. The purpose of the study: to determine the level of training of future teachers to implement mathematical education and to summarize the data obtained during the pedagogical experiment. The standard curriculum of preschool education and training and the curriculum of the 1st grade are analyzed to determine the continuity of mathematical education. The authors developed a diagnostic program that allowed students to identify the level of readiness for the implementation of the continuity of math education. To gather objective information about the possibility of their further development, through the content of pedagogical subjects and elective course "Basics of continuity of preschool and elementary math education", as well as to identify ways to stimulate the desire of the interest of students to assimilate the necessary knowledge and skills in this field.

show abstract

Section: Reflexivementioning

confidence: 99%

Training of future teachers for the implementation of continuity of pre-school and primary mathematical education

Syzdykbayeva

Bagitovna²,

Bakirovna³

et al. 2022

View full text Add to dashboard Cite

show abstract

“…The classroom can be understood as a shared creative community that shares certain ways of communicating while forming cognitions into a specific learning environment (Lojdová, 2019). Recent research has highlighted classroom observation activities as a way to positively change classroom practice (Ro, 2020).…”

Section: Perceived Valuementioning

confidence: 99%

The Role of Teachers’ Constructivist Beliefs in Classroom Observations: A Social Cognitive Theory Perspective

Chen

Hong

et al. 2022

Front. Psychol.

View full text Add to dashboard Cite

Previous studies have focused on individuals learning from observing a model to be able to produce the modeled behavior. However, there is a lack of studies emphasizing the perspective of being observed to understand the role of perceived value and stress when teachers act as a teaching model. To address this gap, the present study explored the correlates between teachers’ teaching beliefs, perceived value, psychosocial stress, and continuous intention to be the observed teaching model in classroom observations. Data of 349 respondents were usefully collected, and confirmatory factor analysis with structural equation modeling was performed. Results showed that teachers’ constructivist belief in teaching was positively related to perceived value of being observed and getting feedback, but was negatively related to psychosocial stress. Perceived value was positively related to continuous intention to be observed in future classroom observations, but perceived psychosocial stress was not significantly related to continuous intention. The results of this study can be applied to encourage those who are resistant to presenting their teaching experience in classroom observations.

show abstract

“…The teacher is a model who becomes a role model for their students, so they must be able to appreciate every potential of their students in developing their personality. The role of the teacher not only contributes to individual and community development but also achieves the self-realization of students through learning (Engelbrecht et al, 2016;Lojdová, 2019;Saunders & Sticker, 2020). Teachers must be able to get along naturally with all their students and be able to arouse their desire to learn.…”

Section: Teacher Professionalism and Transformation In Improving The mentioning

confidence: 99%

Freedom of learning policy: a critical review of the teacher professionalism perspective

2021

ilkonline

View full text Add to dashboard Cite

The main objective is to conduct a critical analysis of the independent learning policy from the perspective of teacher professionalism. The data collection method is a literature study with a descriptive analysis. The data obtained were compiled, analyzed, then conclusions were drawn. Based on the results of the study, the implementation of the independent learning policy as an effort to improve the quality of education and the quality of learning will be successful if it is supported by efforts to revitalize the teacher professional development program by compiling a professional teacher management system supported by the facilitation of independent teacher training according to the priority scale of capacity building needs and teacher professionalism. The recommendations of the results of this study require the need for a conducive national teacher management system and the preparation of a national teacher professional capacity map for guidance and professional development of teachers.

show abstract

Socialization of a student teacher on teaching practice into the discursive community of the classroom: Between a teacher-centered and a learner-centered approach

Cited by 14 publications

References 44 publications

Training of future teachers for the implementation of continuity of pre-school and primary mathematical education

Training of future teachers for the implementation of continuity of pre-school and primary mathematical education

The Role of Teachers’ Constructivist Beliefs in Classroom Observations: A Social Cognitive Theory Perspective

Freedom of learning policy: a critical review of the teacher professionalism perspective

Contact Info

Product

Resources

About