Videopřípad jako stavební jednotka IVŠV videowebu pro vzdělávání učitelů anglického jazyka

Minaříková, Eva

doi:10.5817/pdf.p210-capv-2012-39

Cited by 2 publications

(1 citation statement)

References 1 publication

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“…The most common way to develop professional vision is to work with various electronic environments: Observer (Stürmer & Seidel, 2017), Videoportal (Krammer et al, 2008), IVŠV Videoweb (Minaříková, 2011), or video clubs (van Es & Sherin, 2008). This research focused mainly on factors influencing professional vision, the possibility of supporting its development, and the nature and structure of professional vision.…”

Section: Professional Visionmentioning

confidence: 99%

Pre-Service Chemistry Teachers’ Professional Vision Development: The Effect of Lesson-Observation Practice

Honskusová

Vojíř

Rusek

2022

JBSE

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Ability to adequately analyze educational situations is essential not only for (pre-service) teachers’ occupational decisions, but also for their own professional development. This study represents an evaluation of the observation practice aimed at pre-service chemistry teachers’ (N = 12) professional vision development. They attended chemistry classes in schools, discussed them in a group and independently wrote their reflections. The effect on the professional vision was evaluated using a self-efficacy questionnaire, lesson reflections analyses and semi-structured interviews. The results showed that pre-service teachers significantly overestimated their ability to reflect on lessons, struggled with lesson analyses, failed to describe and analyze chemistry-specific content in contrast with their significant improvement in describing student-teacher interaction and teacher’s activity – all with medium to large effect. Although observation practice deepened their ability to notice, pre-service teachers did not change attention to individual lesson’s aspects. Lesson observation therefore seems to be a suitable means of professional vision development from the richness of observed phenomena’s point of view, as well as students’ self-efficacy improvement, however more research in several aspects is needed to further inform (pre-service) teacher training practice. Key words: ability to notice, learning situations reflection, pre-service chemistry teacher, professional vision, teacher self-efficacy

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Section: Professional Visionmentioning

confidence: 99%

Pre-Service Chemistry Teachers’ Professional Vision Development: The Effect of Lesson-Observation Practice

Honskusová

Vojíř

Rusek

2022

JBSE

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Further education of secondary school teachers in the context of their professional development

2023

Sciemcee

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This monograph focuses on further education of secondary school teachers as a relevant part of teachers’ professional development and the relevant circumstances that currently surround it. The objective of the theoretical part was to define and describe all relevant concepts, constructs, terms and categories that relate to the empirical part of the work and also form the basis of the whole work. The empirical part presents the results of the survey which had two specific objectives. The first was to describe and analyse the relevant factors and conditions for the further education of secondary school teachers today. The second objective was to identify the links between teachers’ attitudes towards further education, motivation and preferences for further education on the one hand and professional demographic characteristics on the other. The professional demographic characteristics were gender, age, length of experience, teacher’s professional field of study and type of school.

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Videopřípad jako stavební jednotka IVŠV videowebu pro vzdělávání učitelů anglického jazyka

Cited by 2 publications

References 1 publication

Pre-Service Chemistry Teachers’ Professional Vision Development: The Effect of Lesson-Observation Practice

Pre-Service Chemistry Teachers’ Professional Vision Development: The Effect of Lesson-Observation Practice

Further education of secondary school teachers in the context of their professional development

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