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Qualität von Bildung und Kultur- The Quality of Education and Culture

Theorie und Praxis - Theoretical and Practical Dimensions

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Edited By Gerd-Bodo von Carlsburg

Dieser Band dokumentiert eine Reihe von Beiträgen der XVI. Internationalen wissenschaftlichen Konferenz Bildungsreform und Lehrerausbildung zum Thema Qualität von Bildung und Kultur – Theorie und Praxis, die von der Pädagogischen Universität Vilnius (VPU) und der Pädagogischen Hochschule Heidelberg gemeinsam konzipiert und veranstaltet wurde. Das Hauptthema der Konferenz war: Bildungs- und Qualitätsstandards der Hochschul- und Schulbildung: humanistische Tradition und Perspektivenwechsel im Bildungs- und Erziehungsbereich unter Berücksichtigung neuer Strukturen des Denkens und Managementstrategien im Hinblick auf die Herausforderungen der Gesellschaft des kommenden Jahrzehnts.
This volume presents contributions of the 16 th International Scientific Meeting on The Reform of Education and Teacher’s Training to the topic The Quality of Education and Culture – Theoretical and Practical Dimensions. The meeting topic was: Combination of the University and High school education: humanistic/classical tradition and change of perspectives in the field of education and schooling under consideration of new structures of the thinking and management strategies with regard to the challenges of the society of the next decade.

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Pre-service Teachers’ Research Activity during the Pedagogical Practice: Situation and its Development 247

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Palmira Peiuliauskien Pre-service Teachers’ Research Activity during the Pedagogi- cal Practice: Situation and its Development Relevance: Teacher’s activity and role change in a wanton society. Traditional pedagogy emphasizes the main roles of a teacher – subject teacher, mentor, and tutor. It is obvious that these are the main roles of an educator and their impor- tance is undoubted. However, a changing educational practice and a new con- ception of education quality require new roles of a teacher – innovator, advisor, and prompter of learning processes, researcher, and others. Research activity be- comes the realia of teachers’ educational practice which enables them to analyze particular learning situations, capacitates them to think of their actions, peda- gogical interaction with learners, and ascertains them of the efficiency of new teaching methods (Wells, 1995; Herling, 2000; Descy, Tessaring, 2002). It is not simple to determine the place of pedagogue’s research activity compe- tence in the general structure of his professional competences, because there are various models of professional competence. One of the latest models of peda- gogue’s professional competence is defined in “Common European Principles for Teacher Competences and Qualifications”, 2005. According to it, four groups of pedagogue’s competences are distinguished: cognitive, functional, personal and ethical competences. The competence of the research activity is attributed to the group of cognitive competences. Moreover, learners’ cognitive competences, re- flective and learning to learn competence are also attributed to the cognitive competence. In the last two decades educators from various countries (the USA, Great Brit- ain, Canada, and Australia)...

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