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Bildungswissenschaften und akademisches Selbstverständnis in einer globalisierten Welt- Education and Academic Self-Concept in the Globalized World


Edited By Gerd-Bodo von Carlsburg and Thomas Vogel

Dieser Band dokumentiert eine Reihe von Beiträgen der XIX. Internationalen wissenschaftlichen Konferenz Bildungsreform und Lehrerausbildung zum Thema Bildungswissenschaft auf der Suche nach globaler Identität, die vom Ministerium für Bildung und Wissenschaft der Republik Litauen, der Litauischen Universität für Bildungswissenschaften in Vilnius und der Pädagogischen Hochschule Heidelberg – University of Education gemeinsam konzipiert und veranstaltet wurde. Das Hauptthema der Konferenz waren Bildungs- und Qualitätsstandards der Hochschul- und Schulbildung. Dieses Qualitätsmanagement setzt somit den Erwerb interaktiver Kompetenzen im Bildungs-, Erziehungs- und Sozialisationsbereich voraus, gewissermaßen als innere Kräfte für Basiskompetenzen, die im Hinblick auf die Herausforderungen der Gesellschaft des kommenden Jahrzehnts die Befähigung zu Identität ermöglichen.
This volume presents a series of contributions from the XIX. International Scientific Conference on The Reform of Education and Teacher’s Training on the topic Educational Sciences in Search of Global Identity which was conceived and organized by the Ministry of Education and Science of the Republic of Lithuania, Lithuanian University of Educational Sciences and Heidelberg University of Education (Germany). Main topics of the conference were educational quality standards of Higher and Secondary Education. This kind of quality management relies on the acquisition of interactive competence in socialization and the educational sector. The development of these basic skills is prerequisite for achieving an identity in order to meet the challenges of our society in the coming decade.
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The Experiences of Students of Fine Arts Education During the First Period of Teacher Practice


Birutė Vitytė


The paper reviews the reflections of bachelor’s degree first year students of Fine Arts Education on the first period of teaching practice – observation practice. The paper analyzes the dispersion of the students’ experiences in teaching practice in order to reveal the most interesting and concerning issues for students during the practice period in the context of fine arts lessons.

Keywords: pre-service fine arts teachers, teaching practice, reflection on the teaching practice


Pečiuliauskienė and Barkauskaitė define teaching practice in the following way: “Teaching practice is an integral part of teacher training studies, intended for the development of the trainee teachers’ practical skills. This is a study period when students make the first steps in their professional activity, when they acquire a new approach to the teacher’s job, rights, duties and responsibility.” [1, p. 7].

Teaching practice is a special period since a learner turns into a teaching person, thus, it is a transition to the other side of the “barricades”. The experience has to be especially peculiar for the first year students who were still pupils half a year ago and then become teachers themselves. The inquisitiveness about those first experiences and supervision of fine arts teaching practices induced the idea to investigate the first year students’ of Fine Arts Education experiences during the teaching practice. The significance of teaching practice and the increasing attention to this stage of studies can be...

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