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
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.
Positive Experience in Teaching Practice of Pre-ServiceTeachers of Music: Analysis of Written Reflections
← 602 | 603 → Positive Experience in Teaching Practice of Pre-Service Teachers of Music: Analysis of Written Reflections
Jolanta Lasauskienė, Asta Rauduvaitė
The paper highlights the characteristics of pre-service music teachers’ professional experience of implementing the teaching practice goals. The qualitative analysis determined categories which revealed the teaching practice spheres (relations with pupils, mentors and other teachers, personal self-education and professional development) that conditioned the students’ positive experience. The research revealed that positive experience during the teaching practice depends on the collegial interaction with pupils, mentors and other teachers, the ability to interest the pupils in the subject of music, efficient planning of a music lesson and feedback.
Keywords: teaching practice, positive experience, reflection
In the present-day world education is perceived as one of the essential priorities of the domestic politics of the European Union, and people’s education, their knowledge and competences are viewed as the key to the European future (Leuven Communicate, 2009). Modern education theory and practice are aiming at answering the challenges of the 21st century – implementation of lifelong learning, education quality assurance, people’s preparation for a successful professional career in the context of the rapidly changing social and cultural conditions. In the present-day situation teacher training institutions acquire a responsible mission to prepare competent educators for the school of the future and constant changes. The works of scholars from different countries (Shaffer, 2004; Pollard, 2008; Black, Plowright, 2010, et al.) highlight the significance of...