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Principles of supervising teachers' work with student teachers

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dc.title Principles of supervising teachers' work with student teachers en
dc.contributor.author Navrátilová, Hana
dc.contributor.author Trávníčková, Petra
dc.relation.ispartof 12th annual International Conference of Education, Research and Innovation (ICERI 2019)
dc.identifier.issn 2340-1095 Scopus Sources, Sherpa/RoMEO, JCR
dc.identifier.isbn 978-84-09-14755-7
dc.date.issued 2019
dc.citation.spage 9688
dc.citation.epage 9691
dc.event.title 12th Annual International Conference of Education, Research and Innovation (ICERI)
dc.event.location Seville
utb.event.state-en Spain
utb.event.state-cs Španělsko
dc.event.sdate 2019-11-11
dc.event.edate 2019-11-13
dc.type conferenceObject
dc.language.iso en
dc.publisher IATED-Int Assoc Technology Education & Development
dc.relation.uri https://library.iated.org/view/NAVRATILOVA2019PRI
dc.subject innovation en
dc.subject technology en
dc.subject research projects en
dc.description.abstract The paper deals with the work of the supervising teacher, who is an important factor in the process of adaptation to the teaching profession, already at the stage when the future teacher prepares for a profession under the guidance of a faculty teacher in continuous and final practice. Attention is paid to the definition of basic didactic principles in the work of the faculty teacher with the student, ie the requirements that determine the direction, character and content of the teacher's influence on the student. The relationship between the faculty teacher and the possibilities and impact of his / her influence on the professional development of the teacher is one of the less researched topics of educational research. The analysed didactic principles relate to the context of cooperating nursery and primary schools. The paper is part of a research activity in the Ministry of Education's project in the Czech Republic, which focuses on the prevention of reality shocks for teacher students and subsequently beginning teachers to support the development of faculty teachers' competencies. Participants in a qualitative research probe are both faculty and primary school teachers, as well as pre-primary and primary school teachers. Based on their testimony, the recommended didactic principles for functional mutual cooperation are specified. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1009753
utb.identifier.obdid 43882047
utb.identifier.wok 000530212405098
utb.source S-wok
dc.date.accessioned 2020-06-24T08:32:15Z
dc.date.available 2020-06-24T08:32:15Z
dc.description.sponsorship Czech Fund of Educational Policy of the Ministry of Education, Youth and Sports
utb.contributor.internalauthor Navrátilová, Hana
utb.contributor.internalauthor Trávníčková, Petra
utb.fulltext.affiliation Hana Navrátilová, Petra Trávníčková Tomas Bata University in Zlín (CZECH REPUBLIC)
utb.fulltext.dates -
utb.fulltext.sponsorship This study was written thanks to the project “Preventing reality shock of future kindergarten and elementary school teachers at the beginning of their teaching careerˮ at the Faculty of Humanities, Tomas Bata University in Zlín, financed by the Czech Fund of Educational Policy of the Ministry of Education, Youth and Sports.
utb.wos.affiliation [Navratilova, Hana; Travnickova, Petra] Tomas Bata Univ Zlin, Zlin, Czech Republic
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