Publication details

Autonomní a heteronomní hodnocení jako jedna z determinant účinnosti učitelských praxí

Title in English Autonomous and heteronomous evaluation as one of the determinants of the effectiveness of teaching practice


Year of publication 2016
Type Article in Periodical
Magazine / Source Pedagogická orientace
MU Faculty or unit

Faculty of Education

Field Pedagogy and education
Keywords professional competence; professional self-image; evaluation; self-evaluation; practical training component; reflection; self-reflection; reflective model
Description The aim of this study is to highlight the possibilities for developing the professional self-image of students in the affective domain, which manifests itself in self-evaluation. The concept of the professional self in self-esteem became the inspiration for the application of autonomous and heteronomous evaluation in the reflective model of teacher training. In the first part, the authors comment on the concept of development of professional competence and professional self-image in the context of the reflective model of teacher training. The second part is dedicated to the characteristics of the practical preparation of future primary teachers at the Faculty of Education of MU while on continuous teaching practice. There follows a discussion on the research, whose aim was to determine how the professional self-image of students develops over two stages of teaching practice from the point of view of students and teacher trainers. The research sample consisted of 71 students from the 4th year of the full-time study programme for primary teachers. To investigate self-image a sheet of our own design was used, which was completed by teacher trainers and students. The research results confirm the need to lead students and educators to understand the value of reflection and the process of facilitating it. At the end of the study recommendations for improving the way of working with (self) evaluation tools are presented to all parties involved.
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