Publication details

Inclusion of Teacher Constructivism in Systematic Professional Continuous Development

Authors

TRNOVÁ Eva TRNA Josef

Year of publication 2017
Type Article in Proceedings
Conference EDULEARN2017 Proceedings. 9th International Conference on Education and New Learning Technologies
MU Faculty or unit

Faculty of Education

Citation
Web https://library.iated.org/view/TRNOVA2017INC
Doi http://dx.doi.org/10.21125/edulearn.2017.1435
Field Pedagogy and education
Keywords development; systematic teacher education; teacher constructivism
Description To improve the quality of school education and lifelong learning, it is necessary to support teacher continuous professional development. The aim of the study is to present outcomes of research of innovative teacher professional continuous development courses. Design-based research was used as the main research method. A key result of the research is the finding that teacher education, including professional continuous development, has to be closely linked with practical experience through the use of a systematic and teacher constructivist approach. Constructivist principles and characteristics of teacher professional continuous development courses were studied within the PROFILES project. Building up teachers’ pedagogical competences, using their own experience from learning and teaching and thus connecting pedagogical theory and practice is the core of teacher constructivism.

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