In 2020, physical education teacher education (PETE) students of the Faculty of Sport of the University of Ljubljana (N = 46) had to complete a large part of the practical pedagogical training ...online. Using an online questionnaire, we investigated how they delivered distance learning in physical education (PE) at Primary Schools, the extent to which they achieved their objectives, encouraged students to move, delivered content, and assessed. The delivery mostly depended on whether the school included PE in the timetable. On average, most lessons took the form of independent student activity following written or recorded instructions, and the others took the form of online outdoor or indoor live classes. The latter were often used to give instructions, check tasks and motivate. Some schools organized at least one sports day (26%), active break (21%), or active class break (9%). Most student teachers chose different objectives compared to a traditional form of instruction: they emphasized the development of motor and functional abilities rather than the acquisition of new motor and social skills. All student teachers delivered physical fitness, followed by athletics (59%), dance and aerobics (43%), ball games (except volleyball 33%) were represented in a smaller proportion. 21% of the students taught content continuously. The assessment was done by 71.4% of the students (many of them only assessed the completion of the tasks) and evaluation by only 31.0%. They used a workout diary, videos or photos, or live conference calls. The average response rate was 71% for 1st-6th graders and 59% for 7th-9th graders. 21% did not attempt to reach non-responding students, while 10% indicated that they did not have problems with nonresponding.
Zbog pandemijskih razloga, studenti izobrazbe nastavnika tjelesne i zdravstvene kulture Fakulteta za šport Sveučilišta u Ljubljani (N = 46) morali su završiti velik dio početne edukacije putem interneta u 2020. godini. Koristeći online upitnik, istražili smo kako su uspjeli učiti na daljinu u okviru predmeta tjelesne i zdravstvene kulture. Provedba nastave je najviše ovisila o tome je li škola uključila predmet unutar obavezne satnice. U prosjeku, većina programa bila je organizirana u obliku samostalne aktivnosti učenika slijedeći pisane ili snimljene upute, a ostatak je bio u obliku online nastave uživo na otvorenom ili u zatvorenom prostoru. Tijekom takve vrste nastave često su davane upute, provjeravanje zadataka i motiviranje. Neke su škole organizirale barem jedan sportski dan (26%), aktivni odmor (21%) ili aktivni odmor za vrijeme sata (9%). Većina nastavnika izabrala je različite ciljeve u usporedbi s tradicionalnim oblikom nastave; naglasak su stavljali na razvoj motoričkih i funkcionalnih sposobnosti, a ne na stjecanje novih motoričkih i socijalnih vještina. Najčešće je naglasak bio na razvoj fizičke kondicije, a slijedile su aktivnosti poput atletike (59%), plesa i aerobiak (43%). No, igre loptom (osim odbojke 33%) bile su zastupljene u manjem postotku. Sadržaje je kontinuirano provodio 21% nastavnika. Provjeravanje je provodilo 71,4% nastavnika, a ocjenjivanje samo 31,0% nastavnika. Često su bili korišteni dnevnici vježbanja, videozapisi, fotografije ili konferencijski pozivi uživo.
The article begins by introducing the importance of practical pedagogical training of students, whereas the focus is on mandatory practical pedagogical training of students at two programmes of the ...Faculty of Arts, University of Maribor: the undergraduate double-major programme Pedagogy and the postgraduate double-major teacher programme Pedagogy. The first part describes the importance of mentoring and mentor´s role in the process of practical pedagogical training. The role of the school counsellor in an educational institution is also described. Research results are presented in the second part of the article. Here, the school mentors (school counsellors) were interviewed about school counsellor competencies, about the development of different counsellor competencies during the practical pedagogical training of students of Pedagogy and with the help of their mentor and about the overall opinion about the entire course of practical pedagogical training.
The research presented in this article deals with the self-evaluation of 4th year pre-service chemistry teachers' progress during their second year practical pedagogical training in chemistry ...teaching at primary schools (students' age 13-15 years) in comparison to the perception of their progress by their school mentors. The sample consisted of 21 pre-service teachers and 21 school mentors, in-service chemistry teachers, at primary schools. For the purpose of following to pre-service chemistry teachers' development, the pre-service teachers as well as their mentors completed the "Questionnaire for monitoring students' progress", focusing on eight characteristics of professional development during practical pedagogical training. The results reveal that student-teachers were stricter in their self-evaluation in comparison to their school mentors after their first chemistry lecture at school during the practical pedagogical training; however, after their last lecture, the evaluations were similar for most of the characteristics. The development of five randomly selected student-teachers is presented in detail from their own perspectives, as well as from their school mentors' perspectives.
Pedagoški delavci so izpostavljeni nenehnim spremembam, zato se morajo že v začetnem izobraževanju opolnomočiti za avtonomno in angažirano delovanje, torej za izgrajevanje lastne rezilientnosti. S ...tem v povezavi smo želeli ugotoviti, kako študentje, bodoči pedagoški delavci, ocenjujejo varovalne dejavnike rezilientnosti ter kakšne so razlike v njihovih ocenah glede na študijski program in glede na to, ali je med cilji praktičnega pedagoškega usposabljanja delo z otroki s posebnimi potrebami. V raziskavi je sodelovalo 251 študentov, ki so izpolnili anonimni vprašalnik. Rezultati kažejo, da študentje med varovalnimi dejavniki rezilientnosti najviše ocenjujejo učečo se skupnost, torej sodelovanje, diskusije in refleksijo, prav tako ocenjujejo visoko motiviranost za pedagoški poklic. Med varovalnimi dejavniki rezilientnosti se kaže tudi pomembna povezanost, največja je med angažiranostjo študenta ter doživljanjem in obvladovanjem visokih pričakovanj. Ugotavljamo tudi, da študentje, ki so v okviru praktičnega pedagoškega usposabljanja imeli med cilji delo z otroki s posebnimi potrebami, v povprečju varovalne dejavnike rezilientnosti ocenjujejo više, prav tako se kažejo razlike v oceni varovalnih dejavnikov rezilientnosti med študenti različnih pedagoških študijskih programov.
The present research deals with the self-evaluation of prospective chemistry teachers' progress during their practical pedagogical training (PPT) in primary schools. The sample consisted of 42 ...students from the 3rd and 4th years of the undergraduate programmes "Chemistry and Biology" or "Chemistry and Physics" at the Faculty of Education, University of Ljubljana. For the purpose of the investigation, the students completed questionnaires after each day of their practical pedagogical training, and at the end the entire training wrote reflective essays about their most significant experiences. Analysis of the results reveals that the students believe that practical pedagogical training makes a crucial contribution to their practical pedagogical education in the light of their future profession. The students also reported on their progress concerning the various skills that were developed.
This study focuses on the topic of distance education at pedagogical faculties of universities in the Czech Republic during the time of COVID-19 and tries to map how theoretical and practical ...teaching was implemented during the Coronavirus pandemic.
Based on the research goal, the following research questions were formulated.
RQ1: Which tools were used to enable distance education at pedagogical faculties in the Czech Republic?
RQ2: How were the defences of qualification theses and the state final examinations carried out?
RQ3: How was the practical pedagogical training implemented?
To answer the individual research questions, a content analysis of information provided on the websites of individual faculties and in the reports published on the Internet in the course of theoretical and practical teaching at pedagogical faculties in the Czech Republic during the Coronavirus pandemic was used.
The research found that the distance teaching took place using various tools, frequently mentioned were the Moodle LMS, MS Teams, Zoom, Google Classroom or Meet. Practical subjects, which cannot be fully realised online, were taught in a full-time form in blocks at the end of the semester. The exams also took place online, the MS Teams or Zoom platform was used for oral examinations, and the Moodle LMS was used for tests.
At the Faculty of Education of Palacký University Olomouc, the defences of qualification theses and state final examinations took place in the examination room of the university under strict hygienic conditions. At the University of Ostrava and Masaryk University, the defences of qualification theses and state final examinations took place online, using MS Teams.
Practical teacher training also took place online, students participated in online teaching at individual faculty schools. Students helped teachers create materials for online teaching, participated in online teaching or led online teaching themselves. At the Faculty of Education of University of Hradec Králové, they performed the function of a teaching assistant or led tutoring.
The main goals of the renovation of study programmes were, in the majority of the EU member states, the unification and conversion of programmes that will enable the development of the EU into one of ...the strongest knowledge based societies. Modern study programmes emphasise the interconnection of practice and theoretical principles, which students acquire during their studies; therefore, practical training is one of the most important key parts of all study programmes. Consequently, an efficient system of competent and quality mentorship plays an important part, as mentors prepare individuals for entering the job market by developing their specific competencies in an authentic environment. As many European Union member states have not yet established a system of competent and quality mentorship, the study presents a system of measures for increasing the motivation of teachers for mentoring students and achieving a better quality of mentorship. The study examined motives for mentoring students in practical pedagogical training. The research included 62 teachers, who mentored students of the Faculty of Sport. The questionnaire used included 26 different motives. Descriptive statistics and factorial analysis were used for data analysis. It has been revealed that mentors decide to mentor students during their pedagogical training in order to develop their own professional competencies and to further their career - to climb the professional ladder by acquiring additional points needed for advancing in the direction of a higher title. Both reasons result in a higher "status" in the work environment. It has been found that in future, a model of partnership cooperation should be established between the Faculty of Sport and mentoring schools; certain measures should also be introduced, facilitating higher motivation of mentors to carry out mentoring. Such measures would influence the practical pedagogical training of students to improve its quality and promote realistic preparation for working in a real work environment. Verf.-Referat.
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