Session Information
Contribution
The paper deals with possible approaches of handling implicit theory of teaching (ITT) of future teachers in their pre-service training. ITT are identified as "... internal relationship frameworks that include conviction on educational objectives, on learners, on learning; ideas on proper and incorrect practice of teaching and approach to the teacher-student roles" (Marland, 1995; page 131).While learning to be a teacher, the ITT fulfill two functions (Richardson, 1996).At first, they work as a filter, which directs an attention, participates in creating the meaning, assists to organize knowledge and supports retaining in memory while learning to be a teacher. Secondly, they influence decision-making and behavior, ways of interaction with students and also professional satisfaction and the amount of emotional satisfaction. The pre-service training should enable the students to see the limits and possibilities of their "a priory" ITT and motivate and encourage them to develop their ITT into justified, sophisticated and esp. in a given pedagogical reality valid conception.The aim of the presented study was twofold - 1) to explore ITT of future teachers and get preliminary nomothetic insight into their general features, which will help us to handle common students' misconceptions concerning the teaching with deeper insight, and 2) investigate the potentiality of specific methods to uncover some aspects of ITT. The implicit theories cannot be de facto examined directly; we can get just their explicit picture. However, such revealing of implicit theories is not easy, since the substance and structure of implicit theories is either not fully known (available) to their authors.Study 1: Analysis of "stylistic" features of verbal description of teacher profession (N=106).We used modified "Twenty-statement-test" (TST, Kuhn & McPartland, 1954) to elicit the utterances about personal attitude to teacher profession. The individual notices were unfolded in interviews. The utterances of the 3 subgroups with different amount of practice were compared with respect to underlying context categories.Study 2: Critical moments - reflection of emotionally tensive situations (N=49) The situations that are emotionally saturated are better reflected, because emotions help us to remember and subsequently recall the situations and own experiences. Thirty teacher-students and 19 in-service teachers formulated their emotionally encumbered teaching experience in the written form and try to analyze them, and also answered Twenty statement test. Then we worked in Balint-seminar to elaborate the mentioned critical moment and subsequently analyze the correspondence of the persons' interpretation of the situation with his/her utterances about the profession.The results of the Study 1 indicates that the conception of the teaching process and the ideas about the teachers' roles are changing during the pre-service training and can be traced by the TST method. The teaching practice significantly changes the students' emphasis on knowledge transmission and understanding of teacher profession becomes less superficial. The TST method can provide students with feedback of these changes and even stimulate them.Study 2 shows differences in perception of emotionally laden teaching-learning situations between less and more experienced teacher-students, novices and expert teachers and reveals the impact of ITT on the way of interpretation of these situations. The both studies contributes to the evidence that dealing with ITT may help with the professional identity building during the teacher pre-service training. Day, C., Leitch, R. (2001).Teachers' and teacher educators' lives: the role of emotion. Teaching and Teacher Education, 1-13. Hattingh, A. (2003). Monitoring pre-service teachers perceptions about teacher roles through a practice-based education programme. Paper presented at 10th Biennial Conference EARLI, Padova, Italy, 26-30 August, Padova: CLEUP, 505. Kuhn M.H.& McPartland, T.S. (1954). An emppirical investigation of self-attitudes. American Sociological Review, 19, 69-76. Marland, P.W. (1995). Implicit theories of teaching. In: L.W.Anderson (Ed.), International encyklopedia of teaching and teacher education, Oxford: Elsevier Science Ltd. ISBN 0-08-042304-3. Stuchlíková, I.(2005): Implicitní znalosti a intuitivní pojetí v pedagogické praxi. In. Švec, V. (Ed.) Od implicitních teorií výuky k implicitním pedagogickým znalostem,str. 9-16. Brno: Paido. ISBN 80-7315-092-1. Torff, B. (2003). Developmental changes in teacher's use of higher order thinking and content knowledge. Journal of Educational Psychology, 95, 563-569. European journal
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