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Session Information
10 SES 16 B, Combining Theory and Practice in Teacher Education: Lessons learned internationally
Symposium
Contribution
The paper explores the efforts to combine theory and practice in pre-service primary school teachers’ training at Faculty of Education at Charles University in Prague. In the main part of the paper a case- study based course “Supporting pupils with special educational needs” will be introduced. This course is included in the final year of the study plan and the students are supposed to use the theoretical knowledge to plan, realize and evaluate individual educational intervention during their assistance practice in which they support an individual pupil at a mainstream school (not selective, no fee). In the context of the individual tasks in the online environment, they plan to work with the pupil, reflect on their experiences, and share them with other student teachers. Student teachers are continuously supported by university teachers - in on-line environments as well as in attendance meetings. They are also provided with support in each class where they work by a team of pedagogical staff. The course is based on the theory of reflective practice and mentoring students (Stará 2015; Moran/Dalat 1995). The individual written assignments of the student and the comments of the university teachers on these assignments were subjected to a qualitative thematic analysis (Braun/Clarke 2006) in order to find out how the student teachers connect the theoretical knowledge and practical experience, as well as how the university teachers support them in this field. Preliminary results show that the student teachers do feel they are professionally well prepared. They do a lot for supporting children with special educational needs, often beyond the mandatory time. They are in favor of the recommendations of experienced teachers, special educators, school psychologists. They also welcome peer support and sharing experience. On the other hand, they do not require theoretically-justified recommendations from school specialists or from each other. Although they are mostly able to find evidence from theoretical sources due to course requirements, a minority of them does find answers to practical problems in the literature if they are not forced. The results of this study is in accordance with the social climate in the Czech Republic which show the general distrust of Czech teachers and students in regard to theoretical knowledge. However, the final evaluation of the course shows that it has managed to overcome somewhat unwilling to apply theoretical knowledge in practice and to reflect the experience also from a theoretical point of view.
References
References of the Symposium Paper: Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. Moran, A. & Dallat, J. Promoting reflective practice in initial teacher training. International Journal of Educational Management. 1995, 9(5), 20-26. Stará, J. Příprava studentů učitelství na práci v inkluzivní třídě. e-Pedagogium [print], 2015, 2015 (1), 21-33. ISSN 1213-7758.
Programme by Network 2019
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
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