Training teacher at pedagogical practice of students the partner of academic teacher

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1 Training teacher at pedagogical practice of students the partner of academic teacher Emil Kříž Ing., Ph.D. Czech University of Life Sciences Prague, Institute of Education and Communication, Czech Republic Abstract: The author deals with problems of pedagogical practice of students of teaching of vocational subjects and practical training in the long term. From the theoretical and practical point of view are analysed the possibilities of development of competency of training teachers. The Institute of Education and Communication (IEC) realizes teaching practice at training secondary vocational schools that are contractual workplaces. The author is engaged in demands on qualification of training teachers and condition of the development of their professional competency. The possibilities and necessity of further education of teachers of vocational subject are analysed. The suitability of use of good examples of practice of teachers is explained. The training teachers become qualified co-workers of academic teachers. Key words: Education, preparation of teachers, further education of teachers, pedagogical practice, training school, competency of training teachers Introduction Controlled teaching practice is part of the teacher training curriculum at the Institute of Education and Communication of CULS Prague (IEC). The content and extent of teaching practise results from accredited curricula. IEC organizes teaching practise at secondary vocational schools. These schools are accredited training schools, they are contracting workplaces of IEC and participate in the management and organization of teaching practice. During the teaching practice IEC students gain the necessary experience and skills. Students are familiarized with the teaching and educational process in the form of observation, teaching performances and by studying the curriculum. Pedagogical praxes teaching experience allows IEC students to apply acquired pedagogical knowledge and skills into practical educational activities. In the teaching outcomes, students should demonstrate that they are able to creatively approach to teaching and the use the activation methods. They should also apply the curriculum to more practical examples, look for new approaches to teaching, to the possibility of using modern means of teaching in teaching units to the pupils themselves. New approaches of students during their Creativity, updating, activation methods, modern means and new approaches to students during their teaching practice of course assume new competences of IEC teachers and undoubtedly even of training teachers of secondary vocational schools. Methodology The author of this paper uses descriptive methods, based on experiences of IEC students with the organization and management of teaching practice in training vocational schools. Further, the author uses analytical methods, which evaluates the professional competence of training teachers and possibilities in further education of teachers of secondary vocational schools. He uses methods of explanation in the implementation of appropriate examples of practice in the educational process. Qualification requirements for training teachers Training teachers are significantly involved in the teaching practice of students. They must meet all qualification requirements. One of the important qualification requirements is also their pedagogical education (mostly obtained at IEC). In order to responsibly guide IEC students and transmit their teaching skills to them, training teachers must have excellent long-term results in the educational 187

2 process. Training teacher guides the work of entrusted IEC student throughout his teaching practice in teaching "his" subject. At the beginning of teaching practice, training teachers introduce students to IEC subjects curriculum, to thematic plans and assign him or her with a section in thematic plans to teach. Before each teaching performance, the training teacher should check student's preparedness for teaching and closely analyze the lesson with him or her afterwards. Training teacher must always be an example for his or her younger colleagues. Less experienced training teacher sometimes tend to have lower demands on the IEC students and does not always find enough time for a really detailed analysis of the student s lesson. Some training teachers focus on the professional level of the issue, sometimes at the expense of analysis according to evaluating criteria. Beneficial solution of this situation is close cooperation between a less experienced training teacher with an experienced person from IEC teaching staff. They can perform joint analysis of the students lessons. Suitable are also their analysis of observations, where training teachers present their own teaching competence. It is necessary to unify the look and performance evaluation of the student according to various criteria. To improve the skills of the training teachers in educational practice, there are regular seminars organized for them at IEC. Contributors to these seminars are invited experts from relevant institutions and IEC teaching staff. There is always enough space for answering questions, confronting views and comments, as well as for the search of common procedures. Development of training teachers professional competences Professional competences are based on teachers professional standards. They can be defined as an ever evolving system of professional qualities. Professional competencies include full range of the performance of the teacher profession. This includes the full set of a teacher s knowledge, skills, experience, attitudes and personality preconditions, which are interconnected. Professional competences of teachers of vocational subjects in secondary schools include discipline and subject, educational didactic, general education, diagnostic and interventional, social and communicative, management and regulatory and professional and personality cultivating competencies. Of the professional educational-psychological disciplines the students (teachers of vocational subjects) will acquire knowledge of pedagogy, psychology, didactics of vocational subjects, pedagogicalpsychological diagnosis, teaching work ethics, education management, youth biology and school hygiene, environmental education and skills linked to teaching practice. In addition the student will gain competence in the field of transformation the knowledge of given field into the educational content of a taught vocational subject, he or her will be able to find and process information in their field, to improve user skills in information and communication technologies, and to transform the methodology of cognition in the given field into the mindset of students in the given vocational subjects. A graduate handle the strategy of teaching and learning at secondary schools and vocational schools in theoretical and practical terms, in connection with knowledge of psychological and social aspects. For their work as teachers of vocational subjects and for their further (lifelong) learning IEC graduates dispose of professional, pedagogical, psychological and methodological competences for performance of some professions. Above all they can work as teachers of vocational subjects at secondary vocational schools and training institutions (many of them cooperate with IEC as training teachers alongside their teaching practice). They are ready for other professions in the field of agricultural education and extension as well. Completion of this study will allow further training of post-graduate type in the pedagogical field. Further education of teaching staff The legislative basis for the area of further education of teachers are currently Act No. 563/2004 Coll., On teachers and on amendments to certain laws (Zákon č. 563/2004 Sb.) and public notice No. 188

3 317/2005 Coll. On the further training of teachers, the accreditation committee and the career system of teaching staff (Vyhláška č. 317/2005 Sb.). Act No. 563/2004 Coll. On Teachers and amendments to some laws (Zákon č. 563/2004 Sb.) in principle establishes three important areas of work of teachers: it specifies the requirements for becoming a teacher, it sets some conditions for direct educational activities, it introduces new conditions for further education and career development system. The law establishes an obligation of further education for teachers. Terms that the law uses - restoring, fixing and completing of qualifications - correspond with the term deepening of qualification under the relevant provisions of the Act No. 262/2006 Coll., Labour Code - 141a (Zákon č. 262/2006 Sb.) The law also provides for teachers opportunity to participate in further education to improve their skills. In accordance with the Act No. 262/2006 Coll., Labour Code - 142b paragraph 1 (Zákon č. 262/2006 Sb.) increasing the qualification means also the acquisition or extension aimed among other things at performing specialized methodical, methodological and management educational activities. Hereby it also sets the right and obligation of further education of teachers. At secondary vocational schools that IEC cooperates with and that participate in the organization and provision of students educational practice, the obligations arising from the above-mentioned law or regulation are respected. Training teachers and all their colleagues increase their competences throughout their professional life in various forms of lifelong learning. Examples of good practice Experienced teachers of secondary vocational schools, among whom training teachers have a unique position, should pass on their experience. Through appropriate and inspiring examples of good practice they should share their teaching experiences and results and help other teachers to find effective teaching methods and solutions to everyday pedagogical problems. Examples of good practice show us that there are methods, processes, techniques and activities that lead to achievement of the goals more effectively. Examples of good practice can be defined as more efficient and effective ways leading to the pursued aim, based on repeatable procedures that may prove useful elsewhere and that can be applied by a bigger number of people. Their application is desirable in all forms of education. In the field of education good practice is defined by the Research Institute of Education as follows: outcome of efforts of effective education, specific successful method of working with pupils, an appropriate theme, which can be used in school life as a whole, an opportunity to learn from other schools and to use good ideas that have proven successful. The aim of examples of good practice is to share teaching experiences and results and to help other teachers with finding effective teaching practices and solving everyday pedagogical problems. Examples of good practice could be based on the following areas: experience from teaching, project-based learning and student projects, school curricul, school climate, school self-evaluation and school curricula, social partnership. Examples of good practice are aimed at all educators in all types of vocational schools. They can cover all areas of pedagogical educational work, but they should apply to vocational training. Within the project Curriculum S - support of the general introduction of school curricula in vocational education more than a hundred examples of good practice from different fields of education was collected thanks to teachers. With pleasure it can be said that examples of good practice of training teachers of secondary vocational schools with which IEC closely cooperates were among them. 189

4 Discussion Guided Practice Teaching is part of the study programs at the IEC CULS in Prague. By participating in guided teaching practice and its successful completion the IEC students compound the qualifications of teachers of vocational subjects and practical teaching in secondary technical and vocational schools (Dytrtová, Sandanusová, 2010). Training teachers from secondary vocational schools have to meet the qualification, organizational and methodological requirements. For a successful and responsible teaching is important prerequisite to be an expert in given profession. The teacher s professional equipment also includes the ability of didactical transformation (Slavík, Miller, 2001). Professional competencies of teacher are based on professional standards. Competencies express complex of knowledge, skills, attitudes and experiences that are targeted categories of the profession of educators. The teacher is to acquire and develop them throughout his career, including the stage of training and lifelong learning (Slavík, 2012). During their teaching practice IEC students must be able to creatively approach to teaching and to use of different activation methods that lead to the achievement of the objectives. Teaching creativity and the art to motivate students are important attributes of the teacher's personality (Miklošíková, 2009). Using the examples of a good practice is one of the positive moments in the educational process in secondary schools. Experienced teachers can share their knowledge and skills to their colleagues and thus streamline their teaching activities (Šumavská, 2011). Conclusion Guided teaching practice at training secondary vocational schools is an integral part of the preparation of teachers of vocational subjects at IEC. Teaching experience as well as the pedagogical studies at IEC in general contributes to the development of competencies of its graduates - future training teachers. Leaderships of training secondary vocational schools with which IEC closely cooperates guarantee that selected teachers show excellent results at pedagogical work and that they meet the qualification requirements for training teachers of vocational subjects. To ensure the quality of teaching throughout the whole educational process practicing teachers must constantly focus on development of their professional skills, which are based on the teacher s professional standard. During their further education training teachers continue to consolidate and develop their professional, pedagogical, psychological and methodological competences. In the curricula for continuing education IEC seeks to develop professional competencies of vocational teachers, future training teachers. Experienced training teachers transmit their experience not only to IEC students during their teaching practice, but also to their colleagues. Within the use of examples of good practice they are looking for new methods, techniques and activities that more efficiently lead to fulfilling of demanding tasks. IEC teaching staff also bases their teaching of pedagogical disciplines on examples of good practice. New methods and approaches are applied not only during teaching but also during collaboration with training teachers considering the management and organization of teaching practices. The aim of IEC will be to continue to increase training teachers' pedagogical skills and to prepare knowledgeable and competent teachers able to fulfil their educational mission. IEC organizes conferences and seminars and thus provides post-graduate further education of teacher with focus on training teachers. Thus a base of external collaborators group of who are involved in higher education is created. Training teachers from secondary vocational schools are important collaborators of the IEC university teachers. Their mutual cooperation is not limited only to the educational experience of students. They mutually influence their teaching activities. 190

5 Bibliography 1. Dytrtová R., Sandanusová A. (2010). Pedagogická praxe v pregraduální přípravě učitelů (Teaching practice in the undergraduate preparation of teachers) Tribun EU, Brno, 148 ss. (In Czech) 2. Miklošíková M. (2009). Pedagogická tvořivost, motivace a další vzdělávání středoškolských učitelů technických předmětů (Teaching creativity, motivation and training of secondary school teachers of technical subjects). In Technické vzdelanie ako súčasť všeobecného vzdelávania. Banská Bystrica. (In Czech) 3. Slavík M. a kol. (2012). Vysokoškolská pedagogika (Tercial pedagogy). Grada Publishing, Prague, 256 pp. (In Czech) 4. Slavík M., Miller I. (2001). Developing the Pedagogical Competency of University Lecturer, proceedings, International conference Application of Activating Methods and Forms of Instruction in Higher Education. Nitra, Slovak Republic. 5. Šumavská G. a kol. (2011). Příklady dobré praxe SOŠ a SOU, NÚOV Praha (Examples of good practice at secondary and vocational schools, NUOV Prague), 127 ss. (In Czech) 6. Vyhláška č. 317/2005 Sb., o dalším vzdělávání pedagogických pracovníků, akreditační komisi a kariérním systému pedagogických pracovníků (Public notice No. 317/2005 Coll., On the further training of teachers, the accreditation committee and the career system of teaching staff). (In Czech) 7. Zákon č. 563/2004 Sb., o pedagogických pracovnících a o změně některých zákonů (Act No. 563/2004 Coll., On teachers and on amendments to certain laws) (In Czech) 8. Zákon č. 262/2006 Sb., zákoník práce (Act No. 262/2006 Coll., Labour Code) (In Czech) 191