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  • Self-regulated pedagogical knowledge acquisition is one of the key factors in an effective professional teacher? training. So far, the cognitive approach to self-regulation has been favoured. The psychosomatic approach is based on the assumption that a student acquires knowledge not only mentally, but also physically. This approach is implemented in psychosomatic disciplines, especially in dialogical behaviour. A student gradually establishes the psychosomatic condition to act authentically and be creative when in pedagogical situations. Self-regulated knowledge acquisition emerges from the nature of psychosomatic disciplines which stimulate students to be aware of what they do and how they do it, and be able to change their behavioural patterns.
  • Self-regulated pedagogical knowledge acquisition is one of the key factors in an effective professional teacher? training. So far, the cognitive approach to self-regulation has been favoured. The psychosomatic approach is based on the assumption that a student acquires knowledge not only mentally, but also physically. This approach is implemented in psychosomatic disciplines, especially in dialogical behaviour. A student gradually establishes the psychosomatic condition to act authentically and be creative when in pedagogical situations. Self-regulated knowledge acquisition emerges from the nature of psychosomatic disciplines which stimulate students to be aware of what they do and how they do it, and be able to change their behavioural patterns. (en)
Title
  • Psychosomatic Approach to Self-Regulation of Pedagogical Knowledge Acquisition
  • Psychosomatic Approach to Self-Regulation of Pedagogical Knowledge Acquisition (en)
skos:prefLabel
  • Psychosomatic Approach to Self-Regulation of Pedagogical Knowledge Acquisition
  • Psychosomatic Approach to Self-Regulation of Pedagogical Knowledge Acquisition (en)
skos:notation
  • RIV/70883521:28150/10:63510003!RIV11-MSM-28150___
http://linked.open...avai/riv/aktivita
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  • I
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http://linked.open...aciTvurceVysledku
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  • 283425
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  • RIV/70883521:28150/10:63510003
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  • pedagogical knowledge; self-regulation knowledge acquisition; psychosomatic approach; dialogical behaviour (en)
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  • [6077D59A41E9]
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  • Brno
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  • New Pathways in the Professional Development of Teachers
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http://linked.open...cetTvurcuVysledku
http://linked.open...UplatneniVysledku
http://linked.open...iv/tvurceVysledku
  • Švec, Vlastimil
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http://linked.open.../riv/zahajeniAkce
number of pages
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  • Lit Verlag
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  • 978-3-643-50153-0
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  • 28150
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