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  • The study focuses on pedagogical knowledge of student teachers in terms of their implicit theory of teaching. We have analysed student teachers reflections of what it means to be a teacher. Though it is impossible to study implicit theory directly, it ispossible to discover some part of it through the %22discourse%22 about teaching, especially when open projection is fostered. A modified version of Twenty-statement test (TST) was used. Data gained from freshmen student teachers (N = 308) were qualitatively analysed. The students tended to use mostly normative statements. They produced mainly the statements drawn from the pupil/student position. The %22strict%22 competencies were described in less elaborated manner than the %22mild%22 ones. The results are in corr espondence with the assumption that implicit theory of freshmen student teachers reflects mostly their personal schooling experience.
  • The study focuses on pedagogical knowledge of student teachers in terms of their implicit theory of teaching. We have analysed student teachers reflections of what it means to be a teacher. Though it is impossible to study implicit theory directly, it ispossible to discover some part of it through the %22discourse%22 about teaching, especially when open projection is fostered. A modified version of Twenty-statement test (TST) was used. Data gained from freshmen student teachers (N = 308) were qualitatively analysed. The students tended to use mostly normative statements. They produced mainly the statements drawn from the pupil/student position. The %22strict%22 competencies were described in less elaborated manner than the %22mild%22 ones. The results are in corr espondence with the assumption that implicit theory of freshmen student teachers reflects mostly their personal schooling experience. (en)
Title
  • Student teachers' understanding of reacher profession
  • Student teachers' understanding of reacher profession (en)
skos:prefLabel
  • Student teachers' understanding of reacher profession
  • Student teachers' understanding of reacher profession (en)
skos:notation
  • RIV/60076658:12410/03:00004611!RIV/2004/MSM/124104/N
http://linked.open.../vavai/riv/strany
  • 506
http://linked.open...avai/riv/aktivita
http://linked.open...avai/riv/aktivity
  • Z(MSM 124100002)
http://linked.open...vai/riv/dodaniDat
http://linked.open...aciTvurceVysledku
http://linked.open.../riv/druhVysledku
http://linked.open...iv/duvernostUdaju
http://linked.open...titaPredkladatele
http://linked.open...dnocenehoVysledku
  • 629361
http://linked.open...ai/riv/idVysledku
  • RIV/60076658:12410/03:00004611
http://linked.open...riv/jazykVysledku
http://linked.open.../riv/klicovaSlova
  • implicit theory of teaching, TST (en)
http://linked.open.../riv/klicoveSlovo
http://linked.open...ontrolniKodProRIV
  • [D88B75D3BC40]
http://linked.open...v/mistoKonaniAkce
  • Padova
http://linked.open...i/riv/mistoVydani
  • Padova
http://linked.open...i/riv/nazevZdroje
  • Improving Learning, Fostering the Will to Learn - Abstracts
http://linked.open...in/vavai/riv/obor
http://linked.open...ichTvurcuVysledku
http://linked.open...cetTvurcuVysledku
http://linked.open...ocetUcastnikuAkce
http://linked.open...nichUcastnikuAkce
http://linked.open...UplatneniVysledku
http://linked.open...iv/tvurceVysledku
  • Stuchlíková, Iva
  • Bína, Daniel
http://linked.open.../riv/zahajeniAkce
http://linked.open...n/vavai/riv/zamer
number of pages
http://purl.org/ne...btex#hasPublisher
  • CLEUP, Via G. Belzoni, 118/3
https://schema.org/isbn
  • 88-7178-975-X
http://localhost/t...ganizacniJednotka
  • 12410
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