Problematic Pedagogical Situations At School From The Pre-Service And In-Service Teachers’ Pespectives

Abstract

Intensive progress changes in the society have a strong influence also on our education. The school climate can be influenced by the school management (a headmaster), teachers, pupils themselves and also the use of information and communication technologies (tablets, computers and their use). Pre-service students of the 1st grade of primary school meet with new pedagogical incentives during their teacher training at primary schools, pupils reactions, but also with problem situations which they need to learn to solve. The research aims to identify and describe problems in pedagogical practice from university pre-service student teachers´ point of view and to compare these with the primary school in-service teachers´ (hereinafter Primary School´s (PS)) perception. It is also important to identify the preferred way of solving problem situations by the pre-service teachers. The result is a formation of categories of contentious situations, identification of the preferred way of solving such issues from the pre-service students’ point of view in comparison with in-service teachers’ views. The findings make it clear that the pre-service teachers find the biggest problem to be the time layout of the teaching lessons and in engaging all pupils in learning. The research also shows that the pre-service teachers look for advice and help mainly from the in-service teachers and didactic experts, who teach at the Faculty of Education.