Abstract
To be efficient and satisfied in his profession, a teacher needs to realize his strengths and weaknesses adequately. To support development of self-reflective skills by future teachers, we asked students at Department of Economic Teaching Methodology at University of Economics, Prague, to write an essay called ‘Why am I supposed to be a good teacher?’ Content analysis of self-reflective statements and participants’ personal construct of expert teacher bring important feedback information about skills that should be trained during the education of prospective teachers. Participants consider the self-reflective essay as enriching method that helped them to realize their strengths and weaknesses and to develop their self-reflective skills as an important part of professional expertise.
Highlights
Participants consider the self-reflective essay as enriching method that helped them to realize their strengths and weaknesses and to develop their self-reflective skills as an important part of professional expertise
One of them is the emphasis on auto-diagnostic skills and self-reflection
Of this research, because this construct could significantly affect their self-reflection in role of a teacher
Summary
In a context of escalating requirements on a teacher’s personality, many attempts to classify professional skills of a teacher appeared (Sternberg, Horvath, 1995; Kyriacou, 1998; Gillernová, 2008). Kyriacou (1998) created categorization of teacher’s essential skills consisting of seven areas: planning and preparation, lesson presentation, lesson management, establishing a positive classroom climate, discipline, assessing pupils’ progress, reflection and evaluation). Sternberg and Horvath (1995) described an ‘expert-teacher’ by declaring a prototype that consists of three characteristics: knowledge base, efficiency (involving executive control) and insight. Gillernová (2008) defined four areas of professional skills of a teacher: theoretical skills (connected with the subject he/she is teaching), didactic skills, diagnostic skills and social skills. Gillernová (2008) defined four areas of professional skills of a teacher: theoretical skills (connected with the subject he/she is teaching), didactic skills, diagnostic skills and social skills. In a context of escalating requirements on a teacher’s personality, many attempts to classify professional skills of a teacher appeared (Sternberg, Horvath, 1995; Kyriacou, 1998; Gillernová, 2008). Despite their differences, all these models of professional skills of a teacher have some common features. One of them is the emphasis on auto-diagnostic skills and self-reflection
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