Integration of Theoretical and Practical Undergraduate Training in the Processes of Developing Student Teachers’ Professional Competences

Abstract

Th e text presents partial results of research on theory and practice integration in future teachers' undergraduate training. Th e aim was to fi nd out respondents' opinions on the level of theoretical and practical training integration in the processes of developing specifi c professional competences during study. Research tools consisted of a self-designed questionnaire and interviews (only partial questionnaire outputs are included because of limited content of study). Th e research sample was composed of 171 students of a master's degree in teaching at three MBU 1 teacher training faculties. Th e obtained data were processes by tools of descriptive and multi-dimensional statistics. Results indicate great discontent of the respondents with the low level of connection between theoretical and practical training in the processes of developing special professional competences during study and provide starting points for necessary system changes in the theoretical and professional practical training of future teachers.

Sborník z mezinárodní konference ICOLLE 2022: „Omnes, omnia, omnio“ pro 21. století

“…Likewise, linking the formal and informal education of students in other helping professions, such as theological education, remains a challenge, as we map the engagement of these students in specifically focused learning both at home and abroad (Procházka, 2010). Specifically, our analysis focuses on students of teaching professions who are educated at the university in three faculties, and we are interested in the development of their teaching competences (Rovňanová, Nemcová, 2017).…”

„omnino“ ‑ a Comprehensive Development in Extracurricular Activities of University Students

“…Likewise, linking the formal and informal education of students in other helping professions, such as theological education, remains a challenge, as we map the engagement of these students in specifically focused learning both at home and abroad (Procházka, 2010). Specifically, our analysis focuses on students of teaching professions who are educated at the university in three faculties, and we are interested in the development of their teaching competences (Rovňanová, Nemcová, 2017).…”

Efficiency of Integration of Knowledge, Forms and Methods of Education of Students in Vocational-Technical School

“…We are convinced that the problem of integration in education should be solved not only at the empirical level but on the basis of a profound theoretical-methodological and philosophical bases. Many authors dedicated their publications to this area: integration of theoretical and practical undergraduate training in the processes of developing student teachers' professional competences (Rovnanova L. & Nemcova L., 2017), the integration of instructional technology into public education (Rodney S., 2002), form of curricular program integration (Udom, P., 2005), needs for the integration of agricultural subject with Th ai Language (Satiansiriwiwat, S., Intorrathed, S., & Siriwan, S. 2016) etc.…”