Pedagogical Praxis as a Process of Developing Professional Competencies in University Education of Future Teachers

Sirotová, Mariana

doi:10.1016/j.sbspro.2016.07.081

Cited by 13 publications

(18 citation statements)

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“…The preparation of future teachers for professional activity was studied in the works of N.A. Gluzman, N.V. Gorbunova [9], M. Sirotová [10].…”

Section: Materials and The Results Of The Researchmentioning

confidence: 99%

Development of social and communicative competence of a future teacher in the process of professional training

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2020

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The article is devoted to the problem of developing social and communicative competence of future teachers in the process of their professional training. The definition of the concepts of “social and communicative competence”, “professional training of a teacher” is given. The development of the social and communicative competence of a future teacher in the process of his professional training, which is understood as an integral neoformation of a teacher’s personality, being characterized by a set of theoretical, linguistic and methodological knowledge on the development of social and communicative competence of future teachers in the process of his professional training, was considered. Pedagogical conditions for the development of social and communicative competence of future teachers in the process of their professional training were revealed. The results of the experimental work showed that if the pedagogical conditions are observed, future teachers in educational organizations have an increased desire to develop social and communicative competences and strive for achieving effective skills of interpersonal interaction and communication, as well as for knowledge of the methodological foundations and categories of pedagogy, patterns of development and formation of students’ personalities.

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“…The preparation of future teachers for professional activity was studied in the works of N.A. Gluzman, N.V. Gorbunova [9], M. Sirotová [10].…”

Section: Materials and The Results Of The Researchmentioning

confidence: 99%

Development of social and communicative competence of a future teacher in the process of professional training

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2020

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“…Edwards-Groves et al 2018note that educators should be concerned with pedagogical praxis in their contemporary times. In understanding the pedagogical praxis of teaching and learning, it is imperative for educators to examine actual instructional practices (Darling-Hammond, et al, 2017;Memon, 2011;Sali & Marasigan, 2020;Sirotová, 2016;) as well as the interplay of pedagogical theories (Edwards-Groves et al, 2018;Freire, 1987;Kemmis, 2012). In practice, teachers are guided by their choices, knowledge, and dispositions "acting within an educational paradigm" (Edwards-Groves et al, 2018, p. 141).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In general, pedagogical practices of Madrasah teachers can be best understood when based on the different factors that influence their overall practices to include the following: self-efficacy (Abdullah, 2018;Alotaibi, 2014;Amri et al, 2017;Barni et al, 2019;Faizuddin, 2016;Hussin et al, 2014;Liu et al, 2018); educational background including Islamic education (Halstead, 2004;Hasyim, 2016;Memon, 2011;Sabki & Hardaker, 2013;Tengku Kasim & Abdurajak, 2018); trainings and seminars attended during their pre-service or in-service (Alwadai, 2014;Sali & Marasigan, 2020); and even peer mentoring (Solaiman, 2017). Pedagogical praxis as a form of experience-based professional learning allows the teacher to improve their professional as well as personal competencies (Sirotová, 2016).…”

Section: On the Pedagogical Praxis Of Madrasah Teachersmentioning

confidence: 99%

“…In this study, the conceptual flow as represented in Figure 1 will be analyzed to examine the important relationships among the different factors that affect and influence the conceptuality of a Madrasah teacher's instructional process anchored to their pedagogical praxis. This is intended to identify a pedagogical praxis designed to create space for verifying the theoretical knowledge, methods, and procedures in real conditions of an educational process (Sirotová, 2016). The three-way interaction that occurs in this space is viewed as influencing the practices of the Asatidz that will be explored through their relevant pedagogical reflections, and will be used to identify the relevant "essence" of the phenomenon.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Consistent with the findings of this study, Asatidz' pedagogical practices are influenced by their pedagogical praxis in making sure the learners are able to maximize relevant classroom experiences through collaborative learning practices. In addition, according to Sirotová (2016), "the acquirement of professional competencies begins during the pre-gradual preparation and they are further developed in a real educational praxis" (p. 530). In the case of the participants, the influence of their formative years in teaching and learning especially the involvements of their previous mentors was evident.…”

Section: Collaborative Learning Practicesmentioning

confidence: 99%

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2020

ije

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In what can only be described as an "annus horribilis" it is a pleasure to be able to write that the IAFOR Journal of Education has continued to grow and bring articles to you from around the globe. This issue, the first of our Studies in Education issues, completes our four issues for 2020. The issue's editorial team have worked hard to bring this issue to publication despite the continuing worries in the world. Many thanks go to the Editor, Tony Yeigh, and his Associate Editors, William Frick and Anemona Peres. We also thank those reviewers who find time to go above and beyond. Reflecting on the overarching theme of our journal, education, I immediately thought of one of my favourite quotations: We shall not cease from exploration And the end of all our exploring Will be to arrive where we started And know the place for the first time. (T. S. Eliot, Little Gidding, 1942) Through education, we undoubtedly grow and change, but there is also that aspect of it that assists us to know ourselves and our world better, bringing us back to where we started, but with greater insights. I realised that, if I include my own school years, I have now been in education for over six decades: and I am still learning and changing and returning to things I thought I knew and finding different perspectives. Our authors over the four issues this year have written from a range of viewpoints and we can learn from all of them. They have represented 20 countries from most regions of the world, providing local perspectives on global themes. As so many of us have been removed this year from travel, I am pleased that we have windows into global education concerns. 2020 has been shadowed by COVID-19 and its dreadful effects on countries around the world. It has also had its effect on education and I take this opportunity to promote our special issue for 2021 which is dedicated to the educational responses to the pandemic. Please read our website and the blog for more information about this issue. As we approach what will undoubtedly be a very different Christmas season, my thanks to the authors, the editors, the associate editors, the publications manager, Nick Potts, and to all the reviewers for bringing not only this issue, but all the issues of 2020, to you the readers. Season's Greetings to you all and best wishes for a brighter 2021.

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When you think you know: Restorative justice between a hearing faculty member and a Deaf+ student

Ramirez-Stapleton

Duarte

2021

New Drctns for Student Srvcs

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Students with disabilities are continuously challenged in the classroom by educators’ lack of knowing and these moments can lead to academic trauma. Through restorative justice practices a hearing faculty member and a Deaf+ student find common ground to unpack a challenging semester together. Using scholarly personal narrative methodology and written in four vignettes, this piece focuses on the need to be vulnerable when you do not know, the complex web of intersectional privileged and oppressed identities in the classroom and addressing head on.

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Pedagogical Praxis as a Process of Developing Professional Competencies in University Education of Future Teachers

Cited by 13 publications

References 1 publication

Development of social and communicative competence of a future teacher in the process of professional training

Development of social and communicative competence of a future teacher in the process of professional training

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When you think you know: Restorative justice between a hearing faculty member and a Deaf+ student

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