Pedagogical Training in the Preparation of Prospective Teachers of Professional Economic Subjects

Abstract

The paper deals with the pedagogical training the researchers consider to be necessary in the undergraduate preparation of prospective teachers. It has its irreplaceable place in the curriculum of universities which have been preparing prospective teachers of vocational subjects. The undergraduate teachers' education consists of four components: general background, pedagogical-psychological component, subject-matter and pedagogical training. There is a trend in all faculties educating prospective teachers that the subject-matter is far more important than the other three components. The researchers present the concept of qualitative and quantitative research. The aim of the qualitative research was to identify the weaknesses of the prospective teachers' performance. The research method of moderated discussion was used and 32 prospective teachers from the faculty schools were the respondents. The researchers found that the most common problems for the prospective teachers when teaching were to manage class discipline, to have the ability to motivate students, and the lack of adequacy of the topic when lecturing. The aim of quantitative research was to determine the quality of the pedagogical training at the faculty training schools. To meet the research aim three research hypotheses were set. Forty-seven students of the master's study programme Teaching of Economic Subjects at the University of Economics in Prague took part in the research. Through the form of the questionnaire survey, students' attitudes were assessed on various evaluated aspects of pedagogical training. The course of pedagogical training was evaluated by students positively (1.80); the material equipment of training schools (2.51) and the time range of pedagogical training (2.06) were assessed as a weaker side. The research hypotheses were confirmed. On the basis of the results of the research, the researchers propose possible measures to improve pedagogical training. The researchers are of the opinion that it is appropriate to include various forms of training in the preparation of prospective teachers to bring theory into line with training, but it is important to remember that no simulations will replace the direct experience in real situations, in training schools.

Attitudes of Czech College Students Toward Digital Literacy and Their Technical Aids in Times of COVID-19

“…The element that would be separated from the group last if the set number of clusters was enlarged was always chosen. The competences were grouped into the following six clusters: Basic (1,2,4,7,8,9,13,17,18,19,20,21,22,23,24,25,27); Advanced (10,11,12); Personal information management ( 14); E-forms (26); Operating system administration (3,6,15,16); Operating system control (5).…”

“…Digital competences include not only technical abilities, but also relevant knowledge and attitudes [12]. Digital literacy requires the development of cognitive skills, technical abilities and attitudes in the areas [1], [13], [14], [28]:…”

“…The first lines indicatively give the average values/medians of self-assessment in the given group, followed by the U test criterion for the Mann-Whitney test, W for the Wilcoxon test, Z criterion and the significance of these tests. The null hypothesis H0-2 is rejected at the indicated levels of significance for Use of a graphic editor (11), Software installation (16), Communication with authorities and institutions through electronic forms (26), Use of spreadsheet software (8), Telephoning over the internet (23), Use of a computer (desktop, laptop) (1). With respect to these areas, differences have been identified in terms of the subjective assessment of students' own skills, namely with regard to the specialization of the higher education institution.…”

“…They are also altering the way we live, work, cooperate and communicate. The expansion of digital technologies and the emphasis on sharing and sustainability will also have a significant impact on the spheres of education, labour market and employment [1], [2]. That is to say, there are considerable and ever-accelerating changes in the occupational and qualification structure along with the gradually transforming job descriptions and competence profiles of most professions.…”

“…In order to make online lessons and learning processes effective it is essential for all those involved to be equipped not only with the necessary IT infrastructure, but alsoand particularly -with developed digital competences. Therefore, there is dual pressure on the development of digital competences: one being universal, objectively stemming from the current technological development of society and the other specific, connected with extraordinary situations, currently the crisis impacts of the epidemiological situation in society, requiring a switch to online forms of teaching [1], [7].…”