Teachers in the Context of Vocational Education

Abstract

In the presented article, we deal with teachers’ personality and their tasks in vocational education. Based on the opinions of professionals, we characterized teachers and the factors influencing the creation process of their personality. Teachers can be characterised based on their job positions in schools, e.g. a class teacher, the school counsellor, the director, there are plenty of them in every school. Teachers’ personality is being formed throughout their teaching practice by the experience they gain. They get the basics during their teacher training when they are getting prepared for the teaching profession. We focused our attention on the issues of teachers’ professional identity. In this context, we were interested in the students of Dubnica Institute of Technology in Dubnica nad Váhom and in their perception of their studies. Our partial goal was to analyse students’ motivation to take part in teacher training which we deal with in our paper.

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“…Siyez et al (2012) point to the fact that an effective teacher has much in common with a specialist: they empathize with their student, listen with patience, have excellent interpersonal skills, are open to new ideas and are aware of individual differences. Secondary education teachers are a key factor in helping the student to not only adapt to but also make good progress within the school environment, which they do by supporting the student's academic efforts, as well as their personal development (Gabrhelová & Pasternáková, 2016;Swabey, Pullen, Getenet & Dowden, 2018;Paraskeva et al, 2008). The main elements of the teacher's advisory role include creating a positive climate, meeting the students' learning needs, empowering students, as well as strengthening the emotional and social aspects of students' lives to enable them to have a deeper and more profound understanding of themselves and their surroundings (Gabrhelová et al, 2016;Davou, 1994;Paraskeva et al, 2008) including the smooth development of interpersonal relationships, and the ability to handle their emotions, problems and challenges (Malikiosi-Loizou, 2011;Psathopoulou, 2013).…”

“…Secondary education teachers are a key factor in helping the student to not only adapt to but also make good progress within the school environment, which they do by supporting the student's academic efforts, as well as their personal development (Gabrhelová & Pasternáková, 2016;Swabey, Pullen, Getenet & Dowden, 2018;Paraskeva et al, 2008). The main elements of the teacher's advisory role include creating a positive climate, meeting the students' learning needs, empowering students, as well as strengthening the emotional and social aspects of students' lives to enable them to have a deeper and more profound understanding of themselves and their surroundings (Gabrhelová et al, 2016;Davou, 1994;Paraskeva et al, 2008) including the smooth development of interpersonal relationships, and the ability to handle their emotions, problems and challenges (Malikiosi-Loizou, 2011;Psathopoulou, 2013). The years that a teenager spends at high school (12-18) coincide with the transitional stage of adolescence, a period in life when the young person is not only experimenting with his/her ideas and beliefs but also when the perceptions of self are constantly changing.…”

Analysis of Supporting Components for Quality Standards in Teacher Education and Vocational Training

“…The education process is said to be successful if it can bring the majority of learners actively, physically, mentally, and socially in the learning process becoming a passion, enthusiasm and confidence. A teacher's personality is formed from the experience of teaching time and will get the basics of teacher training to become a teacher [1]. The educational outcomes will be successful if the given learning can change the behavior of learners towards a better mastery of competencies indicated by the aspect of knowledge, skills, attitudes, and values possessed.…”