Teaching Professional Technical Subjects Accepting Current Trends in Field Didactics

Abstract

Introduction: In the theoretical study, the authors describe current approaches enriching the theory of field didactics concerning teaching technical subjects. They focus on developing the psychomotor dimension of students’ personalities, which they consider to be an important part of the modern young generation’s culture concept. In order to ensure this role in vocational-technical education, it is necessary to innovate the pedagogical preparation of teachers of technical subjects with a focus on achieving the required teaching competences. A part of the presented study deals with the determination, analysis, and representation of individual teaching competences in the doctoral study plan in the conditions of DTI University in Dubnica nad Váhom, Slovakia.Methods: The theoretical study is based on a theoretical analysis of the issues of teaching technical subjects in vocational schools. For the purposes of theoretical analysis, the following research methods have been implemented:- content analysis of the issues of teaching vocational subjects (current innovative trends in field didactics; theories of psychomotor learning; vocational subject teachers);- logical operations (analysis, synthesis, comparison);- generalization and recommendations for the school practice of field didactics.Results: For the development of specialized didactics, it is necessary to take into account the newest results of scientific investigation in general didactics and field didactics; and to apply them in the existing and also new teacher training programs under development as only these facts create new possibilities for improving the quality of education in vocational schools. A consistent development of vocational subject teachers’ teaching competences in the process of their preparation for the teaching profession following current trends and intentions in the field of didactics can become the carrier of positive changes.Discussion: The authors of the study consider it extremely important to accept the latest trends in educational theory in the training programs for teachers of technical subjects. The result of this is the current doctoral study program offered by DTI University in Dubnica nad Váhom, Slovakia, which is organically linked to the master study program Teaching Technical Subjects. In the current academic year, DTI University has been granted the right to conduct habilitation and inauguration procedures in the field of study Didactics based on continuous and successful research activities in the above field with results comparable to the results at an international level and accepted by the professional international community.Conclusions: In the conclusion, the authors of the theoretical study point out that a teacher developing students’ personalities in all directions is the decisive factor in the educational process oriented on efficiency and high-quality results of students. To achieve this effect in the context of vocational schools, it is necessary to reform the training programs for future teachers of technical subjects.

Structured, Analytical and Critical Thinking in the Educational Process of Future Teachers

“…Critical thinking, along with analytical thinking, can also serve as a defence against the unsubstantiated beliefs, myths and fake news to which we are now frequently exposed (Šnídl, 2017;Ballová Mikušová, 2019;Jurkovič, 2019;Šrol, 2019) and to which we are likely to be ever more frequently exposed in the future. Critical and creative thinking are also important abilities for finding place in labour market (Bajtoš, Lajčin, & Gabrhelová, 2020). The main difference between critical and uncritical thinking is that uncritical, non-analytical and unstructured thought is not evaluated, estimated and carefully assumed, but is purely irrational and accompanied by a passive assumption (Kahneman, 2011).…”