Developing Undergraduate Students' Teaching Competences

Autor/in	Nagy, Emese K.
Titel	Developing Undergraduate Students' Teaching Competences
Quelle	In: Acta Educationis Generalis, 10 (2020) 2, S.133-149 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2585-7444
Schlagwörter	Undergraduate Students; Teacher Competencies; Preservice Teachers; Teacher Education Programs; Foreign Countries; Knowledge Base for Teaching; Student Centered Learning; Knowledge Level; Teaching Methods; Lesson Plans; Skills; Academic Ability; Student Motivation; Prior Learning; Feedback (Response); Hungary + Suchen Sie Ihr Suchwort? Lehrkunst; Ausland; Teaching theory; Theory of teaching; Unterrichtstheorie; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; Skill; Fertigkeit; Schulische Motivation; Vorkenntnisse; Ungarn
Abstract	Introduction: The goal of this paper is to show how the undergraduate students are able to differentiate among learning-centered, learner-centered, feedback-centered and community-centered knowledge acquisitions. We wanted them to recognize which method is used by the teacher and how each method influences the primary school pupils' knowledge acquisition. Methods: We chose the video analyzing technique to make the students recognize different learning organizational methods. Results: The results of the study suggest that the observation helped the undergraduate students understand the aims, tasks and techniques of teaching and organizing classroom work. They realized that this type of analysis helps them develop their own teaching strategies. Discussion: Drawing on the results it is not possible to be a "good teacher" without obtaining and continuously maintaining a high level of professional knowledge, whose important element might be the Complex Instruction method and the recognition of the knowledge acquisition methods in the classroom. Limitations: This study was limited to only undergraduate students who attended the study voluntarily. The sampling was confined to 46 participants. Conclusion: The students are able to spot the teacher's activities that support pupils' learning. They recognized the positive impact of generating debate among the pupils on the development of their skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01