Personality Development as a Key Aspect of Teacher Learning: A Pilot Study of the Training Programme Effects within the CLIMA Concept

Autor/inn/en	Stejskalová, Irena; Komárková, Lenka; Sláma, Jirí; Pribyl, Vladimír; Štych, Premysl
Titel	Personality Development as a Key Aspect of Teacher Learning: A Pilot Study of the Training Programme Effects within the CLIMA Concept
Quelle	In: Journal on Efficiency and Responsibility in Education and Science, 15 (2022) 3, S.168-180 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2336-2375
Schlagwörter	Kindergarten; Preschool Teachers; Faculty Development; Personality Development; Emotional Intelligence; Classroom Environment; Communication Skills; Teacher Improvement; Interdisciplinary Approach; Learning Processes; Leadership; Inclusion; Mentors; Teacher Education; Program Effectiveness + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Personalilty development; Persönlichkeitsbildung; Persönlichkeitsentwicklung; Emotionale Intelligenz; Klassenklima; Unterrichtsklima; Kommunikationsstil; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Learning process; Lernprozess; Führung; Führungsposition; Inklusion; Lehrerausbildung; Lehrerbildung
Abstract	The modern teacher must respond to the needs of society in the context of Education 4.0. It seems suitable to adapt this trend to teaching children at an early age. The paper examines the usefulness of professional education for kindergarten and primary school teachers focused on personality development, emotional intelligence, and other social areas with an emphasis on creating a favourable classroom climate. The pilot study aims to discover which specific areas of this new education approach contributed to the teaching practice. The training effects were evaluated using questionnaires collected from 27 participants before and after the programme in 2018 and 2019. The data obtained from the closed questions were analysed using statistical methods, while open-ended questions were processed by content analysis. An ANOVA test demonstrated the effect in all monitored areas. In verbal answers, the participants appreciated the acquired skills in the field of communication and emotional intelligence. The results suggest that a training programme using elements from management appears to be beneficial to current teaching practice. (As Provided).
Anmerkungen	Czech University of Life Sciences Prague. Czech University of Life Sciences Prague, Kamýcká 129, Prague 6 - Suchdol 165 00, Czech Republic. e-mail: editor@eriesjournal.com; Web site: https://www.eriesjournal.com/index.php/eries
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01