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FACULTY TEACHER TRAINER AS A FACILITATOR OF PROFESSIONAL DEVELOPMENT

Hana Horka, Jana Kratochvilova

Abstract

Initial teacher education is the foundation of good job performance. Its practical component allows students to apply the acquired professional training in real school conditions. It activates and motivates students for future teaching positions; it develops their pedagogical thinking and teaches them to apply the principles of pedagogical and psychological knowledge when working with pupils in the classroom. These competencies are created through activity and it is not possible to create and transmit these competencies without specific authentic experience, which arises from practice. Theory fulfills its purpose by becoming an argumentative base for the planning, implementation and evaluation of teaching. Therefore, practical training of student teachers should be, in faculty training schools, entrusted into the hands of professionals who not only have responsibility for learning processes and pupils? learning outcomes, but also accept responsibility for the development of a student teacher. Under their leadership, students learn about the true image of a school environment, teachers? work and gain experience. Moreover, in real conditions they see the course of teaching oriented towards personality development, which is consistently implemented in the principle of complementarity of teacher's teaching and pupils' learning. The continuous development of faculty teacher trainers’ competencies is becoming a necessity, preferably provided by their Alma mater faculty of education. In the present paper, the authors present the results of a qualitatively oriented research probe undertaken with faculty teacher trainers at one stage in their career development. The substantive content of the evaluation is interpreted from the point of view of university teachers – experts who are responsible for the level of theoretical and practical training. Based on the self-reflection of research participants at a descriptive stage and on the subsequent dialogue stage and a critical reflection, findings which present the benefits of the completed training courses for the development of professional competencies of faculty teacher trainers are introduced.

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DOI resolver: doi.org/10.5593/SGEMSOCIAL2015/B12/S3.057

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