engleski

Training of student practical training managers

In today’s higher education system, most teachers do not undergo special education to acquire teaching competencies, and even though they possess expertise in the profession relevant to the teaching they perform, in teaching methodology can only rely on the experiences of other colleagues or their own intuition or talent. In this paper special attention is paid to the preparation of practical teaching teachers to work with students. To develop teacher competences from the point of view of professionalism and professional development, it is especially important that the teachers know the theoretical and methodological approaches to teaching, with the aim of including into research on teaching that should directly lead to the improvement of one’s own teaching practice. Teachers need to understand the importance of self-evaluation and know its techniques, especially collaborative evaluation in improving their own teaching practice. For students it is important to develop the ability to integrate theoretical knowledge and to transform and apply them in a practical context. Practical training must be closely related to the study programme. It is designed to be a productive work experience for both sides, students and employers. In the long run, students’ experiences form opinions and attitudes about the company, industry and their future career while on the other hand, employers are able to meet young students and hire them in their company after graduating. It is reflective practise that should develop students’ abilities for independent observation, decision-making, continuous research, collaboration, and communication with others.

practical training ; preparation of practical teaching teachers ; methodology of practical training

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