engleski

Impact of the Teaching Practice Course on Student Teachers' Self-Awareness

This chapter presents the results of continuous research in which the authors attempt to establish the extent to which the Teaching Practice Course fulfils its role in developing teaching competences and student-teacher self-awareness. The research was initiated with the first generation of fifth-year students studying by the Bologna standards in the Integrated Undergraduate and Graduate University Programme of Study of Primary Education and the English Language at the Faculty of Teacher Education in Zagreb. The first stage of the research, conducted in 2010, aimed primarily at evaluating the effect of the course, related especially to its role in developing teaching competences. However, the findings of this stage prompted the authors not only to modify certain aspects of the course, which proved problematic for students, but also to make an attempt at clarifying the quality and quantity of the influence of the course on developing student- teacher self-awareness. In the analysis, emphasis has been given to the opinions students offered in their Teaching Practice reports and to students' self-assessment made on the basis of the European Portfolio for Student Teachers of Languages. Also, during the initial and final sessions of the course, the students completed identical self- assessment questionnaires, which were analysed statistically.The analysis of the three instruments established that the Teaching Practice Course had a significant influence on student- teacher self-awareness. The analysis also revealed that the modifications made to the course proved adequate, which enabled the second generation of students studying by the Bologna standards to achieve the expected learning outcomes to a greater degree.

teaching practice, self-awareness, self-assessment, peer-assessment, teaching competences

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