Pregled bibliografske jedinice broj: 627362
European teacher and scenarios of teacher education
European teacher and scenarios of teacher education // Priprava učitelov v procese školskych reforiem: zborník príspevkov z vedeckej konferencie s medzinárodnou účasťou / Kancir, J., Zelova, V. (ur.).
Prešov: Prešovská univerzita v Prešove, Pedagogická fakulta, 2009. str. 790-795 (predavanje, međunarodna recenzija, cjeloviti rad (in extenso), znanstveni)
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Naslov
European teacher and scenarios of teacher education
Autori
Babić, Nada
Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni
Izvornik
Priprava učitelov v procese školskych reforiem: zborník príspevkov z vedeckej konferencie s medzinárodnou účasťou
/ Kancir, J., Zelova, V. - Prešov : Prešovská univerzita v Prešove, Pedagogická fakulta, 2009, 790-795
ISBN
978-80-555-0024-9
Skup
Konferencia s medzinárodnou účasťou Priprava učitelov v procese školskych reforiem
Mjesto i datum
Prešov, Slovačka, 16.09.2009. - 17.09.2009
Vrsta sudjelovanja
Predavanje
Vrsta recenzije
Međunarodna recenzija
Ključne riječi
teacher education; European teacher; professional identity of teacher; scenario approach
Sažetak
The paper focuses on discovering the theoretical framework for competence based teacher education in order to achieve understanding among experts, free from modernism and absolute adoption of pragmatism present in the contemporary education policy. The paper gives insight into the approaches to competence based teacher education, contrasting the views of experts and the European education policy on what ‘good’ or ‘European’ teachers are. The approaches and attitudes are analyzed from the perspective of the professional identity of teachers. Author interpret ‘European’ teacher and scenarios of teacher education from the perspective of the important 'human resource' in the context of modern demands set before individuals and the society in competitive, changeable and unstable life conditions. The scenario approach to teacher education is viewed as a powerful tool for creating new perspectives in future teacher education, and for the decisions made by institutions, educational policies on teacher education. The scenario projections reflect the choice of motives and values, which may have developmental effects in creating the personal and social professional identity of teachers. Author makes a hypothetical conclusion on pragmatic and functional approach to teacher professionalism into the managerial conceptualization of education.
Izvorni jezik
Engleski
Znanstvena područja
Pedagogija
