Sekce 3Učitelé a jiní pedagogičtí pracovníci
Autoři: Jaroslava Ševčíková, Jitka Plischke, Danping Peng
Abstrakt: Cílem této explanační případové studie je popsat a vysvětlit, jak začínající učitelé realizují, jak reflektují a hodnotí své sebeučení. Vymezit základní existující vazbu mezi profesním sebeučením a profesním přesvědčením a očekávanou profesní podporu při činnostech sebeučení.
Klíčová slova: začínající učitel, profesní přesvědčení, sebeučení
Title: Professional beliefs of the beginning teacher and support for self-learning
Abstract: This explanatory case study deals with the professional beliefs of beginning teachers and their relationship to learning and self-learning. The aim was to explain how they implement, reflect and evaluate their self-learning, how they describe the links between professional self-learning and professional beliefs, and what kind of professional support they expect. The study was carried out in a qualitative design with a narrative approach on samples of three teachers, typical cases. It shows that in practice, self-learning is profiled into three basic areas, namely: theoretical learning, observational learning and experiential learning, which should be shared with, for example, the mentor, this sharing affects professional beliefs. Beginning teachers expect support from their mentor for their self-learning.
Keywords: beginning teacher, professional beliefs, self-learning
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