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Chapter1.Teachereducationintheoreticalperspective
ofknowledge,whichisacquiredintheprocessofindividualexperience(Kwiat-
kowska,2008,pp.54-56).
Tefunctionalorientation,whichisbasedontheassumptionsofcognitive
psychology,consideredlearningtobethemostimportantfactorineńective
teacherperformance(Kwiatkowska,1988,p.53).Atthesametime,
[...]ininitialteachereducation,themostimportantlearningoutcomearenotste-
reotypicalelementsofeachnewskill,buttheeficiencyofregulatingbehaviour
accordingtochangesinthesituation(Pietrasiński,1975,p.196).
Tefocalpointofthisorientationisinformation,thankstowhichanin-
dividualgainsindependence.Tismeansthatinformationimpactsonhuman
behaviour.Accordingtothefunctionalorientation,characteristicfeaturesof
aninitialteachereducationsysteminclude:
-educationbasedonvariousactivitiescarriedoutinrealandsimulatedsitua-
tions,inwhichactivityisasourceofknowledgeaboutreality;
-uqualificationredundancy”,whichensurestheumovement”ofknowledgeand
itspracticalapplication;
-theshapingofaresearcherattitude,whichmakesateacherawareofthe
sourcesofknowledgeandmethodsofreachingit;
-focusonlearningaboutoneselfasasubject,bothintherealandidealsphere;
-self-acceptanceasanimportantelementoftheuI”structure,whichańects
individualbehaviour(Kwiatkowska,2008,pp.61-63).
Anotherapproachtocreatingamodelofteachereducationinvolvesan
attempttocombinetheoryandpractice,asexemplifiedbytheone-phaseand
two-phasemodel.Tetwomodels,despitesharingacommonidea,dińerin
termsofimplementation.
Teone-phasemodelassumesthatastudyprogrammelasts9-10semes-
ters(inthecaseoftrainingstudentstoworkataprimaryschoolorrealschule)
and10to11semesters(inthecaseoftrainingstudentstoworkatalower
secondary,specialneedsorvocationalschool).Testudyprogrammeisdivided
intothreestages,eachlastingafewsemesters.Tefirststageisfollowedby
fourweeksofextracurricularandout-of-schoolactivities.Tesecondstageis
followedbytwosix-weekclassesintwosubjects,andthethirdstageisfollowed
bysixmonthsofclassroompractice.
Tetwo-phasemodelisimplementedatthelevelofhighereducation
(three-orfour-yearcycleofstudies),duringwhichtheoreticalknowledgeinthe
fieldofschoolsubjectsselectedbystudentsistransmittedandthenfollowed
bypracticalteachertraininglastingfrom18to24months,whichallowstheac-
quisitionofpracticalexperienceandknowledgeoftechniquesusedinteaching
(Okoń,1991,p.55).
Michalak_Dawidziuk_Teachereducation.indb22
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