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1020Teachereducation
25
[...]thefirstistheknowledgeapersonneedsofthecasuallaws,regularities,or
relationsthatmayproducelearning;thesecondistheknowledgeapersonneeds
aboutteaching,thatis,oftheplaceofteachinginoursocialandeducationalcon-
cerns(Pearson,2017,p.139).
AccordingtoPearson,reflectivepracticalexperience,whichformsthe
thirdelementofteachereducation,makesteachersmodifytheirbeliefs(2017,
p.145).
Inteachereducation,reflectionintheprocessofgainingpracticalexperi-
encemakesthestudentofpedagogyawarenotonlyoftheneedtochangein-
tentionsandbeliefs,butalsoofthenecessityofdoingso.Hencetheimportance
ofacquiringtheskillsnecessarytomakechangesinintentionsandbeliefsin
anureasonableway”(Pearson,2017,p.145).Pearson(2017,p.145)identified
theprinciplesforimplementationofthemodificationofintentionsandbeliefs,
suchas:
-thePrincipleofCoherence-strivingforinternalcoherence,hencetheneces-
saryabilitytodiagnoseexistingdińerences,ofwhichcriticalthinkingisan
essentialelement;
-thePrincipleofDesireSatisfaction-referringtotheabilitytodiagnoseand
orderone’sdesiresbeforebeginningtheprocessofgainingpracticalexpe-
rience.
Inrelationtoteachereducation
[...]theoutcomeofteachereducationisintendedtobetheabilitytoteach,notjust
knowledgeaboutteaching(Pearson,2017,p.142-143).
Itmeansthatinteachereducationwearepreoccupiedunotjustwiththe
possessionofknowledge;weareconcernedaswellwiththeutilizationof
knowledge”(Pearson,2017,p.142).Hencetheimportanceofpracticalexperi-
ence,whichisseenas
[...]opportunitiesandoccasionsthatareprovidedtointendingteacherstotryout
ortesttheirideasandtopracticetheskillstheyhavelearnedorbeentaught[...]
(Pearson,2017,p.142).
Practicalexperienceenablesthestudenttogainknowledgeaboutspecific
groupsofstudentsandthesubjectstaught.AccordingtoPearson,practicalex-
perience
[...]isessentialinthissenseforprovidingtheteacherwiththeopportunityto
acquireknowledgeinteaching,ratherthanjusttohaveknowledgeaboutteaching
(2017,p.143).
Michalak_Dawidziuk_Teachereducation.indb25
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