Publication details
Pregraduální příprava učitele: Cesta k identitě učitele v odborném vzdělávání
| Title in English | Undergraduate Teaching Training: The Pathway to the Teacher Identity in Vocational Education |
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| Authors | |
| Year of publication | 2023 |
| Type | Conference abstract |
| MU Faculty or unit | |
| Citation | |
| Description | Undergraduate teacher training is an important element in teacher formation. It includes the development of branch and teaching competences, i.e., a combination of the substantive side of expertise in the relevant field and the area of pedagogical-psychological foundation, general and branch didactics, and lays the foundations for creating the future identity of teachers in vocational education. Dynamic technological development, e.g., the Industry 5.0 initiative or the emphasis on STEAM subjects in teaching, contributes to the constant need to adequately innovate educational content and its didactic processing, thus influencing the form of undergraduate teacher training in vocational education. The contribution aims at a critical assessment of the development of competences and the specification of conditions during the preparation of future teachers in vocational education as follows: (1) identifies trends affecting the concept and content of competences as a result of technological development (implementation of Industry 5.0 and STEAM in vocational education); (2) analyse the development of branch and teaching competences with an impact on the identity of teachers in vocational education. The sequence of developing and supplementing the branch and teacher’s identity of teachers in vocational education is shown schematically through the path to the identity of a teacher in vocational education, analysing various possibilities of achieving a comprehensive identity. Subsequently, the influence of current trends, especially Industry 5.0 and the emphasis on the teaching of STEAM subjects, on the educational content, the curriculum, and its didactic processing, i.e. the connection to branch and teaching competences, is identified. The preparation of such a teacher is a demanding and essentially never-ending process, shaping not only the identity of the teacher in vocational education, but also the pupils taught by this teacher. |
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