D 2019

Reflective Diary for Professional Development of Novice Teachers

UKROP, Martin; Valdemar ŠVÁBENSKÝ a Jan NEHYBA

Základní údaje

Originální název

Reflective Diary for Professional Development of Novice Teachers

Autoři

UKROP, Martin (703 Slovensko, garant, domácí); Valdemar ŠVÁBENSKÝ (703 Slovensko, domácí) a Jan NEHYBA (203 Česká republika, domácí)

Vydání

Minneapolis, Minnesota, USA, Proceedings of the 50th ACM Technical Symposium on Computer Science Education (SIGCSE’19), od s. 1088-1094, 7 s. 2019

Nakladatel

ACM

Další údaje

Jazyk

angličtina

Typ výsledku

Stať ve sborníku

Stát vydavatele

Spojené státy

Utajení

není předmětem státního či obchodního tajemství

Forma vydání

elektronická verze "online"

Odkazy

Kód RIV

RIV/00216224:14330/19:00108978

Organizace

Fakulta informatiky – Masarykova univerzita – Repozitář

ISBN

978-1-4503-5890-3

UT WoS

000575321600182

EID Scopus

2-s2.0-85064408710

Klíčová slova anglicky

reflective practice; learning journal; teacher training; teaching assistants; teaching skills

Návaznosti

MUNI/A/1040/2018, interní kód Repo. MUNI/A/1145/2018, interní kód Repo.
Změněno: 4. 2. 2021 01:50, RNDr. Daniel Jakubík

Anotace

V originále

Many starting teachers of computer science have great professional skill but often lack pedagogical training. Since providing expert mentorship directly during their lessons would be quite costly, institutions usually offer separate teacher training sessions for novice instructors. However, the reflection on teaching performed with a significant delay after the taught lesson limits the possible impact on teachers. To bridge this gap, we introduced a weekly semi-structured reflective practice to supplement the teacher training sessions at our faculty. We created a paper diary that guides the starting teachers through the process of reflection. Over the course of the semester, the diary poses questions of increasing complexity while also functioning as a reference to the topics covered in teacher training. Piloting the diary on a group of 25 novice teaching assistants resulted in overwhelmingly positive responses and provided the teacher training sessions with valuable input for discussion. The diary also turned out to be applicable in a broader context: it was appreciated and used by several experienced university teachers from multiple faculties and even some high-school teachers. The diary is freely available online, including source and print versions.

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