Přehled o publikaci
2019
Reflective Diary for Professional Development of Novice Teachers
UKROP, Martin; Valdemar ŠVÁBENSKÝ a Jan NEHYBAZákladní 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.