Article
| Title: | Pojetí výuky a profesní identita začínajících vysokoškolských učitelů |
| Variant title: | Beginning university teachers and their approaches to teaching and professional self-perception |
| Author: | |
| Source document: | Studia paedagogica. 2016, vol. 21, iss. 1, pp. [9]-34 |
| Extent: | [9]-34 |
| ISSN: | 1803-7437 (print); 2336-4521 (online) |
| DOI: | 10.5817/SP2016-1-2 |
| Type: | Article (Czech) |
| Stable URL: | http://hdl.handle.net/11222.digilib/135154 |
| License: |
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Abstract(s):
V této studii se zabýváme otázkou, jaké je pojetí výuky u začínajících učitelů na Masarykově univerzitě. Vycházíme z analýzy 19 hloubkových polostrukturovaných rozhovorů se začínajícími učiteli z různých fakult. Identifikujeme různá pojetí výuky, mezi nimiž dominuje důraz na předávání znalostí a interakci se studenty. Vedle toho rozlišujeme různá sebepojetí vysokoškolských učitelů – někteří se definují především jako vědci, jiní jako učitelé, poslední skupina se chápe jako univerzální, vyrovnaně propojující vědu a výzkum. Za hlavní přínos této studie považujeme skutečnost, že se podařilo propojit sebepojetí a pojetí výuky – vědci,učitelé a univerzálové pojímají svoji výuku různě. Respondenti-vědci se soustředí především na předávání poznatků, respondenti-učitelé chápou dobrou výuku jako energii a čas věnovaný studentům a respondenti-univerzálové zdůrazňují praktičnost vědění a cíl motivovat studenty, aby na sobě pracovali sami.
The aim of this paper is to describe approaches to teaching taken by beginning teachers at Masaryk University.The paper stems from an analysis of 19 deep semi-structured interviews with beginning teachers from various faculties. The paper specifies different approaches to teaching while placing emphasis on transmission of knowledge and interaction with students, which it establishes as dominant among them. The paper further identifies three types of self-perception among beginning teachers who see themselves as either research-oriented or teaching-oriented or else as universal teachers who manage both. The main contribution of the paper lies in its ability to connect the different types of approaches to the different types of self-perceptions. The paper thus shows that researchers, teachers and universal teachers approach their teaching differently: beginning researchers emphasise transmission of knowledge, beginning teachers emphasise that good teaching should include the devoting of time and energy to students, while universal teachers emphasise the practical nature of knowledge and motivate students to work on themselves.
The aim of this paper is to describe approaches to teaching taken by beginning teachers at Masaryk University.The paper stems from an analysis of 19 deep semi-structured interviews with beginning teachers from various faculties. The paper specifies different approaches to teaching while placing emphasis on transmission of knowledge and interaction with students, which it establishes as dominant among them. The paper further identifies three types of self-perception among beginning teachers who see themselves as either research-oriented or teaching-oriented or else as universal teachers who manage both. The main contribution of the paper lies in its ability to connect the different types of approaches to the different types of self-perceptions. The paper thus shows that researchers, teachers and universal teachers approach their teaching differently: beginning researchers emphasise transmission of knowledge, beginning teachers emphasise that good teaching should include the devoting of time and energy to students, while universal teachers emphasise the practical nature of knowledge and motivate students to work on themselves.
Keywords:
vysokoškolská výuka; vysokoškolští učitelé; pojetí výuky; vztah mezi výukou a výzkumem
teaching at the university level; university teachers; approaches to teaching; the relationship between teaching and research
teaching at the university level; university teachers; approaches to teaching; the relationship between teaching and research
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