THE EFFECTS OF THE PEDAGOGICAL EXPERIENCE ON THE QUALITY OF TEACHER EDUCATION

Authors

  • Tatjana Koteva-Mojsovska “Ss Cyril and Methodius” University, Faculty of Pedagogy “St Kliment Ohridski”, Skopje
  • Suzana Nikodinovska Bancotovska “Ss Cyril and Methodius” University, Faculty of Pedagogy “St Kliment Ohridski”, Skopje

DOI:

https://doi.org/10.23947/2334-8496-2015-3-2-41-46

Keywords:

pedagogical expirience, pedagogical internship, teacher education, practical teaching, educator, teacher

Abstract

Faculties should ensure integration of science and teaching: science that constantly evolves following the changes in scientific thought and teaching that incorporates these changes in their own organization. So there is a need of including the students, who are prepare for teachers, in the process of pedagogical experience during their study. Pedagogical experience is a completed with a pedagogical practice and hospitation on one side and theoretical knowledge on the other side. Pedagogical experience is a kind of activities that students are involved in the educational process. 
Considering the importance of these activities, we made a research to determine the effects of pedagogical experience of students in the fourth year of studies at the Pedagogical Faculty in Skopje. This research is guided by two assumptions: 1. Pedagogical experience as an integral part of studies has positive effects on the quality of initial teacher education and educators; 2. The organization of pedagogical internship does not fully satisfy the educational-applicative needs of students and objectives of the internship.
During the survey, we have found that the students have good theoretical knowledge about the educational process and are successful in selecting topics for discussion with the competent persons in institutions. But they are not initiative enough and they are not sufficiently active in the process that have no direct obligation to implement and to record. Because of that, students have to be well prepared and instructed for all activities through the practice that will relate to their overall engagement as teachers.It shows that there is a necessity to redefine the structure, objectives, content and organization of the internship.

Downloads

Download data is not yet available.

References

Caena, F. (2014). Teacher Competence Frameworks in Europe: policy-as-discourse and policy-as-practice. European Journal of Education, 49(3), 311-331.

Career Entry profile for Newly Qualified Teachers (Standards for the Award of Qualified Teacher Status), 1997. London: Teacher Training Agency.

DeRoche, E. F. (1987). An administrator’s guide for evaluating programs and personnel: An effective schools approach. Publication Sales.

Koteva-Mojsovska, T. (2008). Profiling Modern Teacher - Reality and Needs Contemporary Intentions in Education, University “Ss. Cyril and methodius” Skopje, Faculty of Pedagogy “Ss. Kliment Ohridski” Skopje.

McMillan, J. H., & Wergin, J. F. (1998). Understanding and Evaluating Educational Research. Prentice-Hall, Inc., One Lake Street, Upper Saddle River, NJ 07458.

Moyles, J. R. (1988). Self-evaluation: a primary teacher’s guide. Delmar Pub.

National Standards for Qualified Teacher Status (1998). London: Teacher Training Agency, G. Britain.

Sacilotto-Vasylenko, M. (2009). Improving policy and practice of teacher induction into the profession. ADVANCING QUALITY CULTURES FOR TEACHER EDUCATION IN EUROPE: Tensions and Opportunities, 121.

Schratz, M. (2009). What is a ‘European teacher’. ENTEP the first ten years after Bologna, 97-102.

Никодиновска-Банчотовска, С, (2008). Професио-налните компетенции на наставниците, Академски печат, Скопје.

Downloads

Published

2015-12-20

How to Cite

Koteva-Mojsovska, T., & Nikodinovska Bancotovska, S. (2015). THE EFFECTS OF THE PEDAGOGICAL EXPERIENCE ON THE QUALITY OF TEACHER EDUCATION. International Journal of Cognitive Research in Science, Engineering and Education, 3(2), 41–46. https://doi.org/10.23947/2334-8496-2015-3-2-41-46