A pedagógusok státuszkezelésre való felkészítésének nehézségei a tréneri tapasztalatok tükrében
Teachers must attend 120 hours of in-service teacher training every seven years because of their professional development. The range of in-service teacher training courses is very wide and extensive, teachers can choose from 1411 listed courses (2018, Századvég). They are extremely diverse concernin...
Elmentve itt :
| Szerző: | |
|---|---|
| Dokumentumtípus: | Cikk |
| Megjelent: |
2020
|
| Sorozat: | Módszertani közlemények
60 No. 3 |
| Kulcsszavak: | Pedagógia - módszer, Tanárképzés, Oktatási módszer, Pedagógusképzés - képességfejlesztés - módszer |
| Online Access: | http://acta.bibl.u-szeged.hu/74602 |
| Tartalmi kivonat: | Teachers must attend 120 hours of in-service teacher training every seven years because of their professional development. The range of in-service teacher training courses is very wide and extensive, teachers can choose from 1411 listed courses (2018, Századvég). They are extremely diverse concerning the content. The overall aim of in-service teacher training is to increase the innovative potential of teachers and to ensure the maintenance of their professional development. In my study, I present an empirical study, which measures the experiences of the trainers concerning teacher development related to status management. By getting to know their experiences, we can draw important conclusions about the acceptance, awareness of status management, and based on expert’s opinion, we can get an answer about why it is difficult for educators to accept and acquire the status management. |
|---|---|
| Terjedelem/Fizikai jellemzők: | 28-36 |
| ISSN: | 2063-3734 |