SELF-REFLECTION OF STUDENTS OF ECONOMIC TEACHING AND THEIR PERSONAL CONSTRUCT OF EXPERT-TEACHER
To be efficient and satisfied in his profession, a teacher needs to realize his strengths and weaknesses adequately. To support development of self-reflective skills by future teachers, we asked students at Department of Economic Teaching Methodology at University of Economics, Prague, to write an essay called ‘Why am I supposed to be a good teacher?’ Content analysis of self-reflective statements and participants’ personal construct of expert teacher bring important feedback information about skills that should be trained during the education of prospective teachers. Participants consider the self-reflective essay as enriching method that helped them to realize their strengths and weaknesses and to develop their self-reflective skills as an important part of professional expertise.
- Arif, M.I., Rashid, A., Tahira, S.S., Akhter, M. (2012) ‘Personality and Teaching: An Investigation into Prospective Teachers’ Personality’, International Journal of Humanities and Social Science, vol. 2, no. 17, pp. 161-171.
- Bandura, A. (1977) ‘Self-efficacy: Toward a Unifying Theory of Behavioral Change’, Psychological Review, vol. 84, no. 2, pp. 191-215.
- Disman, M. (2011) How to produce sociological knowledge, Prague: Karolinum.
- Freddano, M., Siri, A. (2012) ‘Teacher Training For School Self-Evaluation’, Procedia - Social and Behavioral Sciences, vol. 69, pp. 1142–1149. http://dx.doi.org/10.1016/j.sbspro.2012.12.044
- Gillernová, I. (2008) ‘Social skills of teachers and possibilities of their development in school enviroment‘, in Mertin, V. et al. (ed.) Pedagogical and Psychological Assessment, Prague: Raabe.
- Hayes, N. (1993) Principles of Social Psychology, Abingdon: Psychology Press.
- Körpülü, Ö. (2012) ‘Using Classroom assessment Techniques (CAT) and Diary Keeping in Teacher Training’, Journal of Efficiency and Responsibility in Education and Science, vol. 5, no. 1, pp. 1-9. http://dx.doi.org/10.7160/eriesj.2012.050101
- Kelly, G.A. (2003) ‘A Brief Introduction to Personal Construct Theory’, in F. Fransella (ed.) International Handbook of Personal Construct Psychology, Chichester: John Wiley & Sons, Ltd.
- Krejčová, K. (2015) ‘Self-reflection of Students of Economic Teaching’, Proceedings of the 12th International Conference Efficiency and Responsibility in Education 2015, Prague, pp. 297-302.
- Kyriacou, C. (1998) Essential Teaching Skills, Cheltenham: Nelson Thornes.
- Majzub, R.M. (2013) ‘Teacher Trainees’ Self Evaluation during Teaching Practicum’, Procedia - Social and Behavioral Sciences, vol. 102 , pp. 19–203. http://dx.doi.org/10.1016/j.sbspro.2013.10.733
- Manning, C.D., Schütze, H. (1999) Foundations of Statistical Natural Language Processing, Cambridge: MIT Press.
- Miovský, M. (2006) Qualitative Research and Methods in Psychological Research, Prague: Grada.
- Mogonea, F., Mogonea, F.R. (2013) ‘Practical and applied aspects regarding the development of the self-evaluation ability of students-future teachers’, Procedia - Social and Behavioral Sciences, vol. 76, pp. 531 –535. http://dx.doi.org/10.1016/j.sbspro.2013.04.159
- Nasria, N.M., Yusofb, Z.M., Ramasamyc, S., Halimd, L., Minge, L.W. (2011) ‘Personal constructs: novice and expert science teachers concerning teacher function’, Procedia Social and Behavioral Sciences, vol. 15, pp. 2823–2826. http://dx.doi.org/10.1016/j.sbspro.2011.04.196
- Plháková, A. (2006) History of Psychology,Prague: Grada.
- Seligman, M. (2002) Authentic Happiness, New York: Simon and Schuster.
- Sternberg, R.J., Horvath, J.A. (1995) ‘A Prototype View of Expert Teaching’, Educational Researcher, vol. 24, no. 6, pp. 9-17.
- Švarcová, E. (2010) ‘Ethical Education at Schools’, Journal of Efficiency and Responsibility in Education and Science, vol. 3, no. 1, pp. 36-41.
- Touw, H.M.F., Meijer, P.C., Wubbels, T. (2015) ‘Using Kelly’s Theory to Explore Student Teachers’ Constructs about their Pupils’, Personal Construct Theory & Practice, vol. 12, pp. 1-14.
- Vygotskij, L.S. (1986). Thought and Language. Cambridge: MIT Press.
- Zeren, S.G. (2012) ‘Can Piaget, Freud or Erikson explain my self-development? Preservice teachers’ personal evaluation’, Procedia - Social and Behavioral Sciences, vol. 46, pp. 2445–2450. http://dx.doi.org/10.1016/j.sbspro.2012.05.500
Authors declare with this manuscript intended for publication to ERIES Journal that:
- all co-authors agree with the publication of the manuscript even after amendments arising from peer review;
- all co-authors agree with the posting of the full text of this work on the web page of ERIES Journal and to the inclusion of references in databases accessible on the internet;
- no results of other researchers were used in the submitted manuscript without their consent, proper citation, or acknowledgement of their cooperation or material provided;
- the results (or any part of them) used in the manuscript have not been sent for publication to any other journal nor have they already been published (or if so, that the relevant works are cited in this manuscript);
- submission of the manuscript for publication was completed in accordance with the publishing regulations pertaining to place of work;
- experiments performed comply with current laws and written consent of the Scientific Ethics Committee / National Animal Care Authority (as is mentioned in the manuscript submitted);
- grant holders confirm that they have been informed of the submitted manuscript and they agree to its publication.
Authors retain copyright and grant ERIES Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the published work with an acknowledgement of its initial publication in ERIES Journal. Moreover, authors are able to post the published work in an institutional repository with an acknowledgement of its initial publication in ERIES Journal. In addition, authors are permitted and encouraged to post the published work online (e.g. institutional repositories or on their website) as it can lead to productive exchanges, as well as earlier and greater citation of published work.