Vysokoškolský učitel bez učitelského vzdělání: Problém, nebo výzva?

Ingrid Čejková

doi:10.5817/PedOr2017-1-160

Pedagogically uneducated university teacher: A problem or a challenge?

Vol.27,No.1(2017)

Ingrid Čejková

https://doi.org/10.5817/PedOr2017-1-160

PDF (Čeština)

Abstract

This paper reacts to a contemporary worldwide trend appreciating significance of excellent education at universities, where education itself is considered to be an activity comparable to science and research. Although in the Czech Republic a young academic is being prepared for a career of a scientist/scholar throughout his or her studies, he or she isn’t whatsoever prepared for a career of a teacher. We used semi-structured interviews to find out how beginning university teachers are prepared for teaching, how they are learning to teach, what educational needs follow their profession, and how they imagine pedagogical education which would enable them to become higher-quality teachers. Results of the research show that more than a half of our respondents have no pedagogical education and a substantial part of those who are pedagogically educated consider this education insufficient. The most referred educational need is a need to learn how to lead a lesson in an interactive way. An educational course focused on pedagogy and didactics could help this need and the respondents have a clear idea of what such a course should look like.

Keywords:
Educational needs; beginning university teachers; university education; university

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