Oznamujeme autorům a čtenářům, že po dohodě s nakladatelstvím Karolinum bude od roku 2024 (ročník 18) časopis Orbis scholae vycházet pouze v elektronické podobě.
Orbis scholae je odborný recenzovaný časopis zaměřený na problematiku školního vzdělávání v jeho širších sociokulturních souvislostech. Cílem časopisu je přispět k porozumění školnímu vzdělávání a jeho rozvoji, k řešení problémů praxe a vzdělávací politiky.
Časopis je zařazen do databází SCOPUS, CEEOL, DOAJ, EBSCO a ERIH Plus.
ORBIS SCHOLAE, Vol 5 No 2 (2011), 31–50
Making teacher education relevant for practice: The pedagogy of realistic teacher education
Fred A. J. Korthagen
DOI: https://doi.org/10.14712/23363177.2018.99
zveřejněno: 21. 02. 2018
Abstract
The gap between theory and practice in teacher education has led to much criticism regarding the effectiveness of teacher education. In this article, the causes of this gap are discussed and related to a framework for teacher behaviour and teacher learning. Using this framework, the socalled ‘realistic approach’ to teacher education has been developed, which marks a new direction in the pedagogy of teacher education. This approach, developed at Utrecht University in the Netherlands, is described in this article, and its basic principles are discussed. Several evaluative studies into the realistic approach show its positive outcomes. Important conclusions are presented for (1) programme design, based on (2) a view of the intended process of student teacher learning, (3) the pedagogical interventions and arrangements used, and (4) the professional development of teacher educators.
klíčová slova: gap between practice and theory, teacher education, realistic approach, reflection, teacher learning, empirical support for the realistic approach
Making teacher education relevant for practice: The pedagogy of realistic teacher education is licensed under a Creative Commons Attribution 4.0 International License.
157 x 230 mm
vychází: 3 x ročně
cena tištěného čísla: 150 Kč
ISSN: 1802-4637
E-ISSN: 2336-3177
