Kogenud õpetaja praktiline teadmine õpetajakoolituse osana

Paulien C. Meijer

Abstract


Õpetaja praktilise teadmise sisusse ja olemusse süüvimine aitab paremini mõista õpetamise keerukust ning võimaldab algajal õpetajal arendada oma teadmisi pedagoogika ja õpetaja praktilise töö vahelistest seostest. Seetõttu on õpetaja praktiline teadmine õpetajatöö alusteadmiste asendamatu osa. Samas on õpetaja praktilise teadmise uurimine näidanud, et kogenud õpetajate teadmised võivad suuresti erineda. Nii ei ole lihtne vastata küsimusele, kuidas oleks võimalik sellist tüüpi teadmist kasutada õpetajakoolituses. Algaja õpetaja suunamine praktiseeriva õpetaja juhendamise alla ei taga automaatselt professionaalsust õpetamisel. Seetõttu kasutavad õpetajakoolitust pakkuvad õppeasutused vähemasti kolme metoodilist lahendust: a) juhtumiuuringuid, b) kogenud õpetajate praktilise teadmise analüüsi ning c) kogenud ja algajate õpetajate ühisõpetamist praktilise teadmise jagamise eesmärgil. Käesolevas artiklis kirjeldatakse, kuidas nimetatud kolmel viisil rakendada õpetaja praktilist teadmist õpetajakoolituses. Artiklis jõutakse järeldusele, et tõelise efekti saavutamiseks professionaalses arengus peavad algajad õpetajad suutma seostada praktilise teadmise nii uurimispõhise teadmisega kui ka neil juba olemasoleva teadmisega ja oma kutsetegevuse perspektiividega.

Summary


Keywords


õpetaja praktiline teadmine, õpetajakoolitus, algaja õpetaja, õpetamine, õpetamispraktika

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References


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DOI: https://doi.org/10.12697/eha.2013.1.02

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