Tanárjelöltek önértékelésre vonatkozó nézetei
DOI:
https://doi.org/10.37205/TEL-hun.2025.1.03Kulcsszavak:
tanárképzős hallgatók nézetei, önértékelés, összefüggő egyéni iskolai gyakorlatAbsztrakt
A tanulmány egy kutatótanári program részkutatásának részeredményeit tárja az olvasók elé. A kutatótanári program központi kérdése, hogy milyen szerepet játszik az önértékelés az önszabályozott tanulóvá válás folyamatában. A vizsgálat egy longitudinális akciókutatás a kvalitatív paradigma jegyében. A vizsgálat mintáját az összefüggő egyéni iskolai gyakorlatukat végző tanárképzős hallgatók alkotják. A kutatás első szakaszában a hallgatók önértékelés fogalmának definiálása, az önértékelés tanulásban betöltött szerepéről vallott nézetei és a tanításban történő alkalmazása kerültek a kutatói figyelem középpontjába. Az első eredmények alapján elmondható, hogy a vizsgált pedagógusjelöltek önértékelés fogalma komplex, keverednek benne a hallgatói és pedagógusjelölti nézetek, az önértékelés tanulás szabályozásában betöltött szerepét fontosnak tartják a hallgatók, ugyanakkor a tanítási gyakorlatba való rendszeres beépítés területén vannak még lehetőségek.
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