CONSTRUCTIVISTIC APPROACH AS INNOVATION IN TEACH TRAINING PaedDr. Nataša Mazáčová, Ph.D. Pedagogical Faculty of Charles University, Prague The XII-th International Conference Cognitive Modeling in Linguistics

Contemporary requirements Professionalizing of teachers profession more effective in knowledge transfer process more effective in culturing of children's personality more effective in communication with pupils and parents etc. facilitator of education and development more open to continual changes

Approaches to professionalizing enhancement Process to become a teacher personnel and socio-constructive conception of teachers' education Conception of reflective practicum self validation of students' activity What and why did I do it? What was my expectation?... ability to analyze what is behind tacit knowledge knowledge in action Structuring of student's professional self system of professional believes

Teacher's conception of teaching Three phases of student's conception Preconception more emotional intuitive frequently based on own childhood's experience Early conception first experience with school reality implicit, based on subconscious acting theory Rational, reflected, explicit conception based on systematic self reflection rationalization of tacit knowledge knowing, knowledge in action reflection in action

Micro-teaching as steppingstone to self-reflection Micro-teaching short teaching task in front of other students 10 – 15 minutes of teaching recorded on movie camera self choosing of teaching objectives, methods, didactic instruments Self assessment Classmates' assessment Pedagogical assessment Review of recording

Micro-teaching

From laboratory to real school