| Abstract [eng] |
The paper analyses theoretically the change of attitude towards teaching and learning, didactic competencies of a teacher in modern didactics and the concept of an individual style of pedagogic activity. The aim of the research is to reveal the individual style of pedagogic activity of teachers and to assess its advantages and limitations. The subject of the research is the individual style of pedagogic activity. We have applied a quantitative research by the method of a questionnaire. The scope of the research was 174 pedagogues. The analysis of the individual style of pedagogic activity was done on the grounds of a survey of 75 pedagogues. The quantitative research was accomplished in comprehensive schools in 2010. The data were processed by applying a statistical analysis of the research data. The empirical part of the final master’s thesis analyses the advantages and limitations of the individual style of pedagogic activity, and the determinants of the teaching process effectiveness. The main conclusions of the empirical research: 1. The obtained research results allow stating that a logical improvisational style of pedagogic activity is the most typical to the pedagogues. 2. A feedback is guaranteed during the lessons: questions are asked in the process of material explanation, pupils’ activeness is observed during the survey, there is an endeavour to promote pupils’ talking during the lesson. 3. Imagery is one of the main determinants of the teaching/learning process diversity, its effectiveness. No one pedagogue imagines his/her work without visual aids. 4. The teaching is differentiated and individualised. The teaching content is adapted to individual needs of the pupils, the requirements and criteria of assessment are differentiated. 5. In the field of the teaching methods, the traditional methods of teaching are preferred; the teaching is usually grounded on individual work with a pupil and individual control. 6. Most teachers have no clear priorities, what is the main task of a pedagogue, what towards should he/she orient, when teaching – knowledge and abilities of the pupils or practice, theory, etc. 7. Reciprocities of pupils are valued and utilised insufficiently in the process of teaching/learning: poor orientation towards pupils’ work in pairs, team work, and preparation of projects. 8. Quite contradictory answers of the teachers testify that the pedagogues are insufficiently capable to identify their own individual style of pedagogic activity, to distinguish their priorities of work, to reflex about their activity in a lesson. |
