20.500.12556/DKUM-35852 Obstacles to change in teacher education : Elektronski vir In his paper, the author points to the well-known fact that the key obstacle to quality improvement in many traditional teacher education institutions is the prevailing philosophy which gives priority to traditional academic disciplines and specialist subject knowledge at the expense of practical and professional knowledge that teachers need. He then presents some of the findings of his research, a rational end empirical evaluation of the study programme for future English language teachers at the Faculty of Education, University of Maribor in which he investigated, among other things, the beliefs of the academic staff about the role of theory and practice in the curriculum and, specifically, their beliefs about the relevance of their respective subjects (academic disciplines) for the programme as such. The findings suggest that many of the academic staff, while formally recognising the role of practical knowledge for the profession of the teacher, show little awareness of the purposes of contemporary teacher education and hold rather idealised views about the relevance oftheir respective subjects (academic disciplines) for the study programme as such. For comparison, some findings of an empirical study conducted among students are also given. education teacher education teachers foreign language teachers evaluation vzgoja in izobraževanje izobraževanje učiteljev učitelji učitelji tujega jezika evalvacija true true false Angleški jezik Slovenski jezik Članek v reviji 2012-06-07 12:29:05 2012-06-07 12:29:06 2024-09-06 12:08:39 2021-04-15 03:35:28 2007 0 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 371 15534856 URN:SI:UM:DK:448YD8ZK http://www.pef.uni-lj.si/atee/978-961-6637-06-0/661-669.pdf Povezava od 6. 9. 2024 ni dosegljiva. 0 https://dk.um.si/Dokument.php?lang=slv&id=46876 Filozofska fakulteta 0 0 0