<abstract xmlns="http://www.w3.org/1999/xhtml"><bold><italic>Introduction:</italic></bold>The goal of this paper is to show how the undergraduate students are able to differentiate among learning-centered, learner-centered, feedback-centered and community-centered knowledge acquisitions. We wanted them to recognize which method is used by the teacher and how each method influences the primary school pupils’ knowledge acquisition.<bold><italic>Methods:</italic></bold>We chose the video analyzing technique to make the students recognize different learning organizational methods.<bold><italic>Results:</italic></bold>The results of the study suggest that the observation helped the undergraduate students understand the aims, tasks and techniques of teaching and organizing classroom work. They realized that this type of analysis helps them develop their own teaching strategies.<bold><italic>Discussion:</italic></bold>Drawing on the results it is not possible to be a “good teacher” without obtaining and continuously maintaining a high level of professional knowledge, whose important element might be the Complex Instruction method and the recognition of the knowledge acquisition methods in the classroom.<bold><italic>Limitations:</italic></bold>This study was limited to only undergraduate students who attended the study voluntarily. The sampling was confined to 46 participants.<bold><italic>Conclusion:</italic></bold>The students are able to spot the teacher’s activities that support pupils’ learning. They recognized the positive impact of generating debate among the pupils on the development of their skills.</abstract>

Introduction:The goal of this paper is to show how the undergraduate students are able to differentiate among learning-centered, learner-centered, feedback-centered and community-centered knowledge acquisitions. We wanted them to recognize which method is used by the teacher and how each method influences the primary school pupils’ knowledge acquisition.Methods:We chose the video analyzing technique to make the students recognize different learning organizational methods.Results:The results of the study suggest that the observation helped the undergraduate students understand the aims, tasks and techniques of teaching and organizing classroom work. They realized that this type of analysis helps them develop their own teaching strategies.Discussion:Drawing on the results it is not possible to be a “good teacher” without obtaining and continuously maintaining a high level of professional knowledge, whose important element might be the Complex Instruction method and the recognition of the knowledge acquisition methods in the classroom.Limitations:This study was limited to only undergraduate students who attended the study voluntarily. The sampling was confined to 46 participants.Conclusion:The students are able to spot the teacher’s activities that support pupils’ learning. They recognized the positive impact of generating debate among the pupils on the development of their skills.

Developing Undergraduate Students’ Teaching Competences

Acta Educationis Generalis

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

{"article-title":"Developing Undergraduate Students\u2019 Teaching Competences"}

Introduction:The goal of this paper is to show how the undergraduate students are able to differentiate among learning-centered, learner-centered,...

Developing Undergraduate Students’ Teaching Competences

Publié en ligne: 31 juil. 2020

Pages: 133 - 149

Reçu: 02 févr. 2020

Accepté: 10 avr. 2020

DOI: https://doi.org/10.2478/atd-2020-0014

Mots clés
student, competences, complexity, instruction

© 2020 Emese K. Nagy, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Developing Undergraduate Students’ Teaching Competences

Publié en ligne: 31 juil. 2020

Pages: 133 - 149

Reçu: 02 févr. 2020

Accepté: 10 avr. 2020

DOI: https://doi.org/10.2478/atd-2020-0014

Mots clésstudent, competences, complexity, instruction

© 2020 Emese K. Nagy, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
student, competences, complexity, instruction