The aim of this thesis is to analyse and determine the characteristics of practical training of prospective educators in technical education.
During the practical training/internship, students learn about the work environment, practical work, and work organisation. They also develop skills and acquire knowledge that give deeper meaning to their education and begin to have confidence in their competencies required to work as preschool teachers.
The introduction presents the scope, aim, objectives, research questions, and methodology. The main body addresses technical education in the preschool years and the role of specific objectives in the curriculum. It also presents the importance of practical training, the competencies of preschool teachers, and the teaching methods used in the work of preschool teachers and in technical education.
In the empirical section, we present the results of a survey filled out by students who participated as job shaders in technical education classes. Based on the responses received, we were able to determine that student perceptions and the methodical flow of activities in these classes are above average. The students encourage the children to think, identify their prior knowledge, and adjust their work accordingly. They motivate the children, respond to their requests, systematically guide the educational process, and communicate with all children. In the research, statistically significant differences were found in the students' relationship with the children in relation to the age of the children. Students built better relationships with children ages 4-5 and 5-6 than with children ages 3-4. In planning their work, students most often used the frontal teaching method, group work, and individual work. On average, the most frequently used method was hands-on work. Based on the responses received, we found that students' skills were above average when it came to leading an activity, as they did so in a way that was meaningful and understandable to children. 91% of the students were satisfied with the way the activities were conducted. They particularly praised the liveliness of the performances, the good preparation and execution of the activities, the cooperation between the students, their efforts to take into account the children's wishes and ideas, and to encourage their independence as well as their great creativity.
The practical training and the acquired theoretical knowledge are two fundamental components of the educational process and a basis for the acquisition of appropriate competences by future preschool teachers.
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