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Idealism versus Realism in Student and Practitioner Attitude toward Teaching

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dc.contributor Казанский федеральный университет
dc.contributor.author Masalimova Alfiya Rafisovna
dc.contributor.author Galishnikova Elena Mihajlovna
dc.date.accessioned 2016-05-23T08:43:42Z
dc.date.available 2016-05-23T08:43:42Z
dc.date.issued 2016
dc.identifier.citation Masalimova A.R. and Galishnikova E.M. Idealism versus Realism in Student and Practitioner Attitude toward Teaching // International Journal of Environmental and Science Education. - 2016 - Volume 11. Issue 7. - P. 1671-1679.
dc.identifier.uri http://dspace.kpfu.ru/xmlui/handle/net/39175
dc.description.abstract The study contributed to develop a competency model of a modern teacher and the algorithm of its development. Investigation into the idealistic understanding of certain competencies and their relevancy by the university undergraduates who participated in the assessment of competencies significance, revealed the following student's attitude: they believe that subject content knowledge and methodological competencies are number ones in their future job. There are a large number of instructional and related activities to be performed by the teacher inside and outside the classroom. In their opinion the educational competency associated with developing a child's personality, talents and etc., was the second in order of importance, whereas in real teaching practice this competency was determined as the first in order of importance followed by reflective competency, and the third place was given to subject and methodical competencies.
dc.language.iso en
dc.relation.ispartofseries International Journal of Environmental and Science Education
dc.rights открытый доступ
dc.subject idealistic and realistic understanding
dc.subject student
dc.subject teacher
dc.subject practitioner
dc.subject competency model
dc.subject.other Народное образование. Педагогика
dc.title Idealism versus Realism in Student and Practitioner Attitude toward Teaching
dc.type Article
dc.contributor.org Институт психологии и образования
dc.relation.ispartofseries-issue 7
dc.relation.ispartofseries-volume 11
dc.pub-id 131369

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