Learning and Reading Strategies of Future Teachers in International Comparison
Our text is centred on the study strategies of future teachers. As educators of future
teachers, we pose the question whether and how the study strategies, which are being
learnt by students during their tertiary education, acquired and reinforced. could become
part of their permanent repertoire of behaviour. Our further question was whether those
strategies can really lead towards more effective learning and are potentially useful to
be passed on to future generations.
Czech Republic has witnessed extensive changes in the teaching profesion, partly
represented by a change in the role of the teacher, as well as by many social changes
leading to new motives, goals and tasks for the generation of future teachers. A
reflection on the effects and their consequences for the strategies of young people in
teacher training was one of the goals reasons for writing this publication. A such changes
are not only specific to Czech education, but are increasingly gaining European - wide
attention, our interest was also focused on future teachers from Poland, another European
country with similar legal standards and political influences.
The answers to these questions can be found in the second part of the book describing the
results of two empirical surveys based on a quantitative research pattern. Their aim was
to identify and compare preferred learning and reading strategies of Czech and Polish
future teachers in the context of current conditions.
INTRODUCTION
1 System of teacher education in the Czech Republic and in Poland : structure,
trends and dilemmas
11 Teacher education in the Czech Republic
111 Significant moments in the education of secondary school teachers
112 Framework Concept and qualification standards
113 Dilemmas and issues in Czech teacher training
12 Teacher training in Poland
121 The structure of teacher training
122 Qualification standards
123 Dilemmas of teacher training
2 Comparison of Czech and Polish teachers as professional groups
21 The changing role of the teacher
22 Quantitative comparison of the professional groups of teachers in the Czech Republic
and Poland
221 Financial reward of teachers in the Czech Republic and Poland (comparative questions,
module 1)
222 Teaching profession from the perspectives of class size and ratio of students to
teaching staff: Czech – Polish comparison (questions, module 2)
Conclusion
3 Student teachers in pregradual education: transformations
31 University study and its transformations in terms of conditions affecting students
32 The risks connected with selected aspects of university study and their reflection on
students’ evaluation of courses
33 Reflected individuality of the student teacher as a basis for future professional life
Conclusion
4 Basis and objectives of the research: Probes 1 and 2
41 Probe 1: Learning strategies of future teachers – conceptual framework and research
objectives
411 Learning strategies – cognitive styles – learning styles – learning approaches
412 Academic achievement: conditions, factors
413 An overview of research objectives of Probe 1
42 Probe 2: Students’ strategies for learning from text – conceptual framework and
research objectives
421 Learning from text – theoretical basis
422 Reading, reading skills and strategies
423 Strategies for learning from text
424 Research into strategies for learning from text and the findings thereof
Conclusion
425 An overview of research objectives of Probe 2
5 Research Methodology
51 Data Collection and Processing
52 Description of the Research Sample
53 Detailed Description of Questionnaires
531 Learning Style – ASI (Probe 1) Questionnaire
532 “My University Studies and I” (Probe 1) Questionnaire
533 “Learning from Text” (Probe 2) Questionnaire
6 Main findings of Survey 1: Study strategies of students at Faculties of
Education in the Czech Republic and Poland
61 Individual characteristics of students at the faculties in question
611 Students’ motivation for the teaching profession
612 Students’ motivation for studying
613 Methods used by students when preparing for exams
614 Study approaches
62 Study environment of monitored Faculties of Education
621 Brief description of the study environment of both faculties
622 Teaching methods used by lecturers
623 Students’ activities in lessons
624 Requirements of students for course completion
63 Study results
631 Study results and subjective effectiveness of learning
632 Learning difficulties (frequency, types, solutions)
633 Satisfaction with professional training
7 First part of main findings of Probe 2 : Strategies of learning from text
used by students at monitored Faculties of Education
71 Strategies used by students BEFORE learning from text
72 Strategies used by students DURING learning from text
721 Reading methods
722 Strategies facilitating comprehension and retaining knowledge during learning from
text
723 Strategies of note taking from text
724 Strategies during difficulties with text comprehension
73 Strategies used by students AFTER reading from text
731 Strategies for processing of new knowledge
732 Strategies for learning during revision of the text contents
733 Strategies used when retrieving information from text
734 Strategies used for difficulties in retrieving specific information from text
Conclusion
74 Strategies of learning from text in terms of effectiveness
8 Second part of main findings of Probe 2 : Further aspects of learning from
text from the point of view of students at Czech and Polish Faculties of Education
81 Students’ subjective evaluation of their own qualities
811 Subjective evaluation of one’s own learning from text
812 Motivation to repeat the reading of a text
813 Identification of problems in learning from text and their causes from students’
point of view
82 Contexts of learning from text – anthropogenic factors
Conclusion
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9 Probes 1 and 2: Statistically significant relationships, evaluation of
research questions
91 Statistically significant relationships in the field of study strategies (Probe 1)
911 Research question 1
912 Research question 2
913 Research question 3
914 Research question 4
92 Statistically significant relationships in the field of learning from text (Probe 2)
921 Research question 5
922 Research question 6
10 Discussion and Conclusion
101 Research on future teachers from the perspective of learning approaches
102 Profiles of Polish and Czech students in terms of learning from text
Conclusion
REFERENCES
ANNEXES
SUMMARY
ABOUT
THE AUTHORS
INDEX
268 pages, Paperback
