PROFESSIONAL SELF-CONCEPT OF STUDENTS WITHIN FINAL PEDAGOGICAL PRACTICE

This paper introduces research results which deal with exploring the state and development of the professional self-concept of students in context of autonomous and heterogeneous assessment of final pedagogical practices. We mapped self-reflection of practicing students through evaluating forms (autonomous assessment) and at the same time evaluation of students by teacher trainers (heteronomous assessment). We were interested to find out the level of self-reflection of students, to what level it corresponds with teacher trainers' assessment of students and last but not least we surveyed the development of their professional self-concept. The set of considered items pays attention to professional personal, didactic competences, which is in the context with the Framework of professional qualities of a preschool teacher in the Czech Republic (Syslova & Chaloupkova, 2015). This was a quantitative research survey and its research tool was an assessment sheet with ten point items for students and teacher trainers. The results of self-reflection of students show a slight understatement according to teacher trainers in all investigated items; however, the self-assessment of students was found to be on a higher level, because it ranked in the upper half of the ten-point scale. (C) 2019 Published by Future Academy www.FutureAcademy.org.UK