PEDAGOGICAL TEHNOLOGICAL CONTENT KNOWLEDGE OF BIOLOGY STUDENTS AS REPRESENTED IN THEIR DIARIES OF MANDATORY PRACTICAL EDUCATION

Učitelji morajo poleg obvladovanja stroke, teoretične podkovanosti v pedagogiki, psihologiji, didaktiki in drugih vedah obvladovati različne metode, tehnike, pristope, vključevanje različnih pripomočkov ipd. (Marentič Požarnik, 1987). Pomembno pa je tudi usposabljanje učitelja za ravnanje, ki temelji na znanju, ki je pretehtano oziroma kot pravi avtorica, premišljeno ravnanje (Lepičnik Vodopivec, 2008). Zato izobraževanje študentov-bodočih učiteljev v univerzitetnih študijskih programih vključuje tako teoretično kot praktično sestavino, pri čemer je poudarek predvsem na načelih, ki so podlaga pedagoškim odločitvam (Cvetek, 2005, str. 77). Teoretična sestavina učiteljevega znanja je predlagana z modelom pedagoško tehnološko vsebinskega znanja (PTCK). V raziskavi, ki smo jo izvedli, smo ugotavljali, kako se PTCK izkazuje v dnevnikih pedagoške prakse študentov biologije. Z analizo smo prišli do nekaterih zaskrbljujočih ugotovitev npr. o preveliki oz. premajhni pogostosti nekaterih na nastopih izvajanih metodglede nivojev zastavljanja ciljev in glede uporabljanja tehnologij pa tudi do nekaterih zelo pozitivnih, ki se nanašajo npr. na kombiniranje učnih oblik v eni učni enoti, kombiniranja učnih metod na eni učni enoti ali na splošno mnenje študentov o pedagoški praksi.Besides the proficiency in one or more chosen field(s) of science, and sufficient theoretical knowledge of pedagogics, psychology and didactics teachers are also bound to display the necessary skills regarding the proper use of various methods, techniques, approaches, application of different tools and instruments etc. (Marentič Požarnik, 1978). However, the author also emphasises the importance of proper training of teachers that is based on the right kind of know-how and moderate consideration (Lepičnik Vodopivec, 2008). Therefore, the education of students which are to become good teachers should include theoretical, as well as practical components with strong emphasis on the principles that provide the background for every pedagogical decision (Cvetek, 2005, p. 77). Theoretical component of the teacher\u27s knowledge is hence suggested by the pedagogical-technological-content-knowledge model (PTCK). With reference to the research conducted we tried to show the way according to which the PTCK model can be observed in the biology students\u27 diaries of pedagogical practice. The following analysis of our findings led us to some worrying conclusions related to the frequence of some methods applied at their pedagogical practice lessons (they were used either too often or too seldom). Further sources of concern were also the levels of some intended goals, as well as the application of the right technologies. Yet, some very positive findings also have to be stressed, particularly considering the combination of educational forms in a single teaching unit or the general opinion of students regarding their pedagogical practice