Due to normal work duty and responsibilities, the responsibility for students’ motivation and self-development motivates teachers for continuous training and thus to expand their own competencies. It is especially important in case of teachers who graduate technical and information technology (IT). IT teachers should be familiar with the latest technology as well as innovative solutions in the field of didactics of technical subjects.
This article concerns issues related to the professional development of information technology and technical education teachers in Poland. An analysis of documents shows the stages of professional development. It also highlights the requirements necessary to fulfill on different levels of a teacher’s professional career.
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Introduction: Computers and the applications of today’s high technology can simulate reality so realistically that virtuality has become part of both children’s and adults’ lifestyles (Nagy & Kölcsey, 2017; Szécsi, 2012). However, it did not emerge with the computer applications, but with human thinking and part of that, the virtual conception of the world. In addition to social changes this development can be observed on individuals as well.
Purpose: This study shows the development of virtuality through the examples of cultural, philosophical, aesthetic, then the psychological and pedagogical development of the individual with the help of some important studies.
Methods: This study presents the social and individual development of virtuality throughout theoretical analysis of the research results.
Conclusion: Virtuality has already an important role in the technological and economic sphere and its impact on social innovations, individual and social life can be felt as well. Virtuality-research, its application and improvement contribute to experience a more complete reality and to the improvement of human life quality.
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This article deals with the determination and definition of competencies of pupils and their development in an integrated didactic work place. The article focuses on the practical teaching in the turning workshop at secondary school. The development of competencies is based on the learning objectives for the subject “Technology of Turning” in the practical teaching. The general learning objectives are further specified in sub-objectives, in which the various competencies the student should acquire and develop are defined.
After 1990, the Slovak Republic saw an emergence of a negative attitude towards technical education at primary schools. However, since the beginning of the 21st century the Government has been aware of the unfavourable development of technical education in Slovakia, and according to its autumn 2012 policy statement, it considered “education, science, research and innovation, information and digitization to be essential pillars of the knowledge-based society and economy”. This statement also indicated support for strengthening of education focused on natural sciences and engineering. One of its main preconditions would be innovation of educational programs at different levels of the educational system in accordance with the requirements of pedagogical practice and in line with current needs of the labour market. Therefore, it will support the education leading to the development of job skills of primary school pupils to ensure professional orientation of students, particularly at secondary vocational schools.
The importance of technical education for the overall development of children is discussed in relation to the preparation of students to study at secondary vocational schools. A successful completion of topics in the subject of Technology at primary schools (PS) is a prerequisite for an easier transition of pupils to secondary vocational schools.
Personality development is determined by several factors; we have focused on the effect of mathematical literacy. Gaining new knowledge and skills not only from mathematics is influenced by class climate and the environment in which the educational process takes place.