e-Pedagogium, 2022 (vol. 22), issue 2

Introduction

editors

e-Pedagogium 2022, 22(2):5-6  

Reforms in teacher education programs to enhance the professionalization of the teaching profession

Talar Agopian

e-Pedagogium 2022, 22(2):7-19 | DOI: 10.5507/epd.2022.013  

Sociologists have defined characteristics that distinguish full professions from other kinds of occupations. Literature on the teaching profession indicates that teaching is classified as a semi-profession because the attributes of the teaching profession do not fulfil the dimensions that characterize a full profession. The status of the teaching profession can be raised by making teaching more scientific, evidence-based, and informed by research. This paper emphasizes the important role of teacher education programs in realizing such improvements and raising the status of the teaching profession. Reforms in these programs can help prospective teachers...

The relationship between problematic internet use and depression, anxiety in university students: a systematic review

Justýna Dočkalová, Xue Zhao, Jana Kvintová

e-Pedagogium 2022, 22(2):20-35 | DOI: 10.5507/epd.2022.006  

Every day we are exposed to modern technology which influences our behaviour and perception to a greater or lesser extent. In connection with the use of technology, the prevalence of mental disorders has increased since 2015. The aim of this study was to make a systematic review that covers the existing knowledge on problematic internet behaviour in relation to anxiety and/or depression in university students. The review focused on two types of research studies: from China and from other foreign countries. Papers from 'other foreign countries' were taken from the Medline Database of Palacký University Olomouc. Papers from China were taken from the...

International comparative study of standards for new teacher's professional development

Zhaohao Nian, Štefan Chudý

e-Pedagogium 2022, 22(2):36-50 | DOI: 10.5507/epd.2022.003  

According to the theory of teachers' professional development, teachers' career development can be divided into five stages: induction, stability, new challenges and problems, professional plateau, renewal or degeneration (Day, Sachs, 2004). From the perspective of teacher's professional career development, new teachers generally refer to teachers who have been qualified for teaching for less than three years (Zhong, 2017). Since the new teacher is in the initial stage of teacher professional development, this teaching philosophy and practice have an impact on the teaching attitude, identity, and teaching methods of the teacher professional development...

Conference SCUP & NPI Trends in Teachers’ Education in the mirror of today’s society  8th–9th of November 2022

e-Pedagogium 2022, 22(2)