Abstrakt
Video has become a regular part of teachers' training. The impact of videoclubs on the development of teachers' professional competences is described by many studies.
Our research focuses on how future teachers of mathematics and art education assess the benefits of videoclubs for their professional development. The probe is part of a wider research project which takes place at Charles University.
Within its framework, in the autumn of 2016, five videoclubs were organized for future teachers of various subjects. Here we analyse the statements of pre-service teachers of mathematics and art education, which they provided in the questionnaires at the conclusion of these videoclubs.
We use the qualitative method of Grounded Theory. We select five questionnaire items aimed at students' self-development.
We note the differences in the perception of the benefits of videoclubs between students of mathematics and art education.