Modernizing the Professional Capabilities of Driving Instructors and Traffic Safety Teachers

dc.creator	Kolarov Ivan
dc.date	2009-06-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:21:38Z
dc.date.available	2015-08-12T11:21:38Z
dc.identifier	1803-1617
dc.identifier	https://doaj.org/article/8e56cde10e734810aa05ee1665a91c9f
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/29087
dc.description	The effective traffic safety training is a long process; it starts from very young age and continues throughout life. This is not only a process of acquiring knowledge and skills, but also a matter of social importance. Pedagogical forms of education depend on the position of a man in society, respectively, on abilities to percept the environment. The recent investigations of traffic accidents show, that the young drivers generally have poorer than average self-reflection skills. It is therefore important to foster self-reflection skills and attitudes from an early age, especially in matters that relate to road and driving safety. All of staff that have career in traffic safety training (mainly instructors for driving and traffic safety teachers) in Europe have their responsibility for decreasing the traffic accidents and incidents by polishing their skills. They work under variety conditions, specific National Lows and Regulations, but the features of their target groups are one and the same. In order to meet the new challenges put by EU Commission they need to have common vision about traffic safety training in Europe, to know what traffic safety means for different age groups, to know what is the best practice of their colleagues, including curricula, methods, training materials, and to be aware their work is very important for traffic safety. Aim of this paper is to present an approach for non-formal instructors for driving and traffic safety teachers training for modernizing their professional capabilities with students form 0 to 30 years old. The investigations and main results are based on the theoretical investigation for hierarchical level of behavior, made by Hatakka for instructors for driving training. The students are divided in four age groups: pre-school children (0-6 years), schoolchildren (7-12 years), teenagers (13-17 years) and young adults (18-30 years). For each age group a curriculum is developed according to common EU rules and the Hattakas’ investigations. An example for curricula on teenagers’ traffic safety training is presented the paper.
dc.language	English
dc.publisher	Czech University of Life Sciences Prague
dc.relation	http://www.eriesjournal.com/_papers/article_72.pdf
dc.relation	https://doaj.org/toc/1803-1617
dc.source	Journal on Efficiency and Responsibility in Education and Science, Vol 2, Iss 1, Pp 51-58 (2009)
dc.subject	Trafic Safety
dc.subject	Instructors for Driving
dc.subject	Trafic Safety teachers
dc.subject	continues training
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Modernizing the Professional Capabilities of Driving Instructors and Traffic Safety Teachers
dc.type	article