Model of Integration of Specific Early Childhood Methodics: Students' Perspectives on Their Learning in the Authentic Environments / MODEL INTEGRIRANJA POSEBNIH METODIKA ODGOJA U RANOM DJETINJSTVU: PERSPEKTIVE STUDENATA O NJIHOVOM UČENJU U AUTENTIČNIM OKR

Autor: Tanja Vujić, Aleksandra Šindić, Tamara Pribišev Beleslin
Rok vydání: 2015
Předmět:
Zdroj: Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje. 17
ISSN: 1848-5197
1848-5189
DOI: 10.15516/cje.v17i0.1485
Popis: Theoretical backgrounds for development of a university model of integrated methodical practicum (Methodics of introducing children to the natural and social environment, and Methodics of mathematical concepts formation) are learning about the holistic approach to the education of young children, as well as the pedagogical paradigm of an open preschool curricula and its co-construction. Through an analysis of data collected during this cycle within the framework of mix-method research, the paper is presented as the reflection on implementation of the integrated methodical practicum. Quantitative data indicate a shift of students' insights into their own methodical competences towards to a greater objectivity, and in a sense, restructuring of their theoretical knowledge. Qualitative analysis indicates a shift from the emotional components (especially, uncertainty and fear) by which the students were overwhelmed at the beginning of the cycle, to a greater confidence in their relationships with young children. Integration contributes to a number of positive effects on the development of general and specific methodical competence as well as on the students’ self-confidence. On the other side, it opens up new questions that need to be taken into account: primarily it refers to the issue of the gap in "connecting" theory with / and practice, and equally, to the possibilities of students’ participation in decision-making within process in the next cycle of the action research. Key words: action research; affective and social components of learning; integrated methodical practicum situated learning; university education --- Sažetak Polazne teorijske osnove za razvoj sveucilisnog modela integriraranja prakticne nastave posebnih metodika u ranom djetinjstvu (Metodika upoznavanja okoline i drustvene sredine i Metodika formiranja matematickih pojmova) su ucenje o holistickom pristupu u odgoju djece, te pedagoska paradigma otvorenih programa predskolskog odgoja i obrazovanja kao osnove su-konstrukcije kurikuluma. Prikazuje se razvoj modela kroz implementaciju i refleksiju u akcijskom istraživanju u kome se koristi mjesoviti istraživacki pristup. Kvantitativni podaci ukazuju na pomjeranje uvida studenata o metodickim kompetencijama prema vecoj objektivnosti i ka restrukturiranju teorijskih znanja. Kvalitativna analiza ukazuje na pomjeranje od emocionalnih komponenti (nesigurnosti i strahova) kojima su studenti bili preplavljeni na pocetku ciklusa, ka vecem samopouzdanju u odnosima sa malom djecom. Integriranje doprinosi nizu povoljnih efekata na razvoj opcih i specificnih metodickih kompetencija, a otvaraju se i nova pitanja koja treba uzimati u obzir u narednom periodu. Prvenstveno misli se na pitanje jaza u „povezivanju“ teorije sa praksom, te mogucnosti vece participacije studenata u odlucivanju tokom narednog ciklusa. Kljucne rijeci: afektivna i socijalna komponenta ucenja; akcijsko istraživanje; integrirani metodicki praktikum; situaciono ucenje; sveucilisna nastava.
Databáze: OpenAIRE
Externí odkaz: