engleski

Slow pedagogy and contemporary teaching stategies

In this paper, contemporary teaching strategies are discussed in the theoretical and practical context of slow pedagogy and contemporary curricular planning of the teaching process. Emphasis is placed on the importance of raising awareness of the need to slow down in the teaching process so that students can fully develop in the experiential learning process, i.e. that each student can acquire knowledge and construct meanings, think in critical, creative, and reflective way, form and express attitudes, and develop psychomotor abilities and skills at her/his own pace through practical activities based on her/his interests. Based on the curricular approach to teaching in the context of slow pedagogy, this paper argues the need for careful planning and choosing learning and teaching strategies to achieve the goal using appropriate teaching content, in appropriate social forms and working conditions, and with appropriate ways of (self)evaluation. As a synthesis of knowledge about slow pedagogy, contemporary curriculum and learning and teaching strategies in the teaching process, the paper argues the importance of teachers' professional development and their role of action researchers who continuously evaluate and improve the quality of the educational process for the benefit of all of its stakeholders.

action research, curricular approach, experiential learning, “knowledge-in-action”, learner autonomy

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