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Constructivism and Education of Pre-School Teachers


Babić, Nada; Irović, Stanislava
Constructivism and Education of Pre-School Teachers // Contemporary teaching / Peko, Anđelka ; Borić, Edita ; Sablić, Marija (ur.).
Osijek: University of J. J. Strossmayer in Osijek, Faculty of Philosophy, 2005. str. 25-33 (predavanje, međunarodna recenzija, cjeloviti rad (in extenso), znanstveni)


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Naslov
Constructivism and Education of Pre-School Teachers

Autori
Babić, Nada ; Irović, Stanislava

Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni

Izvornik
Contemporary teaching / Peko, Anđelka ; Borić, Edita ; Sablić, Marija - Osijek : University of J. J. Strossmayer in Osijek, Faculty of Philosophy, 2005, 25-33

ISBN
953-6456-56-7

Skup
International Scientific Colloquium Contemporary Teaching

Mjesto i datum
Osijek, Republika Hrvatska, 5-6. 12. 2002

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
constructivism; preschool teachers' education

Sažetak
Constructivism as a theoretical framework, or a set of approaches and/or methods and principles, interprets the nature of knowledge and the process of cognition. Every attempt to interpret constructivism must take into account its fluid nature and various "directions" (trivial/personal, radical, social, cultural, holistic constructivism). Therefore, every discourse on constructivism imposes the necessity of consensus or at least the minimal level of intersubjectivity in order to articulate various interpretations, to overcome simplifications, which enables communication among its supporters and critics. Even though, originally, constructivism was the theory of learning and not teaching, it possesses various pedagogic implications that are being discussed in this paper. Consistent application of constructivist approach in the course of education of preschool teachers gives them a theoretical framework for the understanding of teaching and learning, of their own roles and educational strategies. Constructivist design of teacher education, together with critical analysis and structural reflection on formal and practical part of instruction implies changes on the level of goals and educational methodology. An active role of students in the process of understanding of conceptual and practical dimensions of a constructivist model is a prerequisite for its interpretation, redefining and integration in a personal value system and educational practice. Constructivism is not seen as the only possible and comprehensive theoretical framework of learning and teaching but as an approach that gives a possibility to a teacher to mediate between child/student knowledge and the everyday reality in an appropriate way.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija



POVEZANOST RADA


Ustanove
Filozofski fakultet, Osijek

Profili:

Avatar Url Nada Babić (autor)

Avatar Url Stanislava Irović (autor)

Citiraj ovu publikaciju

Babić, Nada; Irović, Stanislava
Constructivism and Education of Pre-School Teachers // Contemporary teaching / Peko, Anđelka ; Borić, Edita ; Sablić, Marija (ur.).
Osijek: University of J. J. Strossmayer in Osijek, Faculty of Philosophy, 2005. str. 25-33 (predavanje, međunarodna recenzija, cjeloviti rad (in extenso), znanstveni)
Babić, N. & Irović, S. (2005) Constructivism and Education of Pre-School Teachers. U: Peko, A., Borić, E. & Sablić, M. (ur.)Contemporary teaching.
@article{article, year = {2005}, pages = {25-33}, keywords = {constructivism, preschool teachers' education}, isbn = {953-6456-56-7}, title = {Constructivism and Education of Pre-School Teachers}, keyword = {constructivism, preschool teachers' education}, publisher = {University of J. J. Strossmayer in Osijek, Faculty of Philosophy}, publisherplace = {Osijek, Republika Hrvatska} }