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Contemporary Challenges and Preschool Teachers’ Education in Croatia : The Evaluation of the New Study Program of Early/Preschool Care and Education at Faculty of Teacher Education in Rijeka


Tatalović Vorkapić, Sanja; Vujičić, Lidija; Boneta, Željko
Contemporary Challenges and Preschool Teachers’ Education in Croatia : The Evaluation of the New Study Program of Early/Preschool Care and Education at Faculty of Teacher Education in Rijeka // New Voices in Higher Education Research and Scholarship / Ribeiro, Filipa M. ; Politis, Yurgos ; Culum, Bojana (ur.)., 2015. str. 292-309


Naslov
Contemporary Challenges and Preschool Teachers’ Education in Croatia : The Evaluation of the New Study Program of Early/Preschool Care and Education at Faculty of Teacher Education in Rijeka

Autori
Tatalović Vorkapić, Sanja ; Vujičić, Lidija ; Boneta, Željko

Vrsta, podvrsta i kategorija rada
Poglavlja u knjigama, znanstveni

Knjiga
New Voices in Higher Education Research and Scholarship

Urednik/ci
Ribeiro, Filipa M. ; Politis, Yurgos ; Culum, Bojana

Izdavač
IGI Global

Godina
2015

Raspon stranica
292-309

ISBN
978-1-4666-7244-4

Ključne riječi
Competencies of Preschool Teachers, Evaluation, Study Program EPCE

Sažetak
The evaluation of the new graduate study program Early and Preschool Care and Education (EPCE) was conducted recently in Croatia. Preschool teachers and graduate students were asked about their motivation for enrolling, the level of competencies developed during their study, and the predictive power of three significantly connected motives in relation to those competencies. Statistical analysis revealed highly positive perception of relevant competences gained. This finding confirmed the hypothesis that continuing professional development through formal higher education contributes significantly to improved preschool teachers’ performance while coping with changing and growing job demands. Moreover, subjects demonstrated highly intrinsic motivation for enrolling. Extrinsic motives were indicative of a more negative, while intrinsic motivation led to more positive, perception of learning outcomes and gained competencies. Overall, the evaluation was highly positive and the findings confirmed the importance of satisfying the professional needs of preschool teachers.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija

Napomena
DOI:10.4018/978-1-4666-7244-4.ch015



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