Napredna pretraga

Pregled bibliografske jedinice broj: 879329

CRITICAL – REFLECTIVE MODEL IN THE EDUCATIONAL PROCESS


Vujičić, Lidija; Pejić Papak, Petra
CRITICAL – REFLECTIVE MODEL IN THE EDUCATIONAL PROCESS // CONTRIBUTIONS TO THE DEVELOPMENT OF THE CONTEMPORARY PARADIGM OF THE INSTITUTIONAL CHILDHOOD: AN EDUCATIONAL PERSPECTIVE / Vujičić, Lidija ; Holz, Oliver ; Duh, Matjaž ; Michielsen, Melissa (ur.).
Zurich: LIT VERLAG, 2017. str. 339-351


Naslov
CRITICAL – REFLECTIVE MODEL IN THE EDUCATIONAL PROCESS

Autori
Vujičić, Lidija ; Pejić Papak, Petra

Vrsta, podvrsta i kategorija rada
Poglavlja u knjigama, znanstveni

Knjiga
CONTRIBUTIONS TO THE DEVELOPMENT OF THE CONTEMPORARY PARADIGM OF THE INSTITUTIONAL CHILDHOOD: AN EDUCATIONAL PERSPECTIVE

Urednik/ci
Vujičić, Lidija ; Holz, Oliver ; Duh, Matjaž ; Michielsen, Melissa

Izdavač
LIT VERLAG

Grad
Zurich

Godina
2017

Raspon stranica
339-351

ISBN
978-3-643-90912-1

Ključne riječi
Co-constructivism theory, reflective practitioner, elementary school teacher, preschool teacher, professional training

Sažetak
In the co-constructivist approach to researching the educational practice the focus is on findings which affirm the importance of the culture of the educational institution as a complex multidimensional phenomenon that is necessarily linked to questioning its quality of influence on the institutional context of living. Holistic understanding of the child and subjective construction of reality in educational practice put an emphasis on relationships in the learning process. This is why we wanted to examine the attitudes and find possible differences between elementary teachers and preschool teachers in the implementation of teaching and learning strategies, and to explore the frequency of maintaining forms of professional development with regard to expressed views. Research was carried out in Croatia on a sample of 458 respondents (220 elementary school teachers and 238 preschool teachers) by means of a questionnaire. Two factors were extracted based on separate scales of attitudes that were named: the reflective practitioner and traditional teacher. Indicators of the t-test show that the preschool teachers’ attitudes, in relation to elementary school teachers’ attitudes, are more focused on the promotion of reflective practice with a statistically significant difference in the frequency of workshops, seminars, and lectures in institutions of early and preschool education.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija

Napomena
Sveučilište u Rijeci istraživački projekt „Kultura odgojno-obrazovne ustanove kao čimbenik (su)konstrukcije znanja“ br. 13.10.2.201



POVEZANOST RADA


Ustanove
Sveučilište u Rijeci