Naslov
DIFFERENT ASPECTS AND THEORETICAL FRAMEWORKS FOR SELF-DIRECTED LEARNING

Autori
Čepić, Renata ; Borščak Dronjić, Maša ; Lončarić, Darko

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

Izvornik
INTED2019 Proceedings 13th International Technology, Education and Development Conference Valencia, Spain. / Gómez Chova, Luis ; López Martínez, Agustín ; Candel Torres, Ignacio - Valencia : International Academy of Technology, Education and Development (IATED), 2019, 9208-9216

ISBN
978-84-09-08619-1

Skup
13th International Technology, Education and Development Conference (INTED 2019)

Mjesto i datum
Valencia, Španjolska, 11.03.2019. - 13.03.2019

Vrsta sudjelovanja
Ostalo

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
Self-directed learning, Self-directed education, Lifelong learning, Professional development.
(self-directed learning, self-directed education, lifelong learning, professional development)

Sažetak
Early childhood teacher and primary teacher profession require continuous professional development, upgrading of knowledge, acquiring new and deepening acquired skills. In order to constantly improve, it is not enough to attend courses, seminars and lectures. In addition to that (or instead of that) it is important to learn independently, whether in the workplace or outside of it. The main goal of this study was to stress the importance of self-directed learning in the context of life-long learning initiatives. Different conceptions of self- directed learning will be presented, and special attention will be given to the differentiation of linear and interactive models. A distinction of formal, non- formal, informal education is also relevant for the concept of self-directed education and will be presented in the context of continuous professional development and adult education. Special attention will be given to professional development of early childhood teachers and primary teachers with an emphasis on their competencies and beliefs about the applicability of self-directed learning principles in their work. This analysis will provide educators and policymakers with some guidelines for transfer of knowledge and information about self-directed learning/education from adult education to early and primary childhood education, challenging the predominant belief that young children are not ready or able to harness the benefits of the self-directed education environment.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija, Pedagogija, Obrazovne znanosti (psihologija odgoja i obrazovanja, sociologija obrazovanja, politologija obrazovanja, ekonomika obrazovanja, antropologija obrazovanja, neuroznanost i rano učenje, pedagoške discipline)

Napomena
Proceedings indexed in Web of Science Crossref

POVEZANOST RADA