The (Co-)Construction of Knowledge within Initial Teacher Training: Experiences from Croatia
“Learning by doing” within and together with a “community that learns” ought to become the fundamental method of learning – not only for children, but also for their teachers and other participants in the educational process. To what extent are students of early and preschool education involved in s...
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| Format: | Article |
| Language: | English |
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University of Ljubljana
2015-06-01
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| Series: | Center for Educational Policy Studies Journal |
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| Online Access: | https://ojs.cepsj.si/index.php/cepsj/article/view/146 |
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| author | Lidija Vujičić Željko Boneta Željka Ivković |
| author_facet | Lidija Vujičić Željko Boneta Željka Ivković |
| author_sort | Lidija Vujičić |
| collection | DOAJ |
| description | “Learning by doing” within and together with a “community that learns” ought to become the fundamental method of learning – not only for children, but also for their teachers and other participants in the educational process. To what extent are students of early and preschool education involved in such work methods, and what have their experiences been like?
An example of a research-based, reflective approach to practice grounded in action research and the co-construction of knowledge with students shall be presented as an example of quality practice at the Faculty of Teacher Education in Rijeka. Such a form of practice creates knowledge through the action itself and through contemplation of one’s actions and the actions of others, all with the purpose of strengthening the practical competencies of future teachers. Our conclusion is that mutual learning, as propounded by the social constructivist approach to education, within the context of the mutual discussions between students and teachers that we organized directly contributed to the development of (self-)reflection
competencies among future teachers, while also immersing all participants in an environment conducive to deliberation and the (re)definition of oneself and one’s own pedagogical work. |
| format | Article |
| id | doaj-art-b58d9d5e646f494f8c61ba198014ac90 |
| institution | DOAJ |
| issn | 1855-9719 2232-2647 |
| language | English |
| publishDate | 2015-06-01 |
| publisher | University of Ljubljana |
| record_format | Article |
| series | Center for Educational Policy Studies Journal |
| spelling | doaj-art-b58d9d5e646f494f8c61ba198014ac902025-08-20T03:16:43ZengUniversity of LjubljanaCenter for Educational Policy Studies Journal1855-97192232-26472015-06-0152The (Co-)Construction of Knowledge within Initial Teacher Training: Experiences from CroatiaLidija VujičićŽeljko BonetaŽeljka Ivković“Learning by doing” within and together with a “community that learns” ought to become the fundamental method of learning – not only for children, but also for their teachers and other participants in the educational process. To what extent are students of early and preschool education involved in such work methods, and what have their experiences been like? An example of a research-based, reflective approach to practice grounded in action research and the co-construction of knowledge with students shall be presented as an example of quality practice at the Faculty of Teacher Education in Rijeka. Such a form of practice creates knowledge through the action itself and through contemplation of one’s actions and the actions of others, all with the purpose of strengthening the practical competencies of future teachers. Our conclusion is that mutual learning, as propounded by the social constructivist approach to education, within the context of the mutual discussions between students and teachers that we organized directly contributed to the development of (self-)reflection competencies among future teachers, while also immersing all participants in an environment conducive to deliberation and the (re)definition of oneself and one’s own pedagogical work.https://ojs.cepsj.si/index.php/cepsj/article/view/146initial teacher trainingprofessional developmentreflective practitioners(self-) reflectionthe (co-)construction of knowledge |
| spellingShingle | Lidija Vujičić Željko Boneta Željka Ivković The (Co-)Construction of Knowledge within Initial Teacher Training: Experiences from Croatia Center for Educational Policy Studies Journal initial teacher training professional development reflective practitioners (self-) reflection the (co-)construction of knowledge |
| title | The (Co-)Construction of Knowledge within Initial Teacher Training: Experiences from Croatia |
| title_full | The (Co-)Construction of Knowledge within Initial Teacher Training: Experiences from Croatia |
| title_fullStr | The (Co-)Construction of Knowledge within Initial Teacher Training: Experiences from Croatia |
| title_full_unstemmed | The (Co-)Construction of Knowledge within Initial Teacher Training: Experiences from Croatia |
| title_short | The (Co-)Construction of Knowledge within Initial Teacher Training: Experiences from Croatia |
| title_sort | co construction of knowledge within initial teacher training experiences from croatia |
| topic | initial teacher training professional development reflective practitioners (self-) reflection the (co-)construction of knowledge |
| url | https://ojs.cepsj.si/index.php/cepsj/article/view/146 |
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