Startseite pedocs Suchen Navigationsstandort pedocs - Detailanzeige

pedocs - Detailanzeige

Aufsatz (Zeitschrift) zugänglich unter
URN:


Originaltitel: The (co-)construction of knowledge within initial teacher training. Experiences from Croatia
Paralleltitel: (So)ustvarjanje znanja v zacetnem izobrazevanju uciteljev. Izkusnje iz Hrvaske
Autoren: ; ;
Originalveröffentlichung: CEPS Journal 5 (2015) 2, S. 139-157
Dokument:
Lizenz des Dokumentes: Lizenz-Logo 
Schlagwörter (Deutsch): Universität; Studium; Student; Lehramtsstudent; Konstruktivistischer Ansatz; Lehrerausbildung; Trainingsprogramm; Kompetenzentwicklung; Reflexionsvermögen; Praxis; Praxisbezug; Interaktion; Empirische Untersuchung; Kroatien
Pädagogische Teildisziplin: Empirische Bildungsforschung; Hochschulforschung und Hochschuldidaktik
Dokumentart: Aufsatz (Zeitschrift)
ISSN: 2232-2647
Sprache: Englisch
Erscheinungsjahr:
Begutachtungsstatus: Peer-Review
Abstract (Englisch): “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. (DIPF/Orig.)
weitere Beiträge dieser Zeitschrift: CEPS Journal Jahr: 2015
Statistik: Anzahl der Zugriffe auf dieses Dokument
Prüfsummen: Prüfsummenvergleich als Unversehrtheitsnachweis
Eintrag erfolgte am: 24.07.2015
Empfohlene Zitierung: Vujicic, Lidija; Boneta, Zeljko; Ivkovic, Zeljka: The (co-)construction of knowledge within initial teacher training. Experiences from Croatia - In: CEPS Journal 5 (2015) 2, S. 139-157 - URN: urn:nbn:de:0111-pedocs-110008