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Prethodno priopćenje
https://doi.org/10.15516/cje.v17i0.1474

Lifelong Learning and Changes in Preschool Teacher Education – Croatian Experiences

Lidija Vujičić ; Faculty of Teacher Education, University of Rijeka
Renata Čepić ; Faculty of Teacher Education, University of Rijeka
Sanja Tatalović Vorkapić ; Faculty of Teacher Education, University of Rijeka

Puni tekst: engleski, pdf (307 KB) str. 175-189 preuzimanja: 335* citiraj
APA 6th Edition
Vujičić, L., Čepić, R. i Tatalović Vorkapić, S. (2015). Lifelong Learning and Changes in Preschool Teacher Education – Croatian Experiences. Croatian Journal of Education, 17 (Sp.Ed.2), 175-189. https://doi.org/10.15516/cje.v17i0.1474
MLA 8th Edition
Vujičić, Lidija, et al. "Lifelong Learning and Changes in Preschool Teacher Education – Croatian Experiences." Croatian Journal of Education, vol. 17, br. Sp.Ed.2, 2015, str. 175-189. https://doi.org/10.15516/cje.v17i0.1474. Citirano 18.08.2019.
Chicago 17th Edition
Vujičić, Lidija, Renata Čepić i Sanja Tatalović Vorkapić. "Lifelong Learning and Changes in Preschool Teacher Education – Croatian Experiences." Croatian Journal of Education 17, br. Sp.Ed.2 (2015): 175-189. https://doi.org/10.15516/cje.v17i0.1474
Harvard
Vujičić, L., Čepić, R., i Tatalović Vorkapić, S. (2015). 'Lifelong Learning and Changes in Preschool Teacher Education – Croatian Experiences', Croatian Journal of Education, 17(Sp.Ed.2), str. 175-189. https://doi.org/10.15516/cje.v17i0.1474
Vancouver
Vujičić L, Čepić R, Tatalović Vorkapić S. Lifelong Learning and Changes in Preschool Teacher Education – Croatian Experiences. Croatian Journal of Education [Internet]. 2015 [pristupljeno 18.08.2019.];17(Sp.Ed.2):175-189. https://doi.org/10.15516/cje.v17i0.1474
IEEE
L. Vujičić, R. Čepić i S. Tatalović Vorkapić, "Lifelong Learning and Changes in Preschool Teacher Education – Croatian Experiences", Croatian Journal of Education, vol.17, br. Sp.Ed.2, str. 175-189, 2015. [Online]. https://doi.org/10.15516/cje.v17i0.1474
Puni tekst: hrvatski, pdf (307 KB) str. 175-189 preuzimanja: 395* citiraj
APA 6th Edition
Vujičić, L., Čepić, R. i Tatalović Vorkapić, S. (2015). Cjeloživotno učenje i promjene u obrazovanju odgajatelja – iskustvo iz Hrvatske. Croatian Journal of Education, 17 (Sp.Ed.2), 175-189. https://doi.org/10.15516/cje.v17i0.1474
MLA 8th Edition
Vujičić, Lidija, et al. "Cjeloživotno učenje i promjene u obrazovanju odgajatelja – iskustvo iz Hrvatske." Croatian Journal of Education, vol. 17, br. Sp.Ed.2, 2015, str. 175-189. https://doi.org/10.15516/cje.v17i0.1474. Citirano 18.08.2019.
Chicago 17th Edition
Vujičić, Lidija, Renata Čepić i Sanja Tatalović Vorkapić. "Cjeloživotno učenje i promjene u obrazovanju odgajatelja – iskustvo iz Hrvatske." Croatian Journal of Education 17, br. Sp.Ed.2 (2015): 175-189. https://doi.org/10.15516/cje.v17i0.1474
Harvard
Vujičić, L., Čepić, R., i Tatalović Vorkapić, S. (2015). 'Cjeloživotno učenje i promjene u obrazovanju odgajatelja – iskustvo iz Hrvatske', Croatian Journal of Education, 17(Sp.Ed.2), str. 175-189. https://doi.org/10.15516/cje.v17i0.1474
Vancouver
Vujičić L, Čepić R, Tatalović Vorkapić S. Cjeloživotno učenje i promjene u obrazovanju odgajatelja – iskustvo iz Hrvatske. Croatian Journal of Education [Internet]. 2015 [pristupljeno 18.08.2019.];17(Sp.Ed.2):175-189. https://doi.org/10.15516/cje.v17i0.1474
IEEE
L. Vujičić, R. Čepić i S. Tatalović Vorkapić, "Cjeloživotno učenje i promjene u obrazovanju odgajatelja – iskustvo iz Hrvatske", Croatian Journal of Education, vol.17, br. Sp.Ed.2, str. 175-189, 2015. [Online]. https://doi.org/10.15516/cje.v17i0.1474

Sažetak
With respect to the initiation and implementation of the Differential Programme of Lifelong Learning of Preschool Teachers, it was necessary to carry out its objective evaluation. This implied an investigation and analysis of their satisfaction with the quality of the Programme which was measured by 6 basic components: Communication with students, Teacher preparation, Information availability, Work organization, Complexity of courses and Method of evaluation. A total of 326 assessments were indicated on a 5-point Likert scale. In general, student assessments of all the components, regardless of individual courses, are fairly positive. The most significant predictor for all the others was found to be the component communication with students. It revealed that a communicative relationship with a teacher was given precedence over all the other quality dimensions of teaching. This result considerably differs from results obtained by several research studies on the quality of teaching within full-time academic education. Therefore, the emphasis is very much on students of higher education programmes and their important role in the creation of teaching, implying that their assessments are to be seen as important predictors for programme improvement at the level of every single course as well as the programme as a whole.

Ključne riječi
evaluacija; odgajatelj; osiguranje kvalitete; studijski program

Hrčak ID: 143226

URI
https://hrcak.srce.hr/143226

[hrvatski]

Posjeta: 1.242 *