Original scientific paper
https://doi.org/10.15516/cje.v20i0.3051
Social Environment and the Quality of Social Interactions: The Perspective of Future Preschool Teacherselja
Lidija Vujičić
orcid.org/0000-0002-2293-2197
; University of Rijeka, Faculty of Teacher Education
Akvilina Čamber Tambolaš
orcid.org/0000-0001-9752-0800
; University of Rijeka, Faculty of Teacher Education
Tamara Navratil
orcid.org/0000-0003-2066-1933
; Kindergarten Rijeka
Abstract
Initial education of future preschool teachers is discussed in the context of them being researchers of their own educational practice, who, on a daily basis, think about and discuss their work. Even at university level, students should be encouraged to develop competencies that will help them build their professional knowledge in interaction with other students.
We will present the results of research on practical exercises for students as part of the course Integrated Curriculum of Early and Preschool Education within university undergraduate study Early and Preschool Education. The purpose of this research is to carry out an analysis of the frequency of situations from the social environment that influence the quality and direction of children's interactions. The instrument for data collection consisted of video recordings of children’s and students’ activities. The total material consisted of 660 video recordings, 174 reflections and self-reflections of students. After their analysis, we designed a written protocol (a posteriori), which formed the basis of the content analysis.
The research results show that, during their initial education, students perform exercises in kindergarten as a form of reflexive practice, and in that way they develop the skills of reflexive practitioners who continuously evaluate the effects of their own achievements.
Keywords
initial education of preschool teachers; reflexive practitioner; social interaction
Hrčak ID:
200228
URI
Publication date:
28.2.2018.
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