Original scientific paper
https://doi.org/10.15516/cje.v24i1.4244
Teaching Methodology Approach to Writing a Therapeutic Fairy Tale: Implications for Preschool Teacher Education
Aleksandra Šindić
orcid.org/0000-0001-8565-0464
; Faculty of Philosophy University of Banja Luka Bulevar vojvode Petra Bojovića 1A, 7800 Banja Luka, Bosnia and Herzegovina
Tamara Pribišev Belesin
; Faculty of Philosophy University of Banja Luka Bulevar vojvode Petra Bojovića 1A, 7800 Banja Luka, Bosnia and Herzegovina
Jurka Lepičnik-Vodopivec
orcid.org/0000-0003-3238-7660
; Pedagogical Faculty University of Primorska Cankarjeva 5, SI-6000 Koper, Slovenia
Barbara Baloh
; Pedagogical Faculty University of Primorska Cankarjeva 5, SI-6000 Koper, Slovenia
Abstract
Qualitative research involving 36 students of the Faculty of Philosophy of the
University of Banja Luka and the Faculty of Education of the University of Primorska
was conducted in 2020 with the aim of examining the elements of university teaching
methodology in the context of students’ situational learning during the COVID-19
pandemic. An introspective written interview was applied in the study, based on the
assumptions of developmental research and an interpretive approach. By applying a
thematic content analysis, three interrelated categories were identified (an emotional
component of the teaching methodology approach; students’ engagement and the
teaching methodology elements in the context of the wider community; the teaching
methodology elements in the students’ literary activities), with the emotional
component as the most dominant. Research results point to the need of focusing
more attention to the emotional dimension of the students’ learning process, as well
as their willingness to act in the community by taking on a more active role within
the contextualized and constructivist-based university teaching methodology model.
Keywords
contextualized teaching; COVID-19; preschool teachers’ competencies; situational learning; therapeutic fairy tales for children
Hrčak ID:
280317
URI
Publication date:
18.5.2022.
Visits: 622 *