hrcak mascot   Srce   HID

Izvorni znanstveni članak
https://doi.org/10.32728/mo.08.2.2013.04

ACQUIRING METHODICAL SKILLS OF PRESERVICE PRESCHOOL TEACHERS: FROM ABSTRACT KNOWLEDGE TO SITUATION BASED LEARNING

Tamara Pribišev Beleslin   ORCID icon orcid.org/0000-0001-9367-2866 ; Univerzitet u Banjoj Luci Filozofski fakultet
Tanja Vujić ; Univerzitet u Banjoj Luci Filozofski fakultet

Puni tekst: engleski, pdf (197 KB) str. 47-65 preuzimanja: 467* citiraj
APA 6th Edition
Pribišev Beleslin, T. i Vujić, T. (2013). ACQUIRING METHODICAL SKILLS OF PRESERVICE PRESCHOOL TEACHERS: FROM ABSTRACT KNOWLEDGE TO SITUATION BASED LEARNING. Metodički obzori, 8(2013)2 (18), 47-65. https://doi.org/10.32728/mo.08.2.2013.04
MLA 8th Edition
Pribišev Beleslin, Tamara i Tanja Vujić. "ACQUIRING METHODICAL SKILLS OF PRESERVICE PRESCHOOL TEACHERS: FROM ABSTRACT KNOWLEDGE TO SITUATION BASED LEARNING." Metodički obzori, vol. 8(2013)2, br. 18, 2013, str. 47-65. https://doi.org/10.32728/mo.08.2.2013.04. Citirano 19.08.2019.
Chicago 17th Edition
Pribišev Beleslin, Tamara i Tanja Vujić. "ACQUIRING METHODICAL SKILLS OF PRESERVICE PRESCHOOL TEACHERS: FROM ABSTRACT KNOWLEDGE TO SITUATION BASED LEARNING." Metodički obzori 8(2013)2, br. 18 (2013): 47-65. https://doi.org/10.32728/mo.08.2.2013.04
Harvard
Pribišev Beleslin, T., i Vujić, T. (2013). 'ACQUIRING METHODICAL SKILLS OF PRESERVICE PRESCHOOL TEACHERS: FROM ABSTRACT KNOWLEDGE TO SITUATION BASED LEARNING', Metodički obzori, 8(2013)2(18), str. 47-65. https://doi.org/10.32728/mo.08.2.2013.04
Vancouver
Pribišev Beleslin T, Vujić T. ACQUIRING METHODICAL SKILLS OF PRESERVICE PRESCHOOL TEACHERS: FROM ABSTRACT KNOWLEDGE TO SITUATION BASED LEARNING. Metodički obzori [Internet]. 2013 [pristupljeno 19.08.2019.];8(2013)2(18):47-65. https://doi.org/10.32728/mo.08.2.2013.04
IEEE
T. Pribišev Beleslin i T. Vujić, "ACQUIRING METHODICAL SKILLS OF PRESERVICE PRESCHOOL TEACHERS: FROM ABSTRACT KNOWLEDGE TO SITUATION BASED LEARNING", Metodički obzori, vol.8(2013)2, br. 18, str. 47-65, 2013. [Online]. https://doi.org/10.32728/mo.08.2.2013.04

Sažetak
Students, pre-service preschool teachers, need professional competences, which include the methodical, to become autonomous professionals, empowered in their significant social role of teachers of young children, to self-express and self-realize as practitioners.
Bearing that in mind, the question of the competence development and quality is becoming a significant „desirable outcome“ of programs that educate future educators, including the corpus of faculty courses that make up the scientific field of Methodics of preschool education, other words, integrated methodics of early childhood education.
Developing professional methodical competences of pre-service preschool teachers in higher education is not only an isolated process based on academic knowledge and teaching through lectures and academic exercises that are performed in a campus classroom
environment. It is a process that is closely associate the abstract knowledge with the authentic and natural context, which, in this case, has its own continuity, soul and a lot of more things (preschool institution). It allows the meaningful construction and application of the abstract knowledge, also competence development based on experien-tial learning as a central concept of the postmodern adult education (Usher, 2009). Since young children about whom students learn and develop knowledge, attitudes, values, beliefs, emotions, communications skills and skills for negotiating and playing are not
objects, students must be given the social situation with real children in kindergartens and real tasks from study content. In that authentic learning environments, the students will be able to understand theoretical information obtained on faculty lectures - cognitive
authenticity, but also to build their professional competencies on meaning and applicability and usability manner - physical authenticity. In this regard, the paper analyses the model of faculty course Methodics of language development on the university Program
study of early childhood education (Faculty of Philosophy, Banja Luka) which is still under development. Besides the theoretical basis on which model lays, paper will cover the analysis of opinions of students and their mentors – in-service preschool teachers on the effectiveness of this approach to learning in higher education institution.

Ključne riječi
authentic learning environments; experiental learning; early childhood methodics; higher education course, model

Hrčak ID: 114291

URI
https://hrcak.srce.hr/114291

Posjeta: 657 *