Izvorni znanstveni članak
https://doi.org/10.15516/cje.v20i0.3325
The Role of a Kindergarten Teacher Mentor from the Students’ Perspective
Anka Jurčević Lozančić
; Afilijacija autora (izvorni jezik) npr. Stomatološki fakultet Sveučilišta u Z
Edita Rogulj
; Afilijacija autora (izvorni jezik) npr. Stomatološki fakultet Sveučilišta u Z
Sažetak
Teaching practice is an integral part of education and training of future kindergarten teachers. Aiming to answer the question whether the initial education of kindergarten teachers is organized in accordance with the requirements of contemporary practice, this research examined the views and opinions of Faculty of Teacher Education students (N=235) in Zagreb on the implementation of teaching practice in kindergartens, while contemplating and analyzing the difficulties that are perceived and found in this area. The theoretical part of this paper discusses the relationship between the quality of kindergarten teacher education and the contemporary concept of the teaching practice, which is examined in the empirical part on the chosen research sample. By means of One Sample T-Test, positive attitudes of early childhood and preschool education students on the implementation of teaching practice were confirmed. In the correlation design area, a statistically significant correlation (Spearman) was confirmed between a particular year of studies and the assessment of practice or satisfaction of students and the success of teaching practice. Third year students differed from the first and second year students in that that they expressed a lower level of satisfaction with teaching practice.
Ključne riječi
kindergarten teacher mentor; professional development; teaching practice.
Hrčak ID:
224094
URI
Datum izdavanja:
17.12.2018.
Posjeta: 1.511 *