One of the main tasks of teachers is to improve their professional competence, which begins with their education prior to teaching. During the education process, when the identity of a future teacher is formed, their attitude should include a commitment to continuous professional development. Therefore, teacher training programmes aim to increase young teachers’ readiness to engage in the development of their professional competences throughout their working lives. One of the best approaches to professional development is learning in the workplace as part of a team (i.e. mutual learning between employees). Pre-primary learning is important because a common understanding of the existing educational institution and a desire to learn from one another promote change in teachers’ personal approaches and in educational institutions at the organisational level. The theoretical framework of this research consists of theories on social learning, mutual learning, characterisation of preschool teachers’ professional competence in knowledge, skills, values and social behaviour and unity. Notably, it has been found that preschool teachers learn best and gain experience by learning from one another in their communities, which is reflected in their practices. This research aimed at examining the experience and opinions gained during the pedagogical practice of future teachers regarding the opportunities, advantages and disadvantages of mutual learning. The research methods included a literature review, and content analysis. The sample included 280 students from a preschool teacher study programme. This study uses a qualitative research method and the qualitative data processing programme NVivo. The results show that prospective teachers have developed different experiences of mutual learning during the implementation of study practice tasks. In general, students describe mutual learning in relation to the theoretical principles acquired in the study process.
The ability to read and perceive a text is one of the foundations necessary for a person to work with diverse texts in different life situations. Thus, the proficiency of reading competence in the last decade is a topical study object. Observations show that at the end of the first stage of primary education (at the end of the third grade), students demonstrate technically good reading skills, that is, they can clearly read written texts, follow the boundaries of sentences and read in appropriate intonation. To promote reading competence successively in the second stage of primary education, reading skills must be continuously improved by using various texts, in addition to fiction. As an art of word, literature creates, encourages and develops different experiences of each future reader. The subjective perception of a literary work is related to the awareness of the reader’s experience, synthesis of images, visualisation and awareness of fiction and reality, which is a prerequisite for understanding the text. This research aims to explore the methodology used in literature acquisition to promote text comprehension by fifth-grade students through activating the subjective perception of literary work. The objectives of this study are (1) to analyse research on the promotion of text comprehension and the subjective perception of literary work and (2) identify and analyse the text and subjective perceptions of fifth-grade students. Results of the text comprehension test and survey are examined in the study. The study involved 96 fifth graders.
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