Removing Barriers to Learning in the Early Years

Glenn, Angela; Cousins, Jacquie; Helps, Alicia

doi:10.4324/9780203064351

Cited by 2 publications

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“…note the child's possibilities, in contrast to following pre-made teaching methodology guidelines with the aim of achieving program goals (Vujičić, 2011). However, the current practice and numerous studies show that the initial education of kindergarten teachers is characterized by the divide between the theory and practice (Dahlberg, Moss, & Pence, 2003;Glenn, 2005;Jurčević Lozančić, 2005;Saracho & Spodek, 2013;Taguchi, 2010), meaning that the acquired theoretical knowledge often lacks in integrity and reciprocity, and thus the practicality and usability as well. According to the above mentioned, Stoll and Fink (2000) critically analyzed the fragmentation of initial education of kindergarten teachers.…”

Section: Introductionmentioning

confidence: 99%

The Role of a Kindergarten Teacher Mentor from the Students' Perspective / Uloga odgajatelja mentora iz studentske perspektive

Lozančić

Rogulj

2019

Croatian Journal of Education

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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.

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Section: Introductionmentioning

confidence: 99%

The Role of a Kindergarten Teacher Mentor from the Students' Perspective / Uloga odgajatelja mentora iz studentske perspektive

Lozančić

Rogulj

2019

Croatian Journal of Education

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“…The experience that an individual brings into the learning process has an important impact on the ultimate outcome of learning; in other words, the social environment becomes a facilitator in learning and further advancement. Therefore, the need to build a competence system based on the co-constructivist paradigm exists in pre-service kindergarten teacher education as well (Dahlberg, Moss, & Pence, 2003;Elmore, 2007;Glenn, 2005;Krstović, 2009). In this paradigm, the importance of social constructivism of Lev Vygotsky is emphasized.…”

Section: Introductionmentioning

confidence: 99%

Social Competences of Kindergarten Teachers – Are We Applying Contemporary Knowledge? / Socijalne kompetencije odgojitelja – primjenjujemo li suvremene spoznaje?

Lozančić

2018

Croatian Journal of Education

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Professional development of kindergarten teachers is a complex and continuous process that implies developing the competences of kindergarten teachers. It aims to improve work performance and foster the development and achievements of children. For this reason, the importance of a holistic approach in their professional development and lifelong learning is emphasized, as only a comprehensive model of different competences of kindergarten teachers can precede changes and improvements in educational practice. The professional competences of kindergarten teachers require a high level of various abilities and practical actions based on these abilities, which assume mutual synergy of all those involved in or responsible for the quality of the educational practice. The aim of this qualitative research is, therefore, to gain insight into the personal attitudes of kindergarten teachers, professional associates, and principals, and to question group meanings and norms on the possibilities of enhancing professional competences of kindergarten teachers while contemplating existing barriers that can be seen and exist in this area. For the purpose of this research, three focus groups were formed. Thirty-nine participants coming from twenty kindergartens in the area of Zagreb took part in the focus groups.

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Removing Barriers to Learning in the Early Years

Cited by 2 publications

References 0 publications

The Role of a Kindergarten Teacher Mentor from the Students' Perspective / Uloga odgajatelja mentora iz studentske perspektive

The Role of a Kindergarten Teacher Mentor from the Students' Perspective / Uloga odgajatelja mentora iz studentske perspektive

Social Competences of Kindergarten Teachers – Are We Applying Contemporary Knowledge? / Socijalne kompetencije odgojitelja – primjenjujemo li suvremene spoznaje?

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