Pub Date : 2020-12-29DOI: 10.32728/mo.15.2.2019.02
Jasmina Hadela
This paper determines sustainable development and emphasizes the importance of educational institutions in proclaiming sustainable development. Furthermore, a research was conducted with the aim of determining an understanding of sustainable development concepts and the familiarity with certain terms as well as the frequency of certain pro-ecological behaviour in future preschool teachers. The sample consisted of undergraduate students of Early and Preschool Education of the University of Zagreb (N = 266). According to the results obtained, future preschool teachers agree that today's society should strive for sustainable development. In addition, future preschool teachers mostly practice those pro-ecological behaviours that relate to energy and water saving.
{"title":"UNDERSTANDING SUSTAINABLE DEVELOPMENT AND PRO- ECOLOGICAL BEHAVIOUR OF FUTURE PRESCHOOL TEACHERS","authors":"Jasmina Hadela","doi":"10.32728/mo.15.2.2019.02","DOIUrl":"https://doi.org/10.32728/mo.15.2.2019.02","url":null,"abstract":"This paper determines sustainable development and emphasizes the importance of educational institutions in proclaiming sustainable development. Furthermore, a research was conducted with the aim of determining an understanding of sustainable development concepts and the familiarity with certain terms as well as the frequency of certain pro-ecological behaviour in future preschool teachers. The sample consisted of undergraduate students of Early and Preschool Education of the University of Zagreb (N = 266). According to the results obtained, future preschool teachers agree that today's society should strive for sustainable development. In addition, future preschool teachers mostly practice those pro-ecological behaviours that relate to energy and water saving.","PeriodicalId":429389,"journal":{"name":"Metodički obzori/Methodological Horizons","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123550339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-29DOI: 10.32728/mo.15.2.2019.04
Maja Hmelak
Distress in a preschooler is often the result of accumulated fear and the lack of (re)cognition and overcoming of circumstances that lead to it. Therefore, the role of an adult who will teach the child to recognize, accept and cope with stressful situations is important. On the basis of relevant literature, the authors of the article have determined the emergence and incidence of distress in preschool children and the presence of adults (both teachers and parents) and their importance for the child's coping with distress from the theoretical point of view. Special attention has then been paid to the strategies for coping with distress or fears that adults are supposed to master for themselves and the child, while at the same time the child should be taught these self-help approaches in the process of education.
{"title":"THE BEING THERE OF ADULTS FOR PRESCHOOLERS IN DISTRESS","authors":"Maja Hmelak","doi":"10.32728/mo.15.2.2019.04","DOIUrl":"https://doi.org/10.32728/mo.15.2.2019.04","url":null,"abstract":"Distress in a preschooler is often the result of accumulated fear and the lack of (re)cognition and overcoming of circumstances that lead to it. Therefore, the role of an adult who will teach the child to recognize, accept and cope with stressful situations is important. On the basis of relevant literature, the authors of the article have determined the emergence and incidence of distress in preschool children and the presence of adults (both teachers and parents) and their importance for the child's coping with distress from the theoretical point of view. Special attention has then been paid to the strategies for coping with distress or fears that adults are supposed to master for themselves and the child, while at the same time the child should be taught these self-help approaches in the process of education.","PeriodicalId":429389,"journal":{"name":"Metodički obzori/Methodological Horizons","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131690761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-29DOI: 10.32728/mo.15.2.2019.03
Marina Matešić, Metodički Obzori, Broj
Teaching and learning about men’s violence against women, domestic violence, interpersonal and sexual violence present a challenge to all higher education systems. Social responsibility, national and international legal frameworks on prevention and treatment of gender-based violence, as well as the demands of different professions that deal with victims, point to the complexity and necessity of delivering learning outcomes on gender-based violence, particularly those related to social skills and attitudes. Additionally, the global, national and institutional context, such as the often- confronted public actors and heated public forums on human rights violations and gender equality issues, influence higher education efforts to deliver human rights and gender equality learning outcomes with students in ways that still need to be uncovered. The study presented in this article is based on a survey done with Croatian and Swedish health, social work and criminal justice study programmes, with particular focus on the prevalence and features of learning outcomes on gender-based violence. The analysis aims to investigate the influence of the socio-political and institutional context, attitudes and opinions of Croatian academic stakeholders on content and methods of teaching and assessment of students’ knowledge, soft skills and attitudes about human rights and gender- based violence, compare them to Swedish results and frame them in a broader national and international discussion on the quality and responsibility of higher education.
{"title":"PREVENTION OF GENDER-BASED VIOLENCE AS HIGHER EDUCATION LEARNING OUTCOME: TEACHING, LEARNING AND ASSESSMENT OF HUMAN RIGHTS LEARNING OUTCOMES IN CROATIA","authors":"Marina Matešić, Metodički Obzori, Broj","doi":"10.32728/mo.15.2.2019.03","DOIUrl":"https://doi.org/10.32728/mo.15.2.2019.03","url":null,"abstract":"Teaching and learning about men’s violence against women, domestic violence, interpersonal and sexual violence present a challenge to all higher education systems. Social responsibility, national and international legal frameworks on prevention and treatment of gender-based violence, as well as the demands of different professions that deal with victims, point to the complexity and necessity of delivering learning outcomes on gender-based violence, particularly those related to social skills and attitudes. Additionally, the global, national and institutional context, such as the often- confronted public actors and heated public forums on human rights violations and gender equality issues, influence higher education efforts to deliver human rights and gender equality learning outcomes with students in ways that still need to be uncovered. The study presented in this article is based on a survey done with Croatian and Swedish health, social work and criminal justice study programmes, with particular focus on the prevalence and features of learning outcomes on gender-based violence. The analysis aims to investigate the influence of the socio-political and institutional context, attitudes and opinions of Croatian academic stakeholders on content and methods of teaching and assessment of students’ knowledge, soft skills and attitudes about human rights and gender- based violence, compare them to Swedish results and frame them in a broader national and international discussion on the quality and responsibility of higher education.","PeriodicalId":429389,"journal":{"name":"Metodički obzori/Methodological Horizons","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125376268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-29DOI: 10.32728/mo.15.2.2019.01
Ines Kovačić
This study was conducted with the aim of questioning Integrated undergraduate and graduate university Teacher Study students (N = 132) about their scientific literacy. For this purpose, a questionnaire was prepared with questions from the Science and Social Study textbooks. Questions were grouped according to Bloom's Taxonomy cognitive domain: Group 1 (Level 1 and Level 2 outcomes: list, name, identify), Group 2 (Level 3 and Level 4 outcomes: classify, relate, separate), and Group 3. (Level 5 and Level 6 outcomes: choose, evaluate and select). The research results show a low level of scientific literacy (51% correct answers). Students showed a good level of knowledge in the first group of questions (69%), and inadequate level of knowledge in the third (48%) and second group (38%) of questions. The main problems observed were sorting plants and animals that live in rivers, lakes, and the sea. Students showed an inadequate knowledge of herald of spring. The results of this study can help in students' self- evaluation of knowledge. In order to achieve an appropriate level of scientific literacy for university students, recommendations were made for their development within the curriculum of Integrated undergraduate and graduate university Teacher Study
{"title":"SCIENTIFIC KNOWLEDGE OF TEACHER STUDY STUDENTS","authors":"Ines Kovačić","doi":"10.32728/mo.15.2.2019.01","DOIUrl":"https://doi.org/10.32728/mo.15.2.2019.01","url":null,"abstract":"This study was conducted with the aim of questioning Integrated undergraduate and graduate university Teacher Study students (N = 132) about their scientific literacy. For this purpose, a questionnaire was prepared with questions from the Science and Social Study textbooks. Questions were grouped according to Bloom's Taxonomy cognitive domain: Group 1 (Level 1 and Level 2 outcomes: list, name, identify), Group 2 (Level 3 and Level 4 outcomes: classify, relate, separate), and Group 3. (Level 5 and Level 6 outcomes: choose, evaluate and select). The research results show a low level of scientific literacy (51% correct answers). Students showed a good level of knowledge in the first group of questions (69%), and inadequate level of knowledge in the third (48%) and second group (38%) of questions. The main problems observed were sorting plants and animals that live in rivers, lakes, and the sea. Students showed an inadequate knowledge of herald of spring. The results of this study can help in students' self- evaluation of knowledge. In order to achieve an appropriate level of scientific literacy for university students, recommendations were made for their development within the curriculum of Integrated undergraduate and graduate university Teacher Study","PeriodicalId":429389,"journal":{"name":"Metodički obzori/Methodological Horizons","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115312174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-29DOI: 10.32728/mo.15.2.2019.05
Creativity is considered the ability to go beyond established patterns or rules and see outside the box. It has become an indispensable quality in the fast-changing world of today, being it connected with an enterprise, a relationship or an education likewise. The creative urge is an innate quality, which, nevertheless, needs to be nurtured and practised both at home and/or educational institutions at as early an age as possible. The aim of this paper is to offer just a small number of ideas and suggestions, compared to the innumerable creative possibilities that all learners and educators (may) have. After the initial spark has been ignited, leave the rest to the inner creative power.
{"title":"CREATIVE PROJECTS IN EDUCATION (EXPERIENTIAL PRACTICE AND SUGGESTIONS FOR YOUNGER TEACHERS, IN PARTICULAR)","authors":"","doi":"10.32728/mo.15.2.2019.05","DOIUrl":"https://doi.org/10.32728/mo.15.2.2019.05","url":null,"abstract":"Creativity is considered the ability to go beyond established patterns or rules and see outside the box. It has become an indispensable quality in the fast-changing world of today, being it connected with an enterprise, a relationship or an education likewise. The creative urge is an innate quality, which, nevertheless, needs to be nurtured and practised both at home and/or educational institutions at as early an age as possible. The aim of this paper is to offer just a small number of ideas and suggestions, compared to the innumerable creative possibilities that all learners and educators (may) have. After the initial spark has been ignited, leave the rest to the inner creative power.","PeriodicalId":429389,"journal":{"name":"Metodički obzori/Methodological Horizons","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132429641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Poseban broj na hrvatskom jeziku","authors":"","doi":"10.32728/mo.15.1.2020.","DOIUrl":"https://doi.org/10.32728/mo.15.1.2020.","url":null,"abstract":"","PeriodicalId":429389,"journal":{"name":"Metodički obzori/Methodological Horizons","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127865905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-31DOI: 10.32728/mo.14.1.2019.03
Književno stvaralaštvo Viktora Cara Emina (1870. – 1963.) opsežno je i razno- liko, a uključuje tekstove i djela pisana za djecu. U ovome se radu prikazuju odabrani Carevi tekstovi i to iz dva hrvatska dječja časopisa u Istri koja je Car pokrenuo i uređi- vao. Zbog ograničenosti opsega rada ovdje su prikazana i analizirana (samo) dva Ca- reva teksta kao odabrani primjeri koji eksplicitno i slikovito prikazuju problematiku hrvatskoga školstva u Istri. Analiza pokazuje da je Carevo stvaralaštvo za djecu uveli- ke produkt onodobne političke situacije u Istri. Carev se prinos u časopisima pokazuje kao patriotsko-sentimentalan, didaktičan i nacionalno-politički prigodan. U prvome planu nije ostvarenje književnoumjetničke vrijednosti, već politička i aktivistička ulo- ga nacionalnoga osvješćivanja. Carevi tekstovi o školstvu dio su političke borbe za ra- zvoj hrvatskoga školstva u Istri, ali i autorovo obraćanje mladim čitateljima u njihovu vremenu i prostoru.
维克多-卡罗-艾明（1870-1963 年）的文学作品内容广泛，形式多样，其中包括为儿童撰写的文章和作品。U ovome se radu pokazuju odabrani Carvi tekstovi i to iz dva hrvatska dječja časopisisa u Istri koja je Car pokrenuo i redakđ- vao.由于丛书的范围有限，这里（仅）展示和分析了卡尔的两篇文章，作为明确而生动地说明伊斯特里亚克罗地亚教育问题的例子。分析表明，卡雷夫的儿童作品是伊斯特拉当代政治形势的产物。卡雷夫对新闻界的贡献显示出其爱国情感、说教和民族政治性。卡雷夫关于教育的文章是伊斯特拉为发展克罗地亚教育而进行的政治斗争的一部分，或者说是作者在其所处时代和地点对年轻读者发出的呼吁。
{"title":"O HRVATSKOME ŠKOLSTVU U ISTRI KROZ ČASOPISNE PRINOSE VIKTORA CARA EMINA","authors":"","doi":"10.32728/mo.14.1.2019.03","DOIUrl":"https://doi.org/10.32728/mo.14.1.2019.03","url":null,"abstract":"Književno stvaralaštvo Viktora Cara Emina (1870. – 1963.) opsežno je i razno- liko, a uključuje tekstove i djela pisana za djecu. U ovome se radu prikazuju odabrani Carevi tekstovi i to iz dva hrvatska dječja časopisa u Istri koja je Car pokrenuo i uređi- vao. Zbog ograničenosti opsega rada ovdje su prikazana i analizirana (samo) dva Ca- reva teksta kao odabrani primjeri koji eksplicitno i slikovito prikazuju problematiku hrvatskoga školstva u Istri. Analiza pokazuje da je Carevo stvaralaštvo za djecu uveli- ke produkt onodobne političke situacije u Istri. Carev se prinos u časopisima pokazuje kao patriotsko-sentimentalan, didaktičan i nacionalno-politički prigodan. U prvome planu nije ostvarenje književnoumjetničke vrijednosti, već politička i aktivistička ulo- ga nacionalnoga osvješćivanja. Carevi tekstovi o školstvu dio su političke borbe za ra- zvoj hrvatskoga školstva u Istri, ali i autorovo obraćanje mladim čitateljima u njihovu vremenu i prostoru.","PeriodicalId":429389,"journal":{"name":"Metodički obzori/Methodological Horizons","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128734007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-31DOI: 10.32728/mo.14.1.2019.05
Lidija Pecko
U radu su predstavljeni rezultati ispitivanja stavova učitelja o primjeni surad- ničkoga učenja u nastavi primarnoga obrazovanja. Cilj je rada bio ispitati i utvrditi koliko često učitelji primjenjuju suradničko učenje u razrednoj nastavi i koliko se ova strategija učenja pokazala učinkovitom. Od metoda u radu je korištena metoda teo- rijske analize, od tehnika – tehnika anketiranja, a od instrumenata – anketni upitnik za učitelje konstruiran za namjere ovoga istraživanja. Rezultati istraživanja pokazuju da je suradničko učenje često primjenjivana strategija učenja u okviru svih nastavnih predmeta u nižim razredima osnovne škole. Učitelji najčešće tjedno i dnevno planiraju suradničko učenje u predmetima priroda i društvo te u hrvatskome jeziku, a mjeseč- no najčešće planiranju suradničko učenje iz likovne i glazbene kulture. Preporučuju ranije započeti sa suradničkim učenjem, bolje opremiti školu raznim pomagalima i materijalima te uputiti i roditelje u određene metode, tako da i oni mogu pridonijeti njihovu korištenju u ponavljanju i učenju nastavnoga sadržaja kod kuće.
{"title":"SURADNIČKO UČENJE U NASTAVI PRIMARNOGA OBRAZOVANJA","authors":"Lidija Pecko","doi":"10.32728/mo.14.1.2019.05","DOIUrl":"https://doi.org/10.32728/mo.14.1.2019.05","url":null,"abstract":"U radu su predstavljeni rezultati ispitivanja stavova učitelja o primjeni surad- ničkoga učenja u nastavi primarnoga obrazovanja. Cilj je rada bio ispitati i utvrditi koliko često učitelji primjenjuju suradničko učenje u razrednoj nastavi i koliko se ova strategija učenja pokazala učinkovitom. Od metoda u radu je korištena metoda teo- rijske analize, od tehnika – tehnika anketiranja, a od instrumenata – anketni upitnik za učitelje konstruiran za namjere ovoga istraživanja. Rezultati istraživanja pokazuju da je suradničko učenje često primjenjivana strategija učenja u okviru svih nastavnih predmeta u nižim razredima osnovne škole. Učitelji najčešće tjedno i dnevno planiraju suradničko učenje u predmetima priroda i društvo te u hrvatskome jeziku, a mjeseč- no najčešće planiranju suradničko učenje iz likovne i glazbene kulture. Preporučuju ranije započeti sa suradničkim učenjem, bolje opremiti školu raznim pomagalima i materijalima te uputiti i roditelje u određene metode, tako da i oni mogu pridonijeti njihovu korištenju u ponavljanju i učenju nastavnoga sadržaja kod kuće.","PeriodicalId":429389,"journal":{"name":"Metodički obzori/Methodological Horizons","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116047334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-31DOI: 10.32728/mo.14.1.2019.04
Timski rad je u današnjem kulturno pluralističkom društvu postao predmetom uspješnoga poslovanja koji se počeo primjenjivati i u odgojno-obrazovnim institucija- ma. Jedan od načina prikazivanja imidža škole je na mrežnim stranica pa se njiho- vom analizom sadržaja može stvoriti slika o pridavanju važnosti provođenja timsko- ga rada u školama. Cilj je ovog rada na temelju mrežnih stranica svih srednjih škola u Istarskoj i Brodsko-posavskoj županiji utvrditi koliko se često objavljuju tekstovi s ključnom riječi „timski rad“, u kojem kontekstu i komu su namijenjeni. Svrha istraži- vanja je prikupiti podatke o zastupljenosti ključnoga pojma „timski rad“ na mrežnim stranicama spomenutih srednjih škola. Rezultati analize dali su odgovor na pitanje je li timski rad postao dio obrazovne politike u srednjim školama. Nažalost, pokazalo se da se timskom radu ne pridaje veći značaj u objavama koje se mogu naći na mrežnim stranicama navedenih škola.
{"title":"ANALIZA ZASTUPLJENOSTI TIMSKOGA RADA NA MREŽNIM STRANICAMA SREDNJOŠKOLSKIH INSTITUCIJA U ISTARSKOJ I BRODSKO-POSAVSKOJ ŽUPANIJI","authors":"","doi":"10.32728/mo.14.1.2019.04","DOIUrl":"https://doi.org/10.32728/mo.14.1.2019.04","url":null,"abstract":"Timski rad je u današnjem kulturno pluralističkom društvu postao predmetom uspješnoga poslovanja koji se počeo primjenjivati i u odgojno-obrazovnim institucija- ma. Jedan od načina prikazivanja imidža škole je na mrežnim stranica pa se njiho- vom analizom sadržaja može stvoriti slika o pridavanju važnosti provođenja timsko- ga rada u školama. Cilj je ovog rada na temelju mrežnih stranica svih srednjih škola u Istarskoj i Brodsko-posavskoj županiji utvrditi koliko se često objavljuju tekstovi s ključnom riječi „timski rad“, u kojem kontekstu i komu su namijenjeni. Svrha istraži- vanja je prikupiti podatke o zastupljenosti ključnoga pojma „timski rad“ na mrežnim stranicama spomenutih srednjih škola. Rezultati analize dali su odgovor na pitanje je li timski rad postao dio obrazovne politike u srednjim školama. Nažalost, pokazalo se da se timskom radu ne pridaje veći značaj u objavama koje se mogu naći na mrežnim stranicama navedenih škola.","PeriodicalId":429389,"journal":{"name":"Metodički obzori/Methodological Horizons","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129478095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-23DOI: 10.32728/mo.13.1.2018.02
N. Vlah
Within the social learning theory, the following goals were set: (i) to state whether kindergarten teachers apply appropriate and theoretically suitable forms of professional social behaviour through means of participatory observing, and (ii) to analyse their reflective review based on observed professional social behaviour. Ten social behaviours were observed using a form provided by the Participatory monitoring protocol, and a semi-structured reflective questionnaire was conducted with every participant after all the data were collected. Results show that warm and pleasant communication with children, clear and unambiguous instructions for activities, coherent verbal and non-verbal communication, carefulness in listening to children, and eye contact are mainly present in the behaviour of kindergarten teachers. On the other hand, activities that stimulate speech, open-ended questions, warning children discreetly, waiting for the child to finish talking, and articulate speech are less present. In terms of reflections, all three participants show self-criticism and a rational wish to improve their quality of work performance.
{"title":"KINDERGARTEN TEACHERS AS MODELS AND FACILITATORS OF SOCIALISATION IN THE KINDERGARTEN","authors":"N. Vlah","doi":"10.32728/mo.13.1.2018.02","DOIUrl":"https://doi.org/10.32728/mo.13.1.2018.02","url":null,"abstract":"Within the social learning theory, the following goals were set: (i) to state whether kindergarten teachers apply appropriate and theoretically suitable forms of professional social behaviour through means of participatory observing, and (ii) to analyse their reflective review based on observed professional social behaviour. Ten social behaviours were observed using a form provided by the Participatory monitoring protocol, and a semi-structured reflective questionnaire was conducted with every participant after all the data were collected. Results show that warm and pleasant communication with children, clear and unambiguous instructions for activities, coherent verbal and non-verbal communication, carefulness in listening to children, and eye contact are mainly present in the behaviour of kindergarten teachers. On the other hand, activities that stimulate speech, open-ended questions, warning children discreetly, waiting for the child to finish talking, and articulate speech are less present. In terms of reflections, all three participants show self-criticism and a rational wish to improve their quality of work performance.","PeriodicalId":429389,"journal":{"name":"Metodički obzori/Methodological Horizons","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132443394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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