Reflection is one of the subjects most discussed in teacher development. Despite its importance in improving teacher practices, reflection has been found to be contentious amongst teachers who battle with high workload and the need to complete the curriculum in time for examinations. Thus, said reflection can be viewed as a chore to most teachers particularly preservice teachers who not only need to master the pedagogical knowledge and subject matter knowledge but also classroom management techniques amongst other skills. The current paper reports on a study on how lesson planning was used as a tool to develop preservice teachers’ pedagogical content knowledge through reflection. In a qualitative case study, 50 Bachelor of Education Life Sciences students in their final year of study were each tasked to identify their ‘best’ lesson plan and ‘worst’ lesson plan and critically reflect on why they considered the lesson plans that way. These lesson plans had been designed and taught in schools during schoolwork experience (herein referred to as work integrated learning (WIL) in the first half of the year. Data was obtained from each participant’s submission of the two lesson plans and the reflection, which were then subjected to content analysis. The following aspects about lesson planning were considered: knowledge of the content to be taught, knowledge of the learners including classroom context, formulation of objectives, designing of teaching and learning strategies and activities, assessment opportunities, planning for technology use, and the student’s ability to realise good and bad practices in lesson planning. Thereafter they were tasked to plan and teach in their last seven weeks of WIL. The findings showed how the preservice teachers were determined to improve their lesson planning as they included in their reflections how they could plan and teach the same lesson differently including the so-called best lesson plan. Preservice teachers used words such as deficit, unstructured, misaligned, unattainable, not well thought out, to critique their lesson plans. Creativity as an aspect of the teacher skills set was evident in the way these 21st century teachers conceptualised how science should be taught. There were however some who failed to identify obvious weaknesses or strengths in their lessons plans, which showed stagnancy in development. The findings provide implications for teacher professional development practices
{"title":"DEVELOPING PRESERVICE SCIENCE TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE THROUGH REFLECTION ON LESSON PLANNING","authors":"Lydia Mavuru","doi":"10.36315/2023v1end019","DOIUrl":"https://doi.org/10.36315/2023v1end019","url":null,"abstract":"Reflection is one of the subjects most discussed in teacher development. Despite its importance in improving teacher practices, reflection has been found to be contentious amongst teachers who battle with high workload and the need to complete the curriculum in time for examinations. Thus, said reflection can be viewed as a chore to most teachers particularly preservice teachers who not only need to master the pedagogical knowledge and subject matter knowledge but also classroom management techniques amongst other skills. The current paper reports on a study on how lesson planning was used as a tool to develop preservice teachers’ pedagogical content knowledge through reflection. In a qualitative case study, 50 Bachelor of Education Life Sciences students in their final year of study were each tasked to identify their ‘best’ lesson plan and ‘worst’ lesson plan and critically reflect on why they considered the lesson plans that way. These lesson plans had been designed and taught in schools during schoolwork experience (herein referred to as work integrated learning (WIL) in the first half of the year. Data was obtained from each participant’s submission of the two lesson plans and the reflection, which were then subjected to content analysis. The following aspects about lesson planning were considered: knowledge of the content to be taught, knowledge of the learners including classroom context, formulation of objectives, designing of teaching and learning strategies and activities, assessment opportunities, planning for technology use, and the student’s ability to realise good and bad practices in lesson planning. Thereafter they were tasked to plan and teach in their last seven weeks of WIL. The findings showed how the preservice teachers were determined to improve their lesson planning as they included in their reflections how they could plan and teach the same lesson differently including the so-called best lesson plan. Preservice teachers used words such as deficit, unstructured, misaligned, unattainable, not well thought out, to critique their lesson plans. Creativity as an aspect of the teacher skills set was evident in the way these 21st century teachers conceptualised how science should be taught. There were however some who failed to identify obvious weaknesses or strengths in their lessons plans, which showed stagnancy in development. The findings provide implications for teacher professional development practices","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78635368","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}
Power semiconductor devices are frequently used in contemporary world. They are used in all areas of everyday life and industrial applications. Thanks to this fact, it is necessary for current and new professionals to be trained and educated in the given theory. Part of this theory, in which our students are educated is the state space analysis of power systems, which represents their mathematical descriptions. Therefore, we created multiple simulation models of many power electronic systems. These models are used by students to verify the correctness of the performed state space analysis of the systems and to compare their results with classical circuit wiring diagram. The aim of such a simulation models is to introduce students to the variety of possibilities to analyze power electronic systems, understanding of their functionality, and also their open loop or closed loop control. There are also other benefits, like deeper understanding of mathematical skills. This paper describes multiple simulation models (topologies) of power systems, their analysis and control.
{"title":"ANALYSIS, MODELING AND CONTROL OF POWER ELECTRONIC SYSTEMS AND THEIR SIMULATION AS AN EDUCATIONAL SUPPORT","authors":"Juraj Šimko, Michal Praženica, R. Koňarik","doi":"10.36315/2023v1end096","DOIUrl":"https://doi.org/10.36315/2023v1end096","url":null,"abstract":"Power semiconductor devices are frequently used in contemporary world. They are used in all areas of everyday life and industrial applications. Thanks to this fact, it is necessary for current and new professionals to be trained and educated in the given theory. Part of this theory, in which our students are educated is the state space analysis of power systems, which represents their mathematical descriptions. Therefore, we created multiple simulation models of many power electronic systems. These models are used by students to verify the correctness of the performed state space analysis of the systems and to compare their results with classical circuit wiring diagram. The aim of such a simulation models is to introduce students to the variety of possibilities to analyze power electronic systems, understanding of their functionality, and also their open loop or closed loop control. There are also other benefits, like deeper understanding of mathematical skills. This paper describes multiple simulation models (topologies) of power systems, their analysis and control.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"237 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76978334","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":"REVIEWING THE LITERATURE ON THE INTERPLAY OF CREATIVITY AND CRITICAL THINKING IN EDUCATION","authors":"","doi":"10.36315/2023v1end138","DOIUrl":"https://doi.org/10.36315/2023v1end138","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74132241","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}
Objectives: To develop a second-tier Response to Intervention (RTI) program for the development of executive functions in first-year elementary school students and to analyze the clinical significance of the program via a pilot study. Method: The work was carried out in two phases: elaboration and application of the RTI program; followed by a clinical significance analysis of the children’s performance in pre and post-test situations. Participants: The initial sample comprised 71 children (age from 6 years to 6 years and 11 months, of both sexes) from two public schools (groups GI and GII). These were submitted to a pre-assessment protocol: Attention Screening Test by digit cancellation; Five Digit Test; Digit Span subtest, Track Testing, and Protocol for Early Identification of Reading Problems. Risk for difficulty in executive function was presented by 18/37 of the participants that completed the pre-assessment protocol and these were selected for the intervention program. Results: There was a reliable improvement in the components of executive function inhibition, working memory and alternation, for some children and in rhyme identification tasks, phoneme production, and phonological working memory, although the program does not focus on its development. Conclusion: The program we elaborated demonstrated applicability and can be used by educational speech therapists, school psychologists and educators as a scientific evidence-based intervention tool to support the development of executive functions in second-tier RTI programs.
{"title":"RESPONSE TO INTERVENTION (RTI) PROGRAM FOR THE DEVELOPMENT OF EXECUTIVE FUNCTIONS IN FIRST-YEAR ELEMENTARY SCHOOL","authors":"Graziele Kerges-Alcantara, S. Capellini","doi":"10.36315/2023v1end112","DOIUrl":"https://doi.org/10.36315/2023v1end112","url":null,"abstract":"Objectives: To develop a second-tier Response to Intervention (RTI) program for the development of executive functions in first-year elementary school students and to analyze the clinical significance of the program via a pilot study. Method: The work was carried out in two phases: elaboration and application of the RTI program; followed by a clinical significance analysis of the children’s performance in pre and post-test situations. Participants: The initial sample comprised 71 children (age from 6 years to 6 years and 11 months, of both sexes) from two public schools (groups GI and GII). These were submitted to a pre-assessment protocol: Attention Screening Test by digit cancellation; Five Digit Test; Digit Span subtest, Track Testing, and Protocol for Early Identification of Reading Problems. Risk for difficulty in executive function was presented by 18/37 of the participants that completed the pre-assessment protocol and these were selected for the intervention program. Results: There was a reliable improvement in the components of executive function inhibition, working memory and alternation, for some children and in rhyme identification tasks, phoneme production, and phonological working memory, although the program does not focus on its development. Conclusion: The program we elaborated demonstrated applicability and can be used by educational speech therapists, school psychologists and educators as a scientific evidence-based intervention tool to support the development of executive functions in second-tier RTI programs.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74639008","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}
According to Britannica Dictionary inspiration is: “something that makes someone want to do something or that gives someone an idea about what to do or create” (@2023). Inspiration is one of the most important things in the teaching profession, teachers are always looking for new inspiration and ideas, what to do in their classrooms. And when the teachers lack inspiration, they try to find it, not in the books anymore, but on the internet. In this study the content of the biggest Czech Facebook group for preschool teacher “Inspiration for preschool teachers” (nearly 40 000 members) was analyzed. Because according to the Czech Statistical Office (2022) there are only 33 156 preschool teachers in the Czech Republic, only the posts that were clearly from preschool teachers were included in this research. The main goal was to identify what kind of inspiration the teachers are looking for on Facebook, and what kind of inspiration are the teachers sharing in this group. From 623 posts (month and a half of posts) the following themes and characteristics were identified: Planning (activities in general, songs, fairy tales & rhymes, art, movement games, group activities, literacy, dramatization, math and themes). Equipment (art supplies, IT supplies, decorations, furniture, specific pictures or books), External programmes; Education. With the most common theme being questions about planning, specifically activities in general, when the teachers have a given theme and are asking for any activity related to this theme. From the second research question “what kind of inspiration are the teachers sharing” were following themes and categories identified: Activities (art, math, literacy, inquiry-based learning, movement activities, graphomotoric, dramatization, polytechnic, group activities, songs). Education; External programmes, Materials and Decorations.
根据《大英百科词典》的解释，灵感是:“让某人想做某事的东西，或者给某人一个做什么或创造什么的想法”(@2023)。灵感是教学职业中最重要的事情之一，教师总是在寻找新的灵感和想法，在他们的课堂上做什么。当老师们缺乏灵感时，他们就会去寻找灵感，不再是在书本上，而是在互联网上。本研究对捷克最大的幼儿园教师Facebook群“Inspiration for preschool teachers”(近4万成员)的内容进行了分析。因为根据捷克统计局(2022)的数据，捷克共和国只有33 156名幼儿教师，所以只有明确来自幼儿教师的职位被纳入本研究。主要目的是确定教师在Facebook上寻找什么样的灵感，以及教师在这个小组中分享什么样的灵感。从623篇帖子(一个半月的帖子)中，我们发现了以下主题和特征:策划(一般活动，歌曲，童话和押韵，艺术，动作游戏，小组活动，识字，戏剧，数学和主题)。设备(美术用品、IT用品、装饰品、家具、特定图片或书籍)、外部课程;教育。最常见的主题是关于计划的问题，特别是一般的活动，当老师有一个给定的主题，并要求与这个主题相关的任何活动。从第二个研究问题“教师分享什么样的灵感”中，确定了以下主题和类别:活动(艺术，数学，识字，探究式学习，运动活动，文字，戏剧，理工，小组活动，歌曲)。教育;外部项目、材料和装饰。
{"title":"INSPIRATION FOR PRESCHOOL TEACHERS: CONTENT ANALYSIS OF CZECH FACEBOOK GROUP","authors":"M. Dědičová","doi":"10.36315/2023v1end069","DOIUrl":"https://doi.org/10.36315/2023v1end069","url":null,"abstract":"According to Britannica Dictionary inspiration is: “something that makes someone want to do something or that gives someone an idea about what to do or create” (@2023). Inspiration is one of the most important things in the teaching profession, teachers are always looking for new inspiration and ideas, what to do in their classrooms. And when the teachers lack inspiration, they try to find it, not in the books anymore, but on the internet. In this study the content of the biggest Czech Facebook group for preschool teacher “Inspiration for preschool teachers” (nearly 40 000 members) was analyzed. Because according to the Czech Statistical Office (2022) there are only 33 156 preschool teachers in the Czech Republic, only the posts that were clearly from preschool teachers were included in this research. The main goal was to identify what kind of inspiration the teachers are looking for on Facebook, and what kind of inspiration are the teachers sharing in this group. From 623 posts (month and a half of posts) the following themes and characteristics were identified: Planning (activities in general, songs, fairy tales & rhymes, art, movement games, group activities, literacy, dramatization, math and themes). Equipment (art supplies, IT supplies, decorations, furniture, specific pictures or books), External programmes; Education. With the most common theme being questions about planning, specifically activities in general, when the teachers have a given theme and are asking for any activity related to this theme. From the second research question “what kind of inspiration are the teachers sharing” were following themes and categories identified: Activities (art, math, literacy, inquiry-based learning, movement activities, graphomotoric, dramatization, polytechnic, group activities, songs). Education; External programmes, Materials and Decorations.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74003019","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":"SONG-LEADING: AN OVERVIEW ON CONTRASTING DIDACTICS","authors":"","doi":"10.36315/2023v1end123","DOIUrl":"https://doi.org/10.36315/2023v1end123","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"82 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73249489","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":"DRAMATIC PLAY AS A DEVELOPMENTAL MEANS OF PRESCHOOL CHILDREN'S MOTOR CREATIVITY","authors":"","doi":"10.36315/2023v1end141","DOIUrl":"https://doi.org/10.36315/2023v1end141","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83659425","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}
In recent years two kind of publications were observable: On the one hand, there were many contributions arguing why every child should learn to code. Beside fascinating and motivating children for STEM (Science Technology Engineering Mathematics) topics and giving a good career preparation, coding also can strengthen general skills like e.g. resilience, creativity and organization. On the other hand, there exist several publications by the OECD (Organization for Economic Co-operation and Development) describing future skills for children as well as issues of future education and work. Particularly the OECD has developed the “OECD Learning Compass 2030”. This work is divided into several concepts. Each concept describes different skills being relevant for the children future. In this contribution, we want to compare, contrast and merge these two fields of publications. Therefore, we examine an extensive literature review and give an overview about skills that can be imparted by teaching children to code. Then we take a look at OECD’s compass and general skills. Therefore, we analyze the publications of OECD and apply text extraction to get relevant keywords of skills. Subsequently, we compare the coding skills with the OECD skills and look which aspects of the OECD compass can be fulfilled by teaching to code. As a result, we can note that attaining many of the OECD future skills can be supported by teaching children to code. We also have identified which skills cannot covered by coding resp. which additional benefits knowledge in coding offers. The paper concludes with a summary and an outlook. Future tasks are, e.g. examine at which age children should start learning to code, which are appropriate ways to teach and learn coding or concerning the question whether coding education should be realized as an one-size-fits-all approach or by applying internal differentiation.
{"title":"CODING FOR CHILDREN – A WAY TO FULFILL THE AIMS OF THE OECD LEARNING COMPASS 2030?","authors":"Olaf Herden","doi":"10.36315/2023v1end063","DOIUrl":"https://doi.org/10.36315/2023v1end063","url":null,"abstract":"In recent years two kind of publications were observable: On the one hand, there were many contributions arguing why every child should learn to code. Beside fascinating and motivating children for STEM (Science Technology Engineering Mathematics) topics and giving a good career preparation, coding also can strengthen general skills like e.g. resilience, creativity and organization. On the other hand, there exist several publications by the OECD (Organization for Economic Co-operation and Development) describing future skills for children as well as issues of future education and work. Particularly the OECD has developed the “OECD Learning Compass 2030”. This work is divided into several concepts. Each concept describes different skills being relevant for the children future. In this contribution, we want to compare, contrast and merge these two fields of publications. Therefore, we examine an extensive literature review and give an overview about skills that can be imparted by teaching children to code. Then we take a look at OECD’s compass and general skills. Therefore, we analyze the publications of OECD and apply text extraction to get relevant keywords of skills. Subsequently, we compare the coding skills with the OECD skills and look which aspects of the OECD compass can be fulfilled by teaching to code. As a result, we can note that attaining many of the OECD future skills can be supported by teaching children to code. We also have identified which skills cannot covered by coding resp. which additional benefits knowledge in coding offers. The paper concludes with a summary and an outlook. Future tasks are, e.g. examine at which age children should start learning to code, which are appropriate ways to teach and learn coding or concerning the question whether coding education should be realized as an one-size-fits-all approach or by applying internal differentiation.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87854987","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}
Studying in doctoral study programmes of universities is quite often based on individual study plans of PhD students, under the guidance of a supervisor, or with the participation of a consultant. The main content of such studies is systematic creative scientific work with an emphasis on the topic of the dissertation. However, among other things, students usually participate in the management and preparation of teaching in bachelor or master study programmes to the required extent as a part of the study plan. Therefore, it is quite common for the students to teach on top of undertaking their research, and for this teaching practice, they should be provided with quality training on how to teach. In this context, the paper focuses on the multidisciplinary course “Didactic and Presentation Skills” for students of doctoral study programmes of one of the public universities in the Czech Republic. The course mainly covers the basics of university teaching, psychology and other areas that develop didactic and presentation skills of university members as often some will remain at the university in the positions of junior academics and scientists. In addition to the theoretical fundamentals, considerable space is devoted to seminars with video training of skills with their analysis and self-reflection. The aim of the paper is to introduce the current experience of the university institute of a Czech university with the development of doctoral students' competences needed for teaching. Furthermore, the results of the course evaluation in the academic year 2021/2022 from the perspective of doctoral students are presented. Among the topics provided, the respondents themselves attach the greatest weight to practical seminars on didactic and presentation skills, which they put in first place. Theory of communication and presentation skills and educational evaluation and educometrics are also considered essential by respondents, closely followed by the use of digital technologies in education, university pedagogy, psychological aspects of teaching, and activation methods. The study confirms the importance of preparing novice PhD students to adapt in teaching, to feel comfortable in a large auditorium, and to be confident in various situations that may happen at any time.
{"title":"LEARNING TO TEACH: AN EVALUATION OF THE PREPARATION OF DOCTORAL STUDENTS TO LEAD THEIR OWN TEACHING","authors":"","doi":"10.36315/2023v1end022","DOIUrl":"https://doi.org/10.36315/2023v1end022","url":null,"abstract":"Studying in doctoral study programmes of universities is quite often based on individual study plans of PhD students, under the guidance of a supervisor, or with the participation of a consultant. The main content of such studies is systematic creative scientific work with an emphasis on the topic of the dissertation. However, among other things, students usually participate in the management and preparation of teaching in bachelor or master study programmes to the required extent as a part of the study plan. Therefore, it is quite common for the students to teach on top of undertaking their research, and for this teaching practice, they should be provided with quality training on how to teach. In this context, the paper focuses on the multidisciplinary course “Didactic and Presentation Skills” for students of doctoral study programmes of one of the public universities in the Czech Republic. The course mainly covers the basics of university teaching, psychology and other areas that develop didactic and presentation skills of university members as often some will remain at the university in the positions of junior academics and scientists. In addition to the theoretical fundamentals, considerable space is devoted to seminars with video training of skills with their analysis and self-reflection. The aim of the paper is to introduce the current experience of the university institute of a Czech university with the development of doctoral students' competences needed for teaching. Furthermore, the results of the course evaluation in the academic year 2021/2022 from the perspective of doctoral students are presented. Among the topics provided, the respondents themselves attach the greatest weight to practical seminars on didactic and presentation skills, which they put in first place. Theory of communication and presentation skills and educational evaluation and educometrics are also considered essential by respondents, closely followed by the use of digital technologies in education, university pedagogy, psychological aspects of teaching, and activation methods. The study confirms the importance of preparing novice PhD students to adapt in teaching, to feel comfortable in a large auditorium, and to be confident in various situations that may happen at any time.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136084980","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}
Recomposition and photomontage are an integral part of contemporary art and should be implemented in the contemporary teaching of Visual Arts. This paper aimed to determine whether the use of recomposition and photomontage in Visual Arts classes stimulates student creativity. The research was carried out from 2019 to 2022 among students at the Department of Teacher Education and the Department of Preschool Education at the Faculty of Humanities and Social Sciences in Split, who applied the methods of recomposition and photomontage in Visual Arts classes. The research was qualitative, with the use of observation method and descriptive method, and a total of 133 students participated in the research. The resulting artworks were divided into groups according to the degree of creativity that the students expressed in those works. After the research, it was concluded that the use of recomposition and photomontage stimulated student creativity. However, a significantly greater degree of freedom could have been reached in terms of combining, using imagination and creating new ideas.
{"title":"RECOMPOSITION AND PHOTOMONTAGE AS A STIMULUS FOR THE DEVELOPMENT OF CREATIVITY IN TEACHING VISUAL ARTS","authors":"Marija Brajčić, Dubravka Kuščević","doi":"10.36315/2023v1end044","DOIUrl":"https://doi.org/10.36315/2023v1end044","url":null,"abstract":"Recomposition and photomontage are an integral part of contemporary art and should be implemented in the contemporary teaching of Visual Arts. This paper aimed to determine whether the use of recomposition and photomontage in Visual Arts classes stimulates student creativity. The research was carried out from 2019 to 2022 among students at the Department of Teacher Education and the Department of Preschool Education at the Faculty of Humanities and Social Sciences in Split, who applied the methods of recomposition and photomontage in Visual Arts classes. The research was qualitative, with the use of observation method and descriptive method, and a total of 133 students participated in the research. The resulting artworks were divided into groups according to the degree of creativity that the students expressed in those works. After the research, it was concluded that the use of recomposition and photomontage stimulated student creativity. However, a significantly greater degree of freedom could have been reached in terms of combining, using imagination and creating new ideas.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73519690","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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