NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1150674
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0300-4430
EISSN: N/A
The Importance of Acquiring Pedagogical and Didactic Competencies of Future Teachers--The Croatian Context
Dubovicki, Snježana; Jukic, Renata
Early Child Development and Care, v187 n10 p1557-1568 2017
This paper emphasizes the importance of developing pedagogical and didactic competencies of graduate students of teachers' education, and certain problems they encountered in acquiring those competencies in the Croatian environment. The goal of the research was to examine the students' (future teachers') assessments of the capability to work with children and their parents, assessment of possessing pedagogical-didactic competencies acquired in school, but also to emphasize the possibility of cooperation between teacher training institutions with institutions, and organizations engaged in informal forms of education. During research, the triangulation was used to approach the issue as objectively as possible. The survey, interviews of future teachers (N = 70) who volunteer teaching children (6-10 years), and analysed of lesson plans analyses (N = 180) which students and volunteers used as templates for teaching were used. Results showed that students have not sufficiently developed pedagogical-didactic competencies which, among others, resulted in fear of "entering" the classroom and insufficient willingness to work with special needs students.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Croatia
Grant or Contract Numbers: N/A