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ERIC Number: EJ820035
Record Type: Journal
Publication Date: 2008-Dec
Pages: 10
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: ISSN-0305-5698
Does Undergraduate Education Influence Teachers' Perceptions of Learning and Teaching? The Case of the Republic of Slovenia
Grmek, Milena Ivanus; Krecic, Marija Javornik
Educational Studies, v34 n5 p433-442 Dec 2008
In the first part of the paper, different models of teacher education are presented and analysed: the pre-technocratic model or the model of training master craftsmen; the technocratic model or the model of applied science; and the post-technocratic model or the reflexive model. In the second part of the paper, the results of the empirical research are presented. The aim of the empirical research was to determine the influence of undergraduate teacher education on teachers' perceptions of learning and teaching and, consequently, on teachers' actions. In Slovenia, teachers' education was carried out following two main models: the pre-technocratic model or model of training master craftsmen, which was typical for the Academy of Education, and the technocratic model or the so-called model of applied science, which is used at the education faculties nowadays. Because of this dualism in teachers' education models, there exist differences between teachers and their perception and actions as well. (Contains 3 tables and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Slovenia