The (Co-)Construction of Knowledge within Initial Teacher Training: Experiences from Croatia
Keywords:
initial teacher training, professional development, reflective practitioners, (self-) reflection, the (co-)construction of knowledge
Abstract
“Learning by doing†within and together with a “community that learns†ought to become the fundamental method of learning – not only for children, but also for their teachers and other participants in the educational process. To what extent are students of early and preschool education involved in such work methods, and what have their experiences been like?
An example of a research-based, reflective approach to practice grounded in action research and the co-construction of knowledge with students shall be presented as an example of quality practice at the Faculty of Teacher Education in Rijeka. Such a form of practice creates knowledge through the action itself and through contemplation of one’s actions and the actions of others, all with the purpose of strengthening the practical competencies of future teachers. Our conclusion is that mutual learning, as propounded by the social constructivist approach to education, within the context of the mutual discussions between students and teachers that we organized directly contributed to the development of (self-)reflection
competencies among future teachers, while also immersing all participants in an environment conducive to deliberation and the (re)definition of oneself and one’s own pedagogical work.
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Bruner, J. S. (2000). Kultura obrazovanja. Zagreb: Educa.
Dahlberg, G., & Moss, P. (2006). Ethics and Politics in Early Childhood Education. London: RoutledgeFalmer.
Elliott, J. (1998). The Curriculum Experiment, Meeting the Challenge of Social Change. Buckingham – Philadelphia: Open University Press.
Fullan, M. (1993). Change Forces. London: The Falmer Press.
Fullan, M. (2007). The New Meaning of Educational Change, 4 th edition. New York and London: Teachers College Columbia University.
JanÄić-Komljen, M. (2013). (Samo)refleksivni praktiÄar: sociokonstruktivistiÄki pristup u obrazovanju odgajatelja/(Self) reflective practitioner: socio-constructivist approach to teacher training.(Graduation Thesis, Faculty of Teacher Education, University of Rijeka). Rijeka: UÄiteljski fakultet u Rijeci.
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Mac Naughton, G., & Hughes, P. (2009). Doing Action Research in Early Childhood Studies. A step by step guide. New York: Open University Press.
Miljak, A. (1996). HumanistiÄki pristup teoriji i praksi predÅ¡kolskog odgoja. Velika Gorica, Zagreb: Persona.
PeÅ¡ić, M. (2004). Pedagogija u akciji – metodoloÅ¡ki priruÄnik. Beograd: Institut za pedagogiju i andragogiju.
Powell, E. (2005). Conceptualising and facilitating active learning: teachers’ videoâ€stimulated reflective dialogues. Reflective Practice, 6(3), 407-418.
Radulović, L., (2011). Obrazovanje nastavnika za refleksivnu praksu. Beograd: Filozofski fakultet.
Rinaldi, C. (2006). In Dialogue with Reggio Emilia: listening, researching and learning. New York: Routledge.
Schoen, D. A. (1990). Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. San Francisco: Jossey-Bass.
Senge, P. M., Kleiner, A., Roberts, C., Ross, R., Roth, G., & Smith, B. (2003). Ples promjene. Izazovi u razvoju uÄećih organizacija. Zagreb: Mozaik knjiga.
Stoll, L., & Fink, D. (2000). Mijenjajmo naše škole, Kako unaprijediti djelotvornost i kvalitetu škola. Zagreb: Educa.
Å agud, M. (2006). Odgajatelj kao refleksivni praktiÄar. Petrinja: Visoka uÄiteljska Å¡kola u Petrinji.
VujiÄić, L., & Äapić, K. (2009). Obrazovanje odgajatelja refleksivnog praktiÄara u kontekstu integracijskog pristupa kao naÄela rada s djecom rane i predÅ¡kolske dobi. In L. VujiÄić & M. Duh
(Eds.), Interdisciplinarni pristup uÄenju put ka kvalitetnijem obrazovanju djeteta/Interdisciplinary Approach to Teaching a Path to More Quality Education of Children (pp. 253-271). Rijeka: UÄiteljski fakultet SveuÄiliÅ¡ta u Rijeci; Maribor: PedagoÅ¡ki fakultet SveuÄiliÅ¡ta u Mariboru; Rijeka: Zambelli.
VujiÄić, L., Tatalović Vorkapić, S., & Boneta, Ž. (2012). Istraživanje odgojno-obrazovne prakse: dominantna strategija profesionalnog razvoja odgajatelja. In I. Pehlić & A. Hasanagić (Eds.), Teorija i praksa ranog odgoja/Theory and Practice of Early Education (pp. 345-363). Zenica: Odsjek za predÅ¡kolski odgoj i obrazovanje Islamskog pedagoÅ¡kog fakulteta Univerziteta u Zenici.
VujiÄić, L., & Miketek, M. (2014). Children’s Perspective in Play: Documenting the Educational Process. Croatian Journal of Education, 16(1), 143-159.
Zaclona, Z. (2007). Teacher`s reflection and pedagogical competency. In N. Babić (Ed.), Kompetencije i kompetentnost uÄitelja/Competences and Teacher Competence (pp. 501-511). Osijek:
SveuÄiliÅ¡te J.J. Strossmayera.
Published
2015-06-30
How to Cite
VujiÄićL., Boneta Željko, & Ivković Željka. (2015). The (Co-)Construction of Knowledge within Initial Teacher Training: Experiences from Croatia. Center for Educational Policy Studies Journal, 5(2), 139-157. https://doi.org/10.26529/cepsj.146
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