Theory and practice of experimental learning of the future preschool teachers in Slovenia

Povzetek

The present article illustrates the problem of a hidden curriculum in kindergartens. It is presented as an important part of the overt curriculum. The empathy of kindergarten teachers is shown within the scope of a hidden curriculum. The second part discusses the results of the research on empathy of preschool teachers as an important element of the hidden curriculum in kindergartens. Four dimensions of empathy were identified: social self-confi dence, calmness, sensitivity and non-conformism. Each of these dimensions contributes on its own and together with the others to a better understanding of empathy of kindergarten teachers, which undoubtedly influences and encourages the development of emphatic communication among preschool teachers, children and parents.In this contribution, we attempt to answer the question of how experimental learning is implemented in the educational program for future preschool teachers. At the same time, it is important to know that the ideas of experimental learning represent a consequence of searching a closer connection between theory and practice; in particular, in the processes of educating teachers/preschool teachers its beginnings date back to the era of reform pedagogy. In the fi rst part, we will introduce the grounds of the experimental learning of preschool teachers. In the second part, we will present the fi ndings of a survey on implementing the experimental learning in the educational program for future teachers of preschool children. We were interested in the assessment of representation of experimental learning in the undergraduate educational studies from the point-of-view of future preschool teachers, in the assessment of expected knowledge gained during the studies and in the evaluation of expected communication skills during the studies. The contribution reveals new questions about the possibilities of experimental learning of future preschool teachers; such possibilities are necessary so that the appropriate integration of experimental learning would contribute to higher professionalism of preschool teachers.

Ključne besede

predšolska vzgoja;vrtci;vzgojiteljice;Slovenija;pre-school education;kindergartens;preschool teachers;Slovenia;

Podatki

Jezik:	Angleški jezik
Leto izida:	2012
Tipologija:	1.01 - Izvirni znanstveni članek
Organizacija:	UM PEF - Pedagoška fakulteta
UDK:	373.2(497.4)
COBISS:	19479816
ISSN:	1213-7758
Št. ogledov:	1012
Št. prenosov:	64
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Neznan jezik
Sekundarne ključne besede:	pre-school education;kindergartens;preschool teachers;Slovenia;
URN:	URN:SI:UM:
Vrsta dela (COBISS):	Delo ni kategorizirano
Strani:	str. 47-61
Zvezek:	ǂ[No.] ǂ2
Čas izdaje:	2012
Ključne besede (UDK):	social sciences;družbene vede;education;vzgoja in izobraževanje;šolstvo;pouk;kinds of school providing general education;vrste šol;ki zagotavljajo splošno izobrazbo;
ID:	1440229