The pedagogical concept of students of Teacher Education Faculty
The paper presents and analyses the results of the research dealing with the pedagogical concept - as a type of pedagogical beliefs - related to the way in which students, pre-service teachers, interpret the educational process that they learn about during their studies and observe, analyse...
| Main Authors: | , , |
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| Format: | Article |
| Language: | srp |
| Published: |
Institute for Educational Research, Belgrade
2016-01-01
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| Series: | Zbornik Instituta za pedagoška istraživanja |
| Subjects: | |
| Online Access: | http://www.doiserbia.nb.rs/img/doi/0579-6431/2016/0579-64311602247T.pdf |
| _version_ | 1819172213904900096 |
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| author | Tadić Aleksandar Maksimović Aleksandar Mrvoš Ivana |
| author_facet | Tadić Aleksandar Maksimović Aleksandar Mrvoš Ivana |
| author_sort | Tadić Aleksandar |
| collection | DOAJ |
| description | The paper presents and analyses the results of the research dealing with the
pedagogical concept - as a type of pedagogical beliefs - related to the way
in which students, pre-service teachers, interpret the educational process
that they learn about during their studies and observe, analyse and create
during their practice. The aim of the conducted research was to determine the
intensity of the dimensions of students’ pedagogical concept with respect to
gender, the type of finished secondary school and the year of studies.
Research participants were 480 students of the Teacher Education Faculty of
the University of Belgrade. There were no significant differences in the
intensity of the dimensions of the pedagogical concept between students of
different genders or with respect to the type of finished secondary school.
The results have indicated that the intensity of the child-centred dimension
of the pedagogical concept is significantly different at the beginning and at
the end of studies, and that it declines, but the decline is not linear. It
has been shown that child-centred pedagogical beliefs are more intensive in
the students at the beginning of studies than in the students of the final
year of studies. The concluding part provides the suggestions related to the
way in which theoretical contents and the modalities of teaching methods at
teacher education faculties might actively support the processes of
construction and reconstruction of students’ pedagogical concept. [Projekat
Ministarstva nauke Republike Srbije, br. 179020: Koncepcije i strategije
obezbeđivanja kvaliteta bazičnog obrazovanja i vaspitanja] |
| first_indexed | 2024-12-22T20:03:37Z |
| format | Article |
| id | doaj.art-bda3e2fa4f63432c9528bab7b1b05fdb |
| institution | Directory Open Access Journal |
| issn | 0579-6431 1820-9270 |
| language | srp |
| last_indexed | 2024-12-22T20:03:37Z |
| publishDate | 2016-01-01 |
| publisher | Institute for Educational Research, Belgrade |
| record_format | Article |
| series | Zbornik Instituta za pedagoška istraživanja |
| spelling | doaj.art-bda3e2fa4f63432c9528bab7b1b05fdb2022-12-21T18:14:12ZsrpInstitute for Educational Research, BelgradeZbornik Instituta za pedagoška istraživanja0579-64311820-92702016-01-0148224726310.2298/ZIPI1602247T0579-64311602247TThe pedagogical concept of students of Teacher Education FacultyTadić Aleksandar0Maksimović Aleksandar1Mrvoš Ivana2Faculty of Philosophy, BelgradePreschool Teacher Training College, ŠabacTeacher Education Faculty, BelgradeThe paper presents and analyses the results of the research dealing with the pedagogical concept - as a type of pedagogical beliefs - related to the way in which students, pre-service teachers, interpret the educational process that they learn about during their studies and observe, analyse and create during their practice. The aim of the conducted research was to determine the intensity of the dimensions of students’ pedagogical concept with respect to gender, the type of finished secondary school and the year of studies. Research participants were 480 students of the Teacher Education Faculty of the University of Belgrade. There were no significant differences in the intensity of the dimensions of the pedagogical concept between students of different genders or with respect to the type of finished secondary school. The results have indicated that the intensity of the child-centred dimension of the pedagogical concept is significantly different at the beginning and at the end of studies, and that it declines, but the decline is not linear. It has been shown that child-centred pedagogical beliefs are more intensive in the students at the beginning of studies than in the students of the final year of studies. The concluding part provides the suggestions related to the way in which theoretical contents and the modalities of teaching methods at teacher education faculties might actively support the processes of construction and reconstruction of students’ pedagogical concept. [Projekat Ministarstva nauke Republike Srbije, br. 179020: Koncepcije i strategije obezbeđivanja kvaliteta bazičnog obrazovanja i vaspitanja]http://www.doiserbia.nb.rs/img/doi/0579-6431/2016/0579-64311602247T.pdfpedagogical conceptstudents’ beliefspre-service teacher trainingteacher education faculty |
| spellingShingle | Tadić Aleksandar Maksimović Aleksandar Mrvoš Ivana The pedagogical concept of students of Teacher Education Faculty Zbornik Instituta za pedagoška istraživanja pedagogical concept students’ beliefs pre-service teacher training teacher education faculty |
| title | The pedagogical concept of students of Teacher Education Faculty |
| title_full | The pedagogical concept of students of Teacher Education Faculty |
| title_fullStr | The pedagogical concept of students of Teacher Education Faculty |
| title_full_unstemmed | The pedagogical concept of students of Teacher Education Faculty |
| title_short | The pedagogical concept of students of Teacher Education Faculty |
| title_sort | pedagogical concept of students of teacher education faculty |
| topic | pedagogical concept students’ beliefs pre-service teacher training teacher education faculty |
| url | http://www.doiserbia.nb.rs/img/doi/0579-6431/2016/0579-64311602247T.pdf |
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