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Examining pre-service teachers regulation in distance and traditional preschool design and technology education
ID Kurent, Brina (Author), ID Avsec, Stanislav (Author)

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Abstract
The significance of adapting to a rapidly changing world is quite evident in the current day; thus, the awareness of how to teach students so that they can be ready to face challenges in the future is very important. Early education has a huge impact on the further development of children, so preschool teachers must be competent and use appropriate teaching and educational methods. In this study, the development of self-directed learning (SDL) of future preschool teachers is investigated by considering two variables, namely the type of study (full-time and part-time students) and the learning modalities caused by the COVID-19 pandemic (pre-, during and post-COVID-19 confinement). We collected data from 418 participants and analysed them using descriptive statistics, 2 × 3 factorial analysis of variance (ANOVA) and a two-step cluster analysis. The results show the status of pre-service preschool teachers' perceptions of their SDL development and how the variables influenced it. There were significant differences in the students' self-reported SDL skills, depending on the learning environment and the type of study. The status indicator helps educators identify and change the curriculum and how they work with students. It allows the faculty to highlight the positive aspects of the different educational modalities encountered, as well as the characteristics of the study types and their impact on the learning process to improve students’ SDL skills. The results of the study may help in the design of tailored metacognitive scaffolds that take into account different modalities. Further studies are needed to investigate the effectiveness of digital open learning environments that address both SDL and preschool educational practices.

Language:English
Keywords:self-directed learning, design and technology education, preschool education, distance education, traditional education, pre-service preschool teachers
Work type:Article
Typology:1.01 - Original Scientific Article
Organization:PEF - Faculty of Education
Publication status:Published
Publication version:Version of Record
Year:2023
Number of pages:24 str.
Numbering:Vol. 9, iss. 2
PID:20.500.12556/RUL-144413 This link opens in a new window
UDC:62:37.091.33
ISSN on article:2405-8440
DOI:10.1016/j.heliyon.2023.e13738 This link opens in a new window
COBISS.SI-ID:142345219 This link opens in a new window
Publication date in RUL:21.02.2023
Views:1387
Downloads:61
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Record is a part of a journal

Title:Heliyon
Publisher:Elsevier
ISSN:2405-8440
COBISS.SI-ID:21607432 This link opens in a new window

Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.

Secondary language

Language:Slovenian
Keywords:samostojno učenje, oblikovanje, tehnološko izobraževanje, predšolska vzgoja, izobraževanje na daljavo, predšolski učitelji

Projects

Funder:ARRS - Slovenian Research Agency
Project number:J5-4573
Name:Razvijanje veščin 21. stoletja za trajnostni razvoj in kvalitetno izobraževanje v času hitrih tehnološko pogojenih sprememb gospodarskega, socialnega in naravnega okolja

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