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

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Izvleček
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.

Jezik:Angleški jezik
Ključne besede:self-directed learning, design and technology education, preschool education, distance education, traditional education, pre-service preschool teachers
Vrsta gradiva:Članek v reviji
Tipologija:1.01 - Izvirni znanstveni članek
Organizacija:PEF - Pedagoška fakulteta
Status publikacije:Objavljeno
Različica publikacije:Objavljena publikacija
Leto izida:2023
Št. strani:24 str.
Številčenje:Vol. 9, iss. 2
PID:20.500.12556/RUL-144413 Povezava se odpre v novem oknu
UDK:62:37.091.33
ISSN pri članku:2405-8440
DOI:10.1016/j.heliyon.2023.e13738 Povezava se odpre v novem oknu
COBISS.SI-ID:142345219 Povezava se odpre v novem oknu
Datum objave v RUL:21.02.2023
Število ogledov:1317
Število prenosov:59
Metapodatki:XML RDF-CHPDL DC-XML DC-RDF
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Gradivo je del revije

Naslov:Heliyon
Založnik:Elsevier
ISSN:2405-8440
COBISS.SI-ID:21607432 Povezava se odpre v novem oknu

Licence

Licenca:CC BY-NC-ND 4.0, Creative Commons Priznanje avtorstva-Nekomercialno-Brez predelav 4.0 Mednarodna
Povezava:http://creativecommons.org/licenses/by-nc-nd/4.0/deed.sl
Opis:Najbolj omejujoča licenca Creative Commons. Uporabniki lahko prenesejo in delijo delo v nekomercialne namene in ga ne smejo uporabiti za nobene druge namene.

Sekundarni jezik

Jezik:Slovenski jezik
Ključne besede:samostojno učenje, oblikovanje, tehnološko izobraževanje, predšolska vzgoja, izobraževanje na daljavo, predšolski učitelji

Projekti

Financer:ARRS - Agencija za raziskovalno dejavnost Republike Slovenije
Številka projekta:J5-4573
Naslov: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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