Examining pre-service teachers regulation in distance and traditional preschool design and technology education

Kurent, Brina (author), Avsec, Stanislav (author)

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
• UDC: 62:37.091.33
• ISSN on article: 2405-8440
• DOI: 10.1016/j.heliyon.2023.e13738
• COBISS.SI-ID: 142345219
• Publication date in RUL: 21.02.2023

Record is a part of a journal

• Title: Heliyon
• Publisher: Elsevier
• ISSN: 2405-8440
• COBISS.SI-ID: 21607432

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