A Croatian study of practitioners' and kindergarten teacher students' opinions of their role in children's lives.

Autor/inn/en	Miljevic-Ridicki, Renata; Pahic, Tea; Saric, Marija
Titel	A Croatian study of practitioners' and kindergarten teacher students' opinions of their role in children's lives.
Quelle	In: CEPS journal, 3 (2013) 2, S. 51-69Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
URN	urn:nbn:de:0111-opus-79899
Schlagwörter	Empirische Untersuchung; Inhaltsanalyse; Einstellung (Psy); Erzieher-Kind-Beziehung; Wahrnehmung; Erzieher; Inhaltsanalyse; Kind; Kindergarten; Motivation; Student; Wahrnehmung; Kroatien; Forschungsprojekt; Überzeugung; Kind; Kindergarten; Erzieherrolle; Motivation; Überzeugung; Erzieher; Student; Forschungsprojekt; Kroatien
Abstract	In the project "Methods and models in the education of preschool children in kindergartens" conducted at the Faculty of Teacher Education in Zagreb, we were interested in practitioners' and kindergarten teacher students' opinions, motivation, satisfaction, expectations and attitudes with regard to their work. Two open-ended questions regarding the role of the kindergarten teacher in children's lives, were set as a separate mini-questionnaire. For the purposes of this particular study, practitioners (N=69) and first-year university kindergarten teacher students (N=65) had to complete two sentences: "Children are like...because..." and "Kindergarten teachers are like... because..." Their responses were content analysed and then compared. Analysis shows that both students and kindergarten teachers perceive children in a very positive way and evaluate their job as highly valuable. They also highly value their role in children's lives (as another parent, teacher, helper, model, safe haven, etc.). The most significant difference between practicing teachers and students is their perception of working conditions, where students show a more idealistic approach. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/4