Norwegian and Croatian Students of Undergraduate Kindergarten Teacher Education Programs on Their Professional Development and Conditions for It

Autor/inn/en	Sadownik, Alicja R.; Aasen, Wenche; Jevtic, Adrijana Visnjic
Titel	Norwegian and Croatian Students of Undergraduate Kindergarten Teacher Education Programs on Their Professional Development and Conditions for It
Quelle	7 (2019) 3, S.8-21 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Kindergarten; Preschool Teachers; Teacher Education Programs; Undergraduate Study; Student Attitudes; Student Development; Motivation; Educational Practices; Cultural Influences; Knowledge Base for Teaching; Competence; Teaching Skills; Leadership Qualities; Cooperation; Faculty Development; Ethics; Teacher Characteristics; Language Usage; Norway; Croatia + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Grundstudium; Schülerverhalten; psychologische; Motivation (psychologisch); Bildungspraxis; Cultural influence; Kultureinfluss; Teaching theory; Theory of teaching; Unterrichtstheorie; Kompetenz; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Führungseigenschaft; Co-operation; Kooperation; Ethik; Sprachgebrauch; Norwegen; Kroatien
Abstract	This article presents Norwegian and Croatian students' perspectives on conditions for their professional growth during undergraduate kindergarten teacher education. The data gathered through focus group interviews are theorized using the cultural-historical wholeness approach that identifies institutional conditions for the development of certain motivations and acts. Since the students from the two countries generally perceive the institutional conditions for their learning as insufficient, the conclusions refer to certain institutional practices that could strengthen the development of competences that students recognize as the most relevant. These competences to act grow at the intersection of theory and practice. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01