期刊名称：Center for Educational Policy Studies Journal
印刷版ISSN：1855-9719
电子版ISSN：2232-2647
出版年度：2015
卷号：5
期号：2
页码：139-157
出版社：University of Ljubljana
摘要：Learning by doing” within and together with a “community that learns”ought to become the fundamental method of learning – not only for children,but also for their teachers and other participants in the educationalprocess. To what extent are students of early and preschool education involvedin such work methods, and what have their experiences been like?An example of a research-based, reflective approach to practice groundedin action research and the co-construction of knowledge with studentsshall be presented as an example of quality practice at the Faculty ofTeacher Education in Rijeka. Such a form of practice creates knowledgethrough the action itself and through contemplation of one’s actions andthe actions of others, all with the purpose of strengthening the practicalcompetencies of future teachers. Our conclusion is that mutual learning,as propounded by the social constructivist approach to education, withinthe context of the mutual discussions between students and teachers thatwe organized directly contributed to the development of (self-)reflectioncompetencies among future teachers, while also immersing all participantsin an environment conducive to deliberation and the (re)definitionof oneself and one’s own pedagogical work.
关键词：initial teacher training; professional development; reflective;practitioners; (self-) reflection; the (co-)construction of knowledge
