Page 76 - Igor Ž. Žagar in Ana Mlekuž, ur. ▪︎ Raziskovanje v vzgoji in izobraževanju. Ljubljana: Pedagoški inštitut, 2019. Digitalna knjižnica, Dissertationes 37
P. 76
r aziskovanje v vzgoji in izobr aževanju
teacher students than in primary teachers students’ answers. These beliefs
are more likely to tend in the traditional interpretation of lifelong learning
(„lifelong education”). On the contrary, the concept used by primary school
teacher students is far less concrete, but at the same time (and maybe as a
cause of this), it is more widely interpreted.
The views of primary school teacher students and kindergarten teach-
er students are quite similar in the notion of mastering the approach of
LLL: it is much more likely a benefit of conscious work, than an automati-
cally developing skill in one’s life, according to their opinion. This is an im-
portant result in pedagogical context, because it means that, both prima-
ry school teachers and kindergarten teachers believe in their importance in
the development.
»…LLL is essential to educate pupils into such adults, who are success-
ful, interested in learning and capable to learn from their own mistakes.«
(primary school teacher student)
Among naive views of teacher candidates there are also some concepts
that include methodological elements too:
»… I think it is necessary to teach them [pupils] almost everything in a
playful form [… ] in order to create a positive attitude in them towards learn-
ing« (primary school teacher student)
In fact, both traditional and modern approaches are important parts
of the LLL’s broader interpretation, and it would also be beneficial for pub-
lic education, if prospective teachers were aware of both directions. There-
fore, they could see which competencies and skills need to be improved in
order to create or strengthen a positive attitude in pupils.
As for the dimension of structure, it can be said, that the interviewed
kindergarten teacher students and primary school teacher students have
identified a number of key concepts in their texts that can be a pillar of their
definition of lifelong learning. These views are telling us information about
the complexity of their conceptual image. Some common key concepts ap-
peared in similar proportions in the texts of the respondents from the two
professions, like: motivation, self-development and openness. At the same
time, social aspect of the concept has also showed up in the formulations,
which clearly identifies lifelong learning, as having social benefits. Howev-
er, among kindergarten teacher students half of the formulations were neg-
ative, next to the positive ones, emphasizing the economic problems, the
role of labour market and the ICT tools:
76
teacher students than in primary teachers students’ answers. These beliefs
are more likely to tend in the traditional interpretation of lifelong learning
(„lifelong education”). On the contrary, the concept used by primary school
teacher students is far less concrete, but at the same time (and maybe as a
cause of this), it is more widely interpreted.
The views of primary school teacher students and kindergarten teach-
er students are quite similar in the notion of mastering the approach of
LLL: it is much more likely a benefit of conscious work, than an automati-
cally developing skill in one’s life, according to their opinion. This is an im-
portant result in pedagogical context, because it means that, both prima-
ry school teachers and kindergarten teachers believe in their importance in
the development.
»…LLL is essential to educate pupils into such adults, who are success-
ful, interested in learning and capable to learn from their own mistakes.«
(primary school teacher student)
Among naive views of teacher candidates there are also some concepts
that include methodological elements too:
»… I think it is necessary to teach them [pupils] almost everything in a
playful form [… ] in order to create a positive attitude in them towards learn-
ing« (primary school teacher student)
In fact, both traditional and modern approaches are important parts
of the LLL’s broader interpretation, and it would also be beneficial for pub-
lic education, if prospective teachers were aware of both directions. There-
fore, they could see which competencies and skills need to be improved in
order to create or strengthen a positive attitude in pupils.
As for the dimension of structure, it can be said, that the interviewed
kindergarten teacher students and primary school teacher students have
identified a number of key concepts in their texts that can be a pillar of their
definition of lifelong learning. These views are telling us information about
the complexity of their conceptual image. Some common key concepts ap-
peared in similar proportions in the texts of the respondents from the two
professions, like: motivation, self-development and openness. At the same
time, social aspect of the concept has also showed up in the formulations,
which clearly identifies lifelong learning, as having social benefits. Howev-
er, among kindergarten teacher students half of the formulations were neg-
ative, next to the positive ones, emphasizing the economic problems, the
role of labour market and the ICT tools:
76
