Page 77 - Igor Ž. Žagar in Ana Mlekuž, ur. ▪︎ Raziskovanje v vzgoji in izobraževanju. Ljubljana: Pedagoški inštitut, 2019. Digitalna knjižnica, Dissertationes 37
P. 77
iews of primary school and kindergarten teacher students about lifelong learning
»… I think »lifetime learning« is necessary for today’s society, age, tech-
nology ... and to prevent burnout in our job.« (kindergarten teacher student)
In terms of differences, we can see from the two professions that,
while primary school teacher students are more likely to mention individ-
ual characteristics (value system, self-knowledge, communication) in the
structure of LLL, in responses of kindergarten teacher students, more ex-
ternal factors show up, such as having some compulsory, limiting factors
(financial aspects, role-conflicts in family- and private-life) and other pro-
fessional considerations as well.
All in all, it can be stated that both kindergarten teacher students
and primary school teacher students consider the existence of motivation,
openness and self-development skills in the basing of lifelong learning es-
sential. In addition, their views differ in the judgement of some profession-
al and individual competences in the structure of LLL.
Summary and conclusion
Lifelong Learning is essential requirement in the societies of the 21st cen-
tury, and a possible path to development. This is not disputed by the in-
terviewed kindergarten teacher students, or the primary school teacher
student, but taking a closer look to their views, we can see that smaller dif-
ferences can be found in views about lifelong learning. Both of the two sub-
samples consider it very important and as a result of conscious effort. Thus,
they differ rather in their views on when and where to start the basing of
LLL in individual’s life.
While primary school teacher students believe that this is achieved
rather in early childhood by the rearing of family and the teaching activi-
ties of public education in almost equal proportions, the opinion of kinder-
garten teacher students are tending to another direction which says that the
fulfilment of this approach can be expected in adulthood, and their opin-
ions are more oriented towards educational institutions and further edu-
cations in professional development. This sub-sample mentioned profes-
sion-related concepts more often, and they also emphasized the social and
professional requirements in the approach more.
In a pedagogical context, one of the most important results of the re-
search is that the interviewed pedagogue students have almost the same
positive attitudes towards the approach and, in contrast to the perception
that this would be an automatically evolving lifestyle, they believe that the
developing of this approach can be influenced by conscious work. These re-
77
»… I think »lifetime learning« is necessary for today’s society, age, tech-
nology ... and to prevent burnout in our job.« (kindergarten teacher student)
In terms of differences, we can see from the two professions that,
while primary school teacher students are more likely to mention individ-
ual characteristics (value system, self-knowledge, communication) in the
structure of LLL, in responses of kindergarten teacher students, more ex-
ternal factors show up, such as having some compulsory, limiting factors
(financial aspects, role-conflicts in family- and private-life) and other pro-
fessional considerations as well.
All in all, it can be stated that both kindergarten teacher students
and primary school teacher students consider the existence of motivation,
openness and self-development skills in the basing of lifelong learning es-
sential. In addition, their views differ in the judgement of some profession-
al and individual competences in the structure of LLL.
Summary and conclusion
Lifelong Learning is essential requirement in the societies of the 21st cen-
tury, and a possible path to development. This is not disputed by the in-
terviewed kindergarten teacher students, or the primary school teacher
student, but taking a closer look to their views, we can see that smaller dif-
ferences can be found in views about lifelong learning. Both of the two sub-
samples consider it very important and as a result of conscious effort. Thus,
they differ rather in their views on when and where to start the basing of
LLL in individual’s life.
While primary school teacher students believe that this is achieved
rather in early childhood by the rearing of family and the teaching activi-
ties of public education in almost equal proportions, the opinion of kinder-
garten teacher students are tending to another direction which says that the
fulfilment of this approach can be expected in adulthood, and their opin-
ions are more oriented towards educational institutions and further edu-
cations in professional development. This sub-sample mentioned profes-
sion-related concepts more often, and they also emphasized the social and
professional requirements in the approach more.
In a pedagogical context, one of the most important results of the re-
search is that the interviewed pedagogue students have almost the same
positive attitudes towards the approach and, in contrast to the perception
that this would be an automatically evolving lifestyle, they believe that the
developing of this approach can be influenced by conscious work. These re-
77
