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Abstract: The study sought to examine the art portfolios of second-year undergraduate students of Early and Preschool Education at the Faculty of Teacher Education in Zagreb and their reflections on their own artwork. The aim was to examine how students experience, reflect on and interpret their creative work process. By reflecting, students acquire deeper understanding of art expression and perfect the ability to plan and evaluate visual art activities for implementation in their future work with children. The results show that students whose reflections on their own artwork through portfolios are more detailed show greater levels of self-awareness, creativity and pedagogical competence.
Keywords: reflection, visual art education, portfolios, preschool teachers, professional competences
Published in DKUM: 02.10.2025; Views: 0; Downloads: 6
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Abstract: Introduction: Cinemeducation is a teaching method where popular movies or movie clips are used. We aimed to determine whether family physicians’ competencies as listed in the Educational Agenda produced by the European Academy of Teachers in General Practice/Family Medicine (EURACT) can be found in movies, and to propose a template for teaching by these movies. Methods: A group of family medicine teachers provided a list of movies that they would use in cinemeducation. The movies were categorised according to the key family medicine competencies, thus creating a framework of competences, covered by different movies. These key competencies are Primary care management, Personcentred care, Specific problem-solving skills, Comprehensive approach, Community orientation, and Holistic approach. Results: The list consisted of 17 movies. Nine covered primary care management. Person-centred care was covered in 13 movies. Eight movies covered specific problem-solving skills. Comprehensive approach was covered in five movies. Five movies covered community orientation. Holistic approach was covered in five movies. Conclusions: All key family medicine competencies listed in the Educational Agenda can be taught using movies. Our results can serve as a template for teachers on how to use any appropriate movies in family medicine education.
Keywords: family practice, medical education, narration, professional competences, movies, family medicine, education, EURACT
Published in DKUM: 06.04.2017; Views: 1471; Downloads: 183
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