1. The impact of the teacher education study program on the development of TPACKKarolina Dobi Barišić, Maja Brust Nemet, 2023, izvirni znanstveni članek Opis: This study compares students’ TPACK at the beginning and at the end of their college education according to their involvement and the number of computer science courses. Research was conducted at the Faculty of Education in Osijek, Croatia, with the same generation of students, in 2015 (N=71) and 2020 (N=43). The results showed a statistically significant difference for Technological, Pedagogical and Content Knowledge, for all students in the sample and for students with additional computer science courses. In the case of overall TPACK, there is no difference for the overall sample of students but for students with additional computer science courses, the difference is significant.
Ključne besede: pedagogical knowledge, pre-service teachers, teacher education, technological knowledge, TPACK
Objavljeno v DKUM: 28.07.2025; Ogledov: 0; Prenosov: 5
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2. Predisposition towards sustainable behaviour among students in the pre-school education study programmeAleksandra Šindić, Kiril Barbarev, Marko Gavriloski Tretjak, Jurka Lepičnik-Vodopivec, 2021, izvirni znanstveni članek Opis: Starting from the importance of sustainable behaviour among educators for sustainability in kindergarten, the aim of this empirical quantitative study was to investigate the prevalence of predispositions towards sustainable behaviour among students from the first cycle of the Pre-school Education study programme at three universities. The connection between predispositions, the existence of a difference between cognitive and non-cognitive predispositions, and the absence of a statistically significant difference between the predispositions of the students in relation to home faculty and place of residence were determined.
Ključne besede: predisposition towards sustainable behaviour, Pre-school Education
Objavljeno v DKUM: 01.07.2025; Ogledov: 0; Prenosov: 1
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4. The appeal and applicability of ICT study materials : the viewpoint of generation-Z pre-service teachersTomaž Bratina, 2017, izvirni znanstveni članek Opis: Effective contemporary teaching is closely connected to the inclusion of ICT, which comprises technological tools and the preparation and distribution of multimedia learning content. Therefore, one of the objectives of pre-service teacher education is to produce a technologically competent teacher. For this reason, the study programme includes a range of learning content where pre-service teachers engage in practical work in order to learn about the uses of ICT, tools and procedures for the production and distribution of multimedia learning content. Current generations of pre-service teachers are considered as belonging to Generation Z, or digital natives, and we can consequently expect experience, greater interest in studying the material and motivation to use ICT in their work. After the conclusion of the ICT in Education course, a study was prepared focusing on the learning materials that pre-service teachers find interesting, how they assess the applicability and transferability of this material and on the assessment of their own qualification for preparing multimedia learning materials. The results have shown that contemporary generations are familiar with working with ICT; however, they lack the experience and knowledge for using programs and tools. They want more knowledge and practical work in preparing multimedia learning material and in its distribution. The possibility of distributing multimedia learning content has resulted in a notable interest in working with Moodle, which is evident from the comparison of results from this year%s generation and those from two years ago. Students believe that the syllabus provided is interesting and useful. The acquired knowledge will be useful in the production of future learning materials and for work in other courses. The findings of the study will be used in the updating and preparation of future syllabi.
Ključne besede: education, ICT, pre-service teachers, generation Z, digital competences
Objavljeno v DKUM: 10.10.2017; Ogledov: 1569; Prenosov: 114
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5. Theory and practice of experimental learning of the future preschool teachers in SloveniaJurka Lepičnik-Vodopivec, 2012, izvirni znanstveni članek Opis: The present article illustrates the problem of a hidden curriculum in kindergartens. It is presented as an important part of the overt curriculum. The empathy of kindergarten teachers is shown within the scope of a hidden curriculum. The second part discusses the results of the research on empathy of preschool teachers as an important element of the hidden curriculum in kindergartens. Four dimensions of empathy were identified: social self-confi dence, calmness, sensitivity and non-conformism. Each of these dimensions contributes on its own and together with the others to a better understanding of empathy of kindergarten teachers, which undoubtedly influences and encourages the development of emphatic communication among preschool teachers, children and parents.In this contribution, we attempt to answer the question of how experimental learning is implemented in the educational program for future preschool teachers. At the same time, it is important to know that the ideas of experimental learning represent a consequence of searching a closer connection between theory and practice; in particular, in the processes of educating teachers/preschool teachers its beginnings date back to the era of reform pedagogy. In the fi rst part, we will introduce the grounds of the experimental learning of preschool teachers. In the second part, we will present the fi ndings of a survey on implementing the experimental learning in the educational program for future teachers of preschool children. We were interested in the assessment of representation of experimental learning in the undergraduate educational studies from the point-of-view of future preschool teachers, in the assessment of expected knowledge gained during the studies and in the evaluation of expected communication skills during the studies. The contribution reveals new questions about the possibilities of experimental learning of future preschool teachers; such possibilities are necessary so that the appropriate integration of experimental learning would contribute to higher professionalism of preschool teachers.
Ključne besede: pre-school education, kindergartens, preschool teachers, Slovenia
Objavljeno v DKUM: 10.07.2015; Ogledov: 1543; Prenosov: 110
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6. A hidden curriculum in kindergartens and empathy of preschool teachersJurka Lepičnik-Vodopivec, 2007, izvirni znanstveni članek Opis: The present article illustrates the problem of a hidden curriculum in kindergartens. It is presented as an important part of the overt curriculum. The empathy of kindergarten teachers is shown within the scope of a hidden curriculum. The second part discusses the results of the research on empathy of preschool teachers as an important element of the hidden curriculum in kindergartens. Four dimensions of empathy were identified: social self-confi dence, calmness, sensitivity and non-conformism. Each of these dimensions contributes on its own and together with the others to a better understanding of empathy of kindergarten teachers, which undoubtedly influences and encourages the development of emphatic communication among preschool teachers, children and parents.
Ključne besede: pre-school education, curriculum, kindergartens, hidden curricula, empathy, preschool teachers
Objavljeno v DKUM: 07.06.2012; Ogledov: 2924; Prenosov: 130
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7. Some aspects of teaching media literacy to pre-school children in Slovenia from a perception standpoint of teachers and parentsJurka Lepičnik-Vodopivec, 2011, izvirni znanstveni članek Opis: This paper deals with media literacy as a multidimensional skill that parents and teachers possess. In this context we warn of the media-technical aspect of this skill and, within this aspect, of parents' and teachers' opinion on the presence of media in children's lives. Following that, the paper explores teachers' media-didactic competence as a component of educators' media literacy. In the empiric part we used two aspects of fostering media literacy. One is the media-technical competence of parents and educators, while the other is the media-didactic competence of educators. We found that both parents and teachers believe that media have a strong presence in everyday lives of pre-school children and that they play an important role in teaching pre-school children. Teachers are aware of the importance of early teaching with media, for media and about media with the purpose of developing children's media literacy, so they will not be afraid of media when they grow up.
Ključne besede: education, pre-school education, kindergarten, parents, pre-school teachers, media, media literacy
Objavljeno v DKUM: 07.06.2012; Ogledov: 2515; Prenosov: 82
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