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Primary School Teachers Learning Experiences in Child- and Adulthood and the Pedagogical Task of Teaching to Learn.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Barabási, Tünde |
| Copyright Year | 2013 |
| Abstract | One of the most important tasks of the elementary (and not only) education we can find the teaching pupils to learn. The main topic of this paper is the presentation of the effects of teacher's experiences gotten in their own learning process as students or adults on the development of children's learning strategies. As the research was made in the primary school teachers' training system the article presents the problematic along the following axis: what kind of learning methods do they use as children, what do they use as adults, and which one do they want to teach for their pupils - and the specific relationship between these elements. The results of our empirical research shows that the learning techniques and methods used in adulthood are much more oriented to a conscious and meaningful learning as in the scho ol-ages. At the same time we find that the learning techniques and methods used by teachers determine the process of teaching to learn. In the formal school system pupils are familiarised with a set of learning methods, techniques, strategies which he/she uses regularly in the learning process, less or more conscious. The development and frequency of use of these techniques and methods is influenced by several factor. We outline followings: the perceived models, the positive learning experiences, the educational practice and the learning expectations. Strategies used in the childhood determine significantly the information processing as adults, in motivational and technical dimension as well. The main focus in our research is the impact of primary school teacher's learning experiences as students and as adults on the teaching to learn, on the approaches and practices in the daily educational work with their own pupils. In a first step we take into account the importance of the development of learning abilities and techniques from the early ages of the primary school pupil and its theoretical possibilities, after that we present the results from our survey realised among primary school teachers, in order to get information about their judgment regarding the learning techniques used as students, as adult learners, and their effect on the educational practice. 2. Theoretical background In school-age pupils learning activity and its efficiency is conditioned by several factors. One of these is in relation with the used learning techniques and methods, with the consciousness of their selection and adaptation to the material to be learnt. Between the elements that influence the formation and application of the learning methods and techniques we can find also the perceived models, the positive learning experiences, the pedagogical practice and expectation system. Learning strategies developed in childhood have a big influence on the learning activity in adulthood, not only in motivational but also in its technical dimension. |
| Starting Page | 49 |
| Ending Page | 60 |
| Page Count | 12 |
| File Format | PDF HTM / HTML |
| Volume Number | 6 |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/EJ1053638.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
