The Conceptual and Systematic Setting of the Practical Teaching in the Republic of Macedonia (Model and Experiences)
Journal
International Journal of Cognitive Research in Science, Engineering and Education
Date Issued
2014
Author(s)
Abstract
Improving the quality of the practical teaching in recent years has gained greater significance among all the included parties of all the levels in the educational process. Consequently, this issue has been approached from several aspects in regards to the con-stitution of the conceptual, systematic, structural, and content physiognomy in the organization and conduct of the process of practical teaching. The successive-ness in setting the research and its complete theoretical foundation starts with setting up a model for practical teaching, in which all the relative factors from the three educational subsystems simultaneously and actively help to develop it. This initiation is completed through the provision of educational support, and realization with a high level of activity, all in all accompanied by a con-tinuous follow-up of the model. The action character of the research represents continual movement in the direction of changes, additions, revisions, and expansions, approached through analysis of the acquired knowledge, developed competences, and relevant viewpoints of the included interested parties. Due to the universality of the basic pedagogical concept for practical teaching, which is applied in this research, one of the ideas that the research-ers had been for it to become a generator, i.e. a specific example for support of practical teaching in higher edu-cation through the development of various profiles. It primarily refers to that category of students who in the future will choose whether they want to work as kinder-garten teachers, primary or secondary school teachers, or school pedagogues, in different levels of education.
Subjects
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