Universal Journal of Educational Research Vol. 7(3A), pp. 8 - 21
DOI: 10.13189/ujer.2019.071302
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Norwegian and Croatian Students of Undergraduate Kindergarten Teacher Education Programs on Their Professional Development and Conditions for It


Alicja R. Sadownik 1,*, Wenche Aasen 2, Adrijana Visnjic Jevtic 3
1 Kindergarten Knowledge Centre for Systemic Research on Diversity and Sustainable Futures, Western Norway University of Applied Sciences, Bergen, Norway
2 Western Norway University of Applied Sciences, Bergen, Norway
3 University of Zagreb, Faculty of Teacher Education, Croatia

ABSTRACT

This article presents Norwegian and Croatian students’ perspectives on conditions for their professional growth during undergraduate kindergarten teacher education. The data gathered through focus group interviews are theorized using the cultural-historical wholeness approach that identifies institutional conditions for the development of certain motivations and acts. Since the students from the two countries generally perceive the institutional conditions for their learning as insufficient, the conclusions refer to certain institutional practices that could strengthen the development of competences that students recognize as the most relevant. These competences to act grow at the intersection of theory and practice.

KEYWORDS
Kindergarten Teacher Education, Student Perspective, Joining Theory and Practice, Competences to Act, Professional Growth, Conditions

Cite this paper
Alicja R. Sadownik , Wenche Aasen , Adrijana Visnjic Jevtic . "Norwegian and Croatian Students of Undergraduate Kindergarten Teacher Education Programs on Their Professional Development and Conditions for It." Universal Journal of Educational Research 7.3A (2019) 8 - 21. doi: 10.13189/ujer.2019.071302.