Model of Integration of Specific Early Childhood Teaching Methodology : Students ’ Perspectives on Their Learning in Authentic Environments
Theoretical backgrounds for the development of a university model of integrated teaching practicum (Teaching methodology of introducing children to the natural and social environment, and Methodology of teaching mathematical concepts formation) are learning about the holistic approach in the education of young children, as well as the pedagogical paradigm of an open preschool curricula and its co-construction. Through the analysis of data collected during this cycle within the framework of mix-method research, the paper is presented as a reflection of the implementation of the integrated teaching practicum. Quantitative data indicate a shift of students’ insights into their own teaching competences towards greater objectivity, and in a sense, restructuring of their theoretical knowledge. Qualitative analysis indicates a shift from the emotional components (particularly uncertainty and fear) which overwhelmed students at the beginning of the cycle, to a greater confidence in their relationships with young children. Integration contributes to a number of positive effects on the development of general and specific teaching competency as well as on the students’ self-confidence. On the other side, it raises new questions that need to be taken into account: primarily, it refers to the issue of the gap in “connecting” theory with/and practice, and equally, to the possibilities of students’ participation in decision-making within process in the next cycle of the action research.