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(Un)pädagogische Visionen für das 21. Jahrhundert / (Non-)Educational Visions for the 21st Century

Geistes- und sozialwissenschaftliche Entwürfe nach dem Ende der ‹großen› Menschheitsgeschichte / Humanities and Social Science Concepts after the End of the ‹Great› History of Mankind

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Edited By Gerd-Bodo von Carlsburg and Annette Miriam Stross

Sind Visionen Phantasievorstellungen, Einbildungen oder gar Trugbilder vergangener Zeiten? Oder ist Visionen, retro- wie auch prospektiv gesehen, ein Potential zu eigen, das Geistes- und Sozialwissenschaftler.innen in der Gegenwart nutzen können und sollten?

In diesem Band zeigen Wissenschaftlerinnen und Wissenschaftler aus Deutschland, Litauen, Estland, Polen, Schweden und China, dass die aktuellen Debatten in den Geistes- und Sozialwissenschaften zu Themen wie Ökologie, interreligiöser Dialog, Identitätsbildung, Gesundheitserziehung, digitale Partizipation, (Welt-)Frieden, Sakrotourismus, Kulturmanagement durch die Einbeziehung visionärer Perspektiven aus unterschiedlichen Disziplinen neu belebt werden können.

Are visions imaginations of fantasies and illusions or even hallucinations of past times? Or has a vision, in retrospect and in preview, a potential that humanists and social scientists can and should use in the present?

In this volume scientists from Germany, Lithuania, Estonia, Poland, Sweden and China show that current debates in the humanities and social sciences on topics such as ecology, interreligious dialogue, identity learning, health education, digital participation, (world) peace, sacrotourism, cultural management can be revitalized by including visionary perspectives from different scientific disciplines.

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Application of E-Diary in Pedagogical Studies and Future Directions

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Asta Lapėnienė &Ilona Tandzegolskienė

Abstract: The aim of the article is to reveal the possibilities of the e-diary as an educational tool that focuses on the analysis of situations in professional studies using experiential learning model. Literature analysis revealed theoretical assumptions of experiential learning and allowed to develop a model of experiential learning situations. The developed model allows pre-service teachers to gradually apply theoretical knowledge to concrete practical situations through reflection, as each new learning step expands and complements previous experience. To realize the structural components and operational stages highlighted in the developed model, the possibilities provided by IT are utilized. Namely, a created e-diary is presented as a part of the system of the educational tool which is used in teacher training and is intended for systematic recording, analysis and reflective monitoring of interaction between a teacher/mentor and student, school administration and student, or among students. The experience of using the e-diary in professional studies highlighted the advantages and disadvantages of this tool. The study focused on the conscious perception of the student during the internship, on self-knowledge, recording professional competencies, and emphasizing personally significant experiences and problem solving through discussion, reflection, monitoring and recording change.

Keywords: Experiential Learning, Pedagogical Studies, Pre-service teacher, Electronic diary (e-diary).

One of the key priorities of the education reform in Lithuania is the improvement of the pre-service teacher education program and professional development possibilities (provisions of the National Education Strategy for 2013–2022, 2013). In...

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