Facilitating Teaching Strategies and Active Learning in Greek Early Years Department Students

Autor/inn/en	Tympa, Eleni; Karavida, Vasiliki; Filippa, Vasiliki
Titel	Facilitating Teaching Strategies and Active Learning in Greek Early Years Department Students
Quelle	In: Journal of Educational Issues, 7 (2021) 2, S.56-71 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2377-2263
Schlagwörter	Foreign Countries; Student Attitudes; Program Effectiveness; Teaching Methods; Active Learning; Early Childhood Education; Preservice Teachers; Interpersonal Communication; Communication Skills; Interaction; Teacher Student Relationship; Grades (Scholastic); Tests; Student Participation; Student Motivation; Role Playing; Group Discussion; Story Telling; Music; Games; Greece + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Interpersonale Kommunikation; Kommunikationsstil; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Notenspiegel; Examination; Prüfung; Examen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulische Motivation; Rollenspiel; Gruppendiskussion; Musik; Game; Spiel; Spiele; Griechenland
Abstract	The aim of the study was to examine whether participation of academic students in experiential activities during their semester lessons could facilitate their learning and improve their exam performance. The study involved 68 students of an Early Years Learning & Care Department, who volunteered and committed to attend all semester lessons. All students participated actively during the lessons. At the end of the semester students were interviewed with a semi-structured protocol on the experiences of the teaching process and on what they thought the impact of the process will be on written exams. Participants had been informed of the purposes of the study in advance, they had the right to withdraw at any time and anonymity was guaranteed. All students stated that they enjoyed the process, preferred it to a passive lecture, gained more knowledge and were more prepared for the exams. This interactive teaching process concerns both university teachers and students, requires planning and merits further discussion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01