Developing pedagogical competency during teacher education through the experiential learning of didactic and methodological approaches

摘要

This paper considers the development of pedagogic competency during teacherudeducation and in particular the experiential learning of didactic and methodological approaches inudstudents of social pedagogy. The decision to focus upon experiential learning is based on the assumptionudand realization that the study of didactic and methodology cannot take place without experientialudlearning. The main goals were to gain teaching competences in order to work with the whole class,udto meet all the didactic phases through experiential learning with support, monitoring and mentoring,udand to contribute to all of the above in the learning and development of the children involved. Atudthe end of the school year after all the phases of the program were completed we wanted to be able toudconfirm or challenge our expectations and assumptions. To do that we researched how the includedudstudents valued this way of learning and what kind of knowledge they had gained in this instance.udWe also wanted to hear opinions and reviews from teachers whose classes were involved, specificallyudwhether the didactic and methodological approaches the students used within the experiential learningudsupported children’s learning and development. The research results confirmed the positive impactudof the experiential learning of didactic and methodological approaches during teacher education onudthe development of pedagogical competences. The results showed that information without experienceudwas not considered as valuable as information with the experience. As such it can be seen thatudthe didactic and methodological approaches used can make an important contribution to a modernudteaching.