engleski

Slavonic vernacular in croatian textbooks in the junior sections of primary school

The author first defines professional development of teachers and presents the factors, which influence it. Both internal (teacher’s beliefs, concepts, subjective theories, etc.) and external (formal education, teacher development, introduction of novelties, school environment, parent influence, etc.) factors are elaborated. The author focuses primarily on the effect of formal education on the professional development of primary school teachers. The author then presents the experience of using the method of lifelong history for the elaboration of professional development of primary schools teachers. Eleven primary school teachers took part in lifelong history writing. The article focuses on the under graduate education of pre- service teachers and their first experiences within their profession. The author concludes that their undergraduate education and first practical experiences play a crucial role in their further professional development.

primary school teachers, professional development, qualitative research, lifelong history

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