About this paper

Appears in:
Pages: 9208-9216
Publication year: 2019
ISBN: 978-84-09-08619-1
ISSN: 2340-1079
doi: 10.21125/inted.2019.2284

Conference name: 13th International Technology, Education and Development Conference
Dates: 11-13 March, 2019
Location: Valencia, Spain

DIFFERENT ASPECTS AND THEORETICAL FRAMEWORKS FOR SELF-DIRECTED LEARNING

R. Čepić1, M. Borščak Dronjić2, D. Lončarić1

1University of Rijeka (CROATIA)
2CPO Mavrica, Mihovilići (CROATIA)
Early childhood teacher and primary teacher profession require continuous professional development, upgrading of knowledge, acquiring new and deepening acquired skills. In order to constantly improve, it is not enough to attend courses, seminars and lectures. In addition to that (or instead of that) it is important to learn independently, whether in the workplace or outside of it. The main goal of this study was to stress the importance of self-directed learning in the context of life-long learning initiatives. Different conceptions of self-directed learning will be presented, and special attention will be given to the differentiation of linear and interactive models. A distinction of formal, non-formal, informal education is also relevant for the concept of self-directed education and will be presented in the context of continuous professional development and adult education. Special attention will be given to professional development of early childhood teachers and primary teachers with an emphasis on their competencies and beliefs about the applicability of self-directed learning principles in their work. This analysis will provide educators and policymakers with some guidelines for transfer of knowledge and information about self-directed learning/education from adult education to early and primary childhood education, challenging the predominant belief that young children are not ready or able to harness the benefits of the self-directed education environment.
@InProceedings{CEPIC2019DIF,
author = {Čepić, R. and Borščak Dronjić, M. and Lončarić, D.},
title = {DIFFERENT ASPECTS AND THEORETICAL FRAMEWORKS FOR SELF-DIRECTED LEARNING},
series = {13th International Technology, Education and Development Conference},
booktitle = {INTED2019 Proceedings},
isbn = {978-84-09-08619-1},
issn = {2340-1079},
doi = {10.21125/inted.2019.2284},
url = {http://dx.doi.org/10.21125/inted.2019.2284},
publisher = {IATED},
location = {Valencia, Spain},
month = {11-13 March, 2019},
year = {2019},
pages = {9208-9216}}
TY - CONF
AU - R. Čepić AU - M. Borščak Dronjić AU - D. Lončarić
TI - DIFFERENT ASPECTS AND THEORETICAL FRAMEWORKS FOR SELF-DIRECTED LEARNING
SN - 978-84-09-08619-1/2340-1079
DO - 10.21125/inted.2019.2284
PY - 2019
Y1 - 11-13 March, 2019
CI - Valencia, Spain
JO - 13th International Technology, Education and Development Conference
JA - INTED2019 Proceedings
SP - 9208
EP - 9216
ER -
R. Čepić, M. Borščak Dronjić, D. Lončarić (2019) DIFFERENT ASPECTS AND THEORETICAL FRAMEWORKS FOR SELF-DIRECTED LEARNING, INTED2019 Proceedings, pp. 9208-9216.
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