THE APPLICABILITY OF CONTEXTUAL LEARNING IN INITIAL TEACHER EDUCATION: CONDITIONS AND PERSPECTIVES

Tatjana KOTEVA-MOJSOVSKA, Suzana NIKODINOVSKA BANCHOTOVSKA

Abstract

Contextual learning is a process that connects theoretical knowledge with real-life situations. It provides greater readiness of teachers to apply knowledge in the practice and to overcome the gap that arises between theory and practice in the so-called academic knowledge. According to modern pedagogy, academic knowledge is not acquired through academic and ex cathedra approaches to learning, but through active, participatory-experiential and continuous learning - learning that develops abilities for independent creation of a system of academic knowledge, according to the individual needs and specificities of the person. Namely, contextual learning enables the future teacher to understand the individual specificities of each child in different life contexts and, accordingly, to encourage the application of a learning model based on individual and experiential approaches to learning. This paper provides an overview of the views of student-future educators on the applicability and efficiency of contextual learning in their initial education as a basis for quality professional and personal development among them. Special emphasis was placed on the obstacles and opportunities for the implementation of this modern learning concept in the initial education of teachers. For this purpose, a research was conducted that included a sample of 56 student-future teachers through surveys and unstructured interviews and was analyzed the programs intended for the initial education of these personnel. The results of the research are statistically and qualitatively processed and the obtained knowledge is not optimistic enough regarding the applicability of this learning concept in the initial education of future educators.

Pages: 156 - 163