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

Abstract

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