Page 343 - Drobnič Janez, Pelc Stanko, Kukanja Gabrijelčič Mojca, Česnik Katarina, Cotič Nastja, Volmut Tadeja. Ur. 2023. Vzgoja in izobraževanje v času covida-19. Koper: Založba Univerze na Primorskem
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Izziv praktičnega učenja študentov ob podpori šolanju na daljavo v času covida-19
Morley, C., in J. Clarke. 2020. »From Crisis to Opportunity? Innovations in Austra-
lian Social Work Field Education during the COVID-19 Global Pandemic.«
Social Work Education 39 (8): 1048–1057.
Morris, Z. A., E. Dragone, C. Peabody in K. Carr. 2020. »Isolation in the Midst of a
Pandemic: Social Work Students Rapidly Respond to Community and Field
Work Needs.« Social Work Education 39 (8): 1127–1136.
Ní Shé, C., O. Farrell, J. Brunton, E. Costello, E. Donlon, S. Trevaskis in S. Eccles.
2019. Teaching Online Is Different: Critical Perspectives from the Literature.
Dublin: Dublin City University.
Smoyer, A. B., K. O’Brien in E. Rodriguez-Keyes. 2020. »Lessons Learned from
COVID-19: Being Known in Online Social Work Classrooms.« International
Social Work 63 (5): 651–654.
Zrim Martinjak, N. 2016. »Developing Pedagogical Competency during Teacher
Education through the Experiential Learning of Didactic and Methodolo-
gical Approaches.« V Didactic and Methodological Approaches and Strate-
gies – Support to Children’s Learning and Development, ur. M. Ristić in A. Vu-
jović, 165–176. Beograd: University of Belgrade, Teacher Education Faculty.
———. 2022. »Praktično pedagoško učenje v kontekstu simbolnega kapitala
in pražnih konceptov stroke.« V Inovativno učenje in poučevanje za kakovo-
stne kariere diplomantov in odlično visoko šolstvo: različnost v visokošolskem
prostoru, ur. D. Zorc Maver, 167–180. Ljubljana: Založba Univerze v Ljubljani.
The Challenge of Practicum Learning in Support of Distance Learning
during COVID-19
This article addresses the challenge of student practicum learning in the con-
text of the declared COVID-19 pandemic and the closure of educational insti-
tutions. It relates to experiential learning in an authentic environment of emer-
gency situations. The qualitative analysis focuses on the reflections of the ex-
periences of 52 social pedagogy students from the Faculty of Education at the
University of Ljubljana who provided distance learning support in the COVID-
19 situation. The results of the analysis show that students classify the expe-
rience of distance support on a time continuum and determine it with posi-
tive and negative dimensions. They also identify many benefits for professional
work. Key findings highlight the learning environment, one’s confrontational
limits in an emergency, and the importance of learning how to respond to cur-
rent social needs and prepare professionally for emergencies.
Keywords: practical pedagogical training, support for children and adolescents
in distance education, experiential learning, COVID-19
343
Morley, C., in J. Clarke. 2020. »From Crisis to Opportunity? Innovations in Austra-
lian Social Work Field Education during the COVID-19 Global Pandemic.«
Social Work Education 39 (8): 1048–1057.
Morris, Z. A., E. Dragone, C. Peabody in K. Carr. 2020. »Isolation in the Midst of a
Pandemic: Social Work Students Rapidly Respond to Community and Field
Work Needs.« Social Work Education 39 (8): 1127–1136.
Ní Shé, C., O. Farrell, J. Brunton, E. Costello, E. Donlon, S. Trevaskis in S. Eccles.
2019. Teaching Online Is Different: Critical Perspectives from the Literature.
Dublin: Dublin City University.
Smoyer, A. B., K. O’Brien in E. Rodriguez-Keyes. 2020. »Lessons Learned from
COVID-19: Being Known in Online Social Work Classrooms.« International
Social Work 63 (5): 651–654.
Zrim Martinjak, N. 2016. »Developing Pedagogical Competency during Teacher
Education through the Experiential Learning of Didactic and Methodolo-
gical Approaches.« V Didactic and Methodological Approaches and Strate-
gies – Support to Children’s Learning and Development, ur. M. Ristić in A. Vu-
jović, 165–176. Beograd: University of Belgrade, Teacher Education Faculty.
———. 2022. »Praktično pedagoško učenje v kontekstu simbolnega kapitala
in pražnih konceptov stroke.« V Inovativno učenje in poučevanje za kakovo-
stne kariere diplomantov in odlično visoko šolstvo: različnost v visokošolskem
prostoru, ur. D. Zorc Maver, 167–180. Ljubljana: Založba Univerze v Ljubljani.
The Challenge of Practicum Learning in Support of Distance Learning
during COVID-19
This article addresses the challenge of student practicum learning in the con-
text of the declared COVID-19 pandemic and the closure of educational insti-
tutions. It relates to experiential learning in an authentic environment of emer-
gency situations. The qualitative analysis focuses on the reflections of the ex-
periences of 52 social pedagogy students from the Faculty of Education at the
University of Ljubljana who provided distance learning support in the COVID-
19 situation. The results of the analysis show that students classify the expe-
rience of distance support on a time continuum and determine it with posi-
tive and negative dimensions. They also identify many benefits for professional
work. Key findings highlight the learning environment, one’s confrontational
limits in an emergency, and the importance of learning how to respond to cur-
rent social needs and prepare professionally for emergencies.
Keywords: practical pedagogical training, support for children and adolescents
in distance education, experiential learning, COVID-19
343
