PRESCHOOL TEACHER ASSESSMENT OF THE NTC PROGRAM REACH: ENCOURAGING CREATIVE ELEMENTS OF THINKING
PRESCHOOL TEACHER ASSESSMENT OF THE NTC PROGRAM REACH: ENCOURAGING CREATIVE ELEMENTS OF THINKING

Summary/Abstract: The paper presents a part of the findings of an evaluation study which isexperimental in character and in which the experiment with one group was used as amethod. The subject and problem relate to the observation of the effects of theproject "Smart Children Network - SMART", code: 1286, which is based on the NTClearning system with the emphasis on encouraging the development of criticalthinking, therefore, only the findings related to teacher assessment of theinstructions for application of the mentioned program are given. The question posedin this part of the research are related to: how educators evaluate the content of theNTC program, i.e. the instructions they were involved in and which presented thebasis for the program implementation, i.e. whether they are equally valued andbased on this, the program effectiveness is evaluated, i.e. the need for furtherclarification of certain contents from the NTC program for its more effectivemethodical interpretation.The intention was to get information on the possibilities of knowledge transfer andapplying them to the field of didactics, and thus, in a sense, to the scope of the NTCsystem, as well as the possibility for educators to focus on the details of the programand become qualified for the application of didactic methods and procedures for amore effective encouragement of children's creativity elements, as a basis for thedevelopment of critical thinking, that is, intellectual autonomy and flexibleapproaches in the adoption of functional knowledge in further development. Thebasic assumption, for this segment of research, is related to: Educators involved inseminars for the application of the NTC program have given equal importance to theencouragement of creative thinking elements and the methodical reach of seminarcontent segments for the application of the NTC program, as well as the criterionvariables, except for work experience, were important factors in the assessment ofthe effects of the instruction.The basic findings refer to: Statistically significant differences found, which supportthe segment related to the influence of learning and teaching methods on thedevelopment of creative thinking, which explains 39.77% of the total variance indicatesthat teachers' assessments put to the forefront the significance of the seminarsegments which encourage creative thinking, which coincides with the intentions ofthe NTC program, which essentially refer to didactic approaches to the developmentof creative thinking elements of preschool children. That is the goal, but also the reason for the educators’ decision to become part of this program. Their interestswere aimed in this direction, and were therefore met in a satisfactory way.

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