DEMOCRATIC ASPECTS OF LEARNING AND TEACHING, AS PERCEIVED BY PRESERVICE TEACHERS FACE-TO-FACE, BLENDED, AND VIRTUAL

Abstract

The assimilation of democratic principles in learning and teaching engages learners in a challenging process that encourages innovation and initiative, cultivates their personal qualities, and allows them to acquire new methods, skills, and abilities. The aim of the present study was to examine whether and how democratic principles are reflected in learning and teaching in face-to-face, blended, and virtual learning, as perceived by preservice teachers in the final stages of their training. This is a quantitative study based on a sample of 360 preservice teachers studying at academic institutions in Israel. The findings show significant difference in the desired situation, as perceived by preservice teachers, between their schools and higher education institutions in relation to several principles, such as the learner’s choice of options and their exposure to digital libraries and information centers. The implications for practice or policy are that: (a) there are principles that are reflected more in higher education than in schools;(b) I found a significant difference between the two learning environments;(c) I found a significant difference in the desired condition between stages; and (d) I recommend encouraging the practice of applying democratic principles.