PEDAGOGICAL DOCUMENTATION IN THE EDUCATIONAL PROCESS IN PRIMARY EDUCATION

Agron ILJAZI, Jehona REXHEPI ILJAZI

Abstract

Pedagogical documentation refers to the analysis of curricula related to the learning process, planning, implementation, and evaluation of the same about teaching and learning. During the analysis of the pedagogical documentation and the curriculum and annual plans, we noticed several links that refer to the learning process, planning, implementation, and evaluation of teaching and learning in the learning process, which we will present below. The subject of our study is the scope and connection of teaching and learning during the learning process, which is reflected in the pedagogical documentation in primary education. The purpose of this research is the influence of the pedagogical documentation in the teaching process from the teachers’ perspective, through their daily work during the implementation of teaching. Teachers should be trained and professionally prepared for the successful implementation of teaching and learning, through which students will acquire knowledge, attitudes, and skills, as well as independent individual development, according to their abilities. For this purpose, we have been dedicated to the analysis of pedagogical documentation. In addition to the analysis of pedagogical documentation, we also carried out research with a group of 284 primary education teachers in the cities of Skopje, Tetovo, Gostivar, Kumanovo, and Kichevo, in both urban and rural areas. The research was carried out in two phases, where a selection of the sample of elementary schools was firstly made and a review of the appropriate time needed for the research, i.e., application of the appropriate techniques and instruments; and in the second phase a final determination of the elementary schools and teachers, that were included in this research. We believe that the data from the expected scientific contribution, regarding the analysis of pedagogical documentation and its connection to the treatment and scope of teaching and learning in the first cycle of primary education, will be satisfactory.

Pages: 16 - 22