PROTOTYPE: A model for integrating theory and practice in initial preschool teacher education in Serbia

This paper presents findings from an evaluative study on the experiences of preschool teacher educators, students, and preschool practitioners involved in piloting the PROTOTYPE model. Designed to bridge the persistent gap between theory and practice in Serbia’s initial preschool teacher education, the model promotes research-oriented learning and collaborative relationships among participants through three levels of change: reconsidering all study courses, restructuring of the Practicum, and transformations in the organizational cultures of both higher education and preschool institutions. Findings suggest that the PROTOTYPE model, aligned with contextual specificities and participants’ individual capacities, enables a transformative learning experience. Comparative data analysis of three focus groups with preschool teacher educators, students, and practitioners reveals that institutional-level changes – both in higher education and preschool settings – can contribute significantly to integrating theory and practice in initial preschool teacher education. Building on the study’s findings, we specifically highlight two key factors for transformation: the new meanings attributed to the learning process in accordance with the modes of participation and educational institutions and, as well as the collaborative action of preschool teacher educators, students, and practitioners.