The purpose of the study is to examine the moderating effect of age on gender differences in teachers’ self-efficacy for using information and communication technology (ICT) in teaching as well as ...possible variables underlying this effect. Following Bandura’s conceptualisation of self-efficacy, we defined teachers' self-efficacy as their confidence in performing specific tasks that require the integration of ICT into the teaching practice. The study was conducted via an online questionnaire on a sample of 6613 elementary and upper secondary school teachers in Croatia. The hierarchical multiple regression analysis was applied. The findings indicate minor gender differences in self-efficacy for using ICT that are more prominent among older teachers and practically non-existent among younger teachers. These effects remain statistically significant after controlling for the type of school where the teacher works, perceived technical and professional support for using ICT in school, and frequency of use of computer programmes in teaching. The interaction effect ceases to be statistically significant after the introduction of length of computer use in teaching and/or attitudes towards computers in the model, indicating that these two variables have a role in low self-efficacy for using ICT among older female teachers. A similar level of self-efficacy for using ICT among young male and female teachers is an encouraging finding which could hopefully be followed by gender equality in other aspects of ICT use. The findings suggest that strategies for enhancing ICT self-efficacy should be particularly targeted at older female teachers. This study contributes to a better understanding of the underresearched topic of gender differences in teacher’s ICT self-efficacy.
The research aims to determine whether and to what extent teacher education curricula in Croatia are gender sensitive and to examine the status of courses dealing with gender-related topics. For this ...purpose, a qualitative and quantitative analysis of the seven teacher education curricula was conducted. The analysis was based on Bernstein’s theory of classification and framing rules, which explains how control and power over knowledge and curriculum are exercised by selecting knowledge (from scientific disciplines) for the curriculum, design rules, and curriculum implementation. The findings indicate that gender-based knowledge is not given high status and significance as a teaching subject. Gender-related topics are included in teacher education curricula by weak framing and classification rules. While there are several advantages to such a curriculum design, weak classification and framing rules can lead to a lack of compliance in education on gender-related topics. A vague structure can interfere with students’ understanding of basic concepts and their interconnectedness. Students can choose courses based on personal interest rather than necessity and importance. Recommendations are made to achieve a higher level of gender sensitivity in teacher education curricula, which would contribute to better preparation of teachers for the education of children on gender equality.
The influence of social capital on an individual's educational achievements is the subject of numerous scientific papers. Research on social capital is most frequently based on Coleman's (1988) or ...Bourdieu's (1986) theories of capital, which are related to different paradigms of social theory: whereas Coleman's approach has its roots in structural functionalism, Bourdieu's approach contains elements of conflict theory. A number of authors, starting with Bourdieu, attempt to explain and prove that, when connected with the education of individuals, the activity of social capital facilitates social reproduction. Other authors support the notion that social capital is, in fact, a powerful weapon that encourages social mobility. A third group of researchers emphasise that neither of these approaches in isolation can entirety explain the influences of social capital on an individual's education (Ho, 2003). The present paper offers a review of research focusing on the influences of social capital on educational achievements, while outlining the fundamental differences between the two theoretical approaches that are most frequently used for research of this topic. The aim of the paper is to explain the influence of social capital on an individual's educational achievements under Bourdieu's and Coleman's theoretical concepts, and to establish whether combining the approaches is possible. The conclusion and arguments show that it is legitimate to use all three theoretical approaches. (DIPF/Orig.).
What are the key roles of education? Maskalan, Ana; Jurki, Aleta; Rogošić, Silvia
JAHR (Rijeka ),
12/2020, Letnik:
11, Številka:
2
Journal Article
Recenzirano
The position of education in society depends to a certain degree on the public opinion about what education should provide to an individual and the social community.1 In fact, in addition to the ...humanistic aim of education implying a versatile (complete, harmonious) or self-actualising development of an individual,2 the scientists often emphasise the social, political, and economic purpose of education. Thus, education, for example, has a very important role in ensuring economic and social progress and improving the distribution of income.3 In addition, the educational system is also viewed as a social agent that transfers the norms and values important for the preservation of a stable political system.4 Although there is abundant theoretical literature exploring these approaches and analysing them in detail, there is a lack of empirical research on how individuals perceive the importance of certain educational roles and what factors determine their points of view. It is particularly important to examine the opinion of preschool teachers and teachers on educational roles because they have an impact on the shaping of educational policies and pedagogical practices. Therefore, quantitative research was conducted on a sample of preschool teachers in the City of Zagreb (N = 481). The aim of this research is to examine which educational goals are prioritised by preschool teachers in terms of the main purpose of education and to provide empirical insights into the correlation of certain characteristics of the respondents (socio-demographic characteristics and religious affiliation) and their perception of the purpose of education. Thefindings show that the majority of respondents agree that education should primarily serve the development of a free and independent individual. Apart from the mentioned purpose of education, the respondents believe that the achievement of other goals through education (e.g., ensuring a healthy and stable family) is also important, while the meeting of economic and political interests (e.g. interests pertaining to capital and the European Union) is a less important educational goal. The results of the ANOVA test show that the respondents from smaller towns believe to a greater extent that education should serve the development of human resources of the local community and labour market interests, whereas the nonreligious and religiously unaffiliated respondents emphasise the role of education in the development of a free and independent individual and the emancipation of individuals from discriminated social groups slightly more than the religious respondents. Older respondents believe, to a greater extent than the younger ones, that education should primarily serve the interests of capital.
Položaj obrazovanja u društvu nije neovisan o mišljenju javnosti o tome što obrazovanje treba pružiti pojedincu i društvenoj zajednici.1 Naime, uz humanistički cilj obrazovanja koji podrazumijeva svestrani (cjeloviti, harmonijski) ili samoostvarujući razvoj osobe2 često se naglašava društvena, politička i ekonomska svrha obrazovanja. Tako obrazovanje, primjerice, ima važnu ulogu u osiguravanju gospodarskog i društvenog napretka i poboljšanju raspodjele dohotka.3 Osim toga, obrazovni se sustav promatra i kao agent društva kojemu je jedna od glavnih uloga prenošenje normi i vrijednosti koje pridonose očuvanju stabilnog političkog sustava.4 Iako relevantna literatura obiluje teorijskim radovima u kojima se spomenuti pristupi detaljno analiziraju, uočava se nedostatak empirijskih istraživanja o tome kako pojedinci percipiraju važnost pojedinih zadaća obrazovanja te koji čimbenici određuju njihova stajališta. Posebno je važno ispitati mišljenje odgojitelja i nastavnika o glavnim zadaćama obrazovanja jer oni utječu i na oblikovanje obrazovnih politika i pedagoških praksi. Stoga je provedeno kvantitativno istraživanje na uzorku odgojiteljica u Gradu Zagrebu (N = 481). Cilj je ustanoviti čemu odgojiteljice daju prednost kada je riječ o interesima koje obrazovanje treba zadovoljiti te pružiti empirijske uvide o povezanosti određenih obilježja ispitanika (starost, mjesto odrastanja i religijska opredijeljenost) i njihove percepcije o svrsi obrazovanja. Nalazi pokazuju da se najveći dio ispitanica slaže da obrazovanje prvenstveno treba služiti razvoju neovisnog i slobodnog pojedinca. Osim spomenute svrhe obrazovanja, ispitanicama je važno i ostvarenje drugih ciljeva kroz obrazovanje (npr. osiguranje stabilne i zdrave obitelji), dok zadovoljenje ekonomskih i političkih interesa (kao što su interesi kapitala i interesi integrirane Europe) smatraju manje važnim zadaćama obrazovanja. Rezultati ANOVA testa pokazuju da ispitanice iz manjih sredina u većoj mjeri smatraju da bi obrazovanje trebalo služiti razvoju ljudskih resursa lokalne zajednice i interesima tržišta rada, nereligiozne i neopredijeljene ispitanice u odnosu na religiozne nešto više ističu ulogu obrazovanja u razvoju neovisnog i slobodnog pojedinca te u emancipaciji osoba koje pripadaju diskriminiranim društvenim skupinama, dok starije ispitanice u većoj mjeri od mlađih smatraju da bi obrazovanja trebalo prvenstveno služiti interesima kapitala.
In line with the theory of planned behaviour, different factors influencing the formation of attitudes and beliefs indirectly affect the intentions that determine an individual’s behaviour. Hence, it ...is important to examine the factors affecting the attitudes of preschool teachers towards children’s gender roles considering that their own understanding of gender roles influences their behaviour towards children in kindergarten (which can be in agreement with the egalitarian or stereotypical attitudes of preschool teachers). Therefore, a quantitative research was conducted in Zagreb (Croatia) on a sample of 481 preschool teachers. The research was aimed at determining the effects of socio-demographic characteristics, religious (non)affiliation and personal experiences of gender discrimination during childhood on the attitudes of preschool teachers towards children’s gender roles and on the frequency of noticing unequal treatment of boys and girls in kindergarten by other preschool teachers. The findings revealed that preschool teachers who have identified themselves as non-religious or religiously non-affiliated who were brought up in larger cities, with a personal experience of gender discrimination in childhood, more frequently notice unequal treatment of boys and girls in kindergarten (by other preschool teachers). Among the mentioned variables, the strongest effect on noticing unequal treatment of boys and girls in kindergarten has the variable experience of gender discrimination during childhood which confirms greater awareness of gender discrimination among persons who experienced such discrimination.
Considering that the disregard in teacher profession seems to be an observed problem in contemporary western societies which can result in a deficit of teachers, it is important to research reasons ...for enrolment into faculties of teacher education, factors which create a resistance towards the teacher education and teaching profession and possible differences between pre-service subject and pre-service class teachers related to these issues. Thus, the purpose of this research was to examine the differences in social background (level of human, financial, and social capital), motivation for selection of program of study and the experience of studying in higher education between pre-service class teachers and pre-service subject teachers. Theoretical background of research was based on Coleman’s theory of social mobility (1988) and the theory of motivation (Watt & Richardson, 2007). A quantitative research design was employed, and the survey was conducted. Sample comprised 455 pre-service (subject and class) teachers studying at the University of Zagreb, Croatia. The results of Welch ANOVA test showed that pre-service subject teachers possess a higher level of financial and human capital, more often are extrinsically motivated in choosing the program of study and have more positive experiences of studying than pre-service class teachers. The results of logistic binary regression showed that participants are more likely to select the subject teaching profession (instead of class teaching profession) if they take into consideration status and financial benefit of their future occupation more frequently, if, on average, they spend more money and if they have more family members who held university degrees. Findings led to the conclusion that programs of study for the education of subject teachers are more prestigious which is not in line with the Coleman’s theory of social mobility (1988) but are closer to the theory of cultural reproduction (Bourdieu, 1986).
Postoji niz mjernih instrumenata kojima se ispituju različiti aspekti korištenja informacijsko-komunikacijskom tehnologijom u edukativne svrhe. Međutim, konstruktna valjanost tih instrumenata često ...se ne provjerava pa njihova primjena nije uvijek prikladna. Cilj ovoga istraživanja jest provjeriti konstruktnu valjanost upitnika kojim se ispituju tehnički i socio-psihološki čimbenici koji utječu na načine i učestalost korištenja ICT-om u nastavi na uzorku hrvatskih učitelja u osnovnim školama u gradu Zagrebu (N=413). Konstruktna valjanost instrumenta dokazana je na temelju faktorske analize koja je rezultirala s četiri faktora visoke pouzdanosti koje je lako interpretirati.
AbstractA variety of measurement instruments which are used for researching different aspects of the use of ICT for educational purposes are available. However, construct validity of these ...instruments are often not checked and therefore their application is not always suitable. The aim of this research was to check the construct validity of the questionnaire used for measuring technical and socio-psychological factors affecting the frequency of ICT use among Croatian elementary school teachers in Zagreb (N=413) and the ways in which it is used. Questionnaire construct validity was proved by means of factor analysis which yielded four easily interpretable factors with a high degree of reliability. Key words: education; elementary school teachers; ICT.---SažetakPostoji niz mjernih instrumenata kojima se ispituju različiti aspekti korištenja informacijsko-komunikacijskom tehnologijom u edukativne svrhe. Međutim, konstruktna valjanost tih instrumenata često se ne provjerava pa njihova primjena nije uvijek prikladna. Cilj ovoga istraživanja jest provjeriti konstruktnu valjanost upitnika kojim se ispituju tehnički i socio-psihološki čimbenici koji utječu na načine i učestalost korištenja ICT-om u nastavi na uzorku hrvatskih učitelja u osnovnim školama u gradu Zagrebu (N=413). Konstruktna valjanost instrumenta dokazana je na temelju faktorske analize koja je rezultirala s četiri faktora visoke pouzdanosti koje je lako interpretirati.Ključne riječi: ICT; nastava; učitelji osnovnih škola.
Tekst se zasniva na rezultatima empirijskog istraživanja o primjeni informacijsko-komunikacijske tehnologije (IKT) u srednjim strukovnim školama u Zagrebu i Zagrebačkoj županiji. Analizirani su ...intervjui s nastavnicima (N=29) i fokus grupe s učenicima srednjih strukovnih škola (6 grupa, N=48). Ispitivalo se s kojim ciljem i na koje načine nastavnici i učenici najčešće koriste IKT, što smatraju prednostima, a što nedostacima pri korištenju IKT-a u nastavne svrhe te koji su njihovi prijedlozi za unaprjeđenje primjene IKT-a u školi. U tekstu se također analizira je li primjena IKT-a u funkciji konstruktivističke nastave. Nalazi pokazuju da nastavnici koriste IKT gotovo svakodnevno, ali u nastavi i dalje dominiraju tradicionalne metode poučavanja. Prema mišljenju nastavnika, najčešće su prepreke za adekvatnu primjenu IKT-a u nastavi nedovoljna informatička opremljenost škola, zastarjeli školski kurikulumi te manjkavosti u formalnom obrazovanju, kao i u dodatnim edukacijama nastavnika koje ih ne pripremaju na prikladan način za primjenu IKT-a u nastavi. Osim navedenog, nastavnici ističu i nedostatak vremena te niske prihode zbog kojih često nisu motivirani za kompleksnije načine korištenja IKT-a u nastavi.
The paper is based on the findings of an empirical research on the application of information and communications technology (ICT) in vocational schools in Zagreb and the Zagreb County (Croatia, EU). The authors analysed the interviews with vocational school teachers (N=29) and students (N=48) arranged in 6 focus groups. The analysis focussed on the objectives and manners in which the teachers and students usually use ICT, the perceived advantages and disadvantages of the use of ICT for educational purposes, and their suggestions for advancing the application of ICT in schools. The analysis also discussed whether the application of ICT benefited the constructivist teaching, as well as the potential obstacles and stimulating factors for implementing ICT in teaching. The findings indicate that even though the teachers use ICT almost on daily basis, the teaching process is still largely dominated by traditional teaching methods. According to the findings, lack of computer equipment in schools, inadequate teacher training, inadequate curricula for vocational education, and the inadequate study programmes where the teachers are educated for the application of ICT in the teaching process are considered as obstacles for implementing ICT in education. In addition, teachers emphasised the lack of time and low income which often leads to their lack of motivation for the use of ICT in education.
Colemanova teorija socijalnog kapitala (Coleman, 1988, 95–120) rijetko se testirala na uzorku hrvatskih studenata. U istraživanju koje je provela Rogošić (2016, 68) čimbenici obrazovnog uspjeha ...(obrazovanje roditelja, tj. ljudski kapital obitelji, financijski i socijalni kapital obitelji i obrazovnih institucija) operacionalizirani su po uzoru na Colemana i nalazi pokazuju da određene komponente socijalnog kapitala pridonose obrazovnom uspjehu na visokoškolskoj razini i imaju veći utjecaj od obrazovanja roditelja i financijskog kapitala na obrazovni uspjeh pojedinca (ocjene tijekom studija). Takve nalaze nužno je verificirati, pogotovo iz razloga što mogu u velikoj mjeri ovisiti o istraživačkom kontekstu i o osobinama uzorka. Cilj ovog istraživanja je replicirati istraživanje koje je provela Rogošić (2016, 149–151) na način da se koristi empirijska generalizacija kao jedna od preporučenih tehnika replikacije znanstvenih istraživanja (Tsang i Kwen, 1999, 767). Uzorak čine studenti odgojiteljskog studija Učiteljskog fakulteta Sveučilišta u Zagrebu (N=303). Nalazi repliciranog istraživanja, kao i nalazi originalnog istraživanja, pokazuju da ljudski kapital obitelji značajno ne pridonosi objašnjenju obrazovnog uspjeha studenata, a rezultati regresijske analize u repliciranoj studiji (slično kao nalazi originalnog istraživanja) pokazuju da socijalni kapital fakulteta značajno pridonosi objašnjenju obrazovnih postignuća na visokoškolskoj razini (β=–0,19; p<0,05). S druge strane, financijski kapital (prosječna mjesečna potrošnja) u ponovljenoj studiji najbolje objašnjava uspjeh tijekom studija (β=0,234; p<0,01), dok u originalnom istraživanju nije bio značajan prediktor obrazovnog uspjeha. Budući da u originalnom istraživanju izvanredni studenti nisu sudjelovali, smatra se da su razlike u rezultatima originalnog i ponovljenog istraživanja povezane s razlikama u motivaciji za odabir studija i postizanje uspjeha tijekom studija kod ispitanika izvanrednih i redovitih studijskih programa, koji se među ostalim razlikuju i u razini financijskog kapitala kojeg posjeduju.
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