The main aim of this research is to longitudinally examine the shift in teaching students' professional beliefs about the teacher-pupil role during the course of their studies. The starting ...assumption has been that teachers' professional development is largely dependent upon their beliefs about various aspects of their professional role. The beliefs about the teacher-pupil role are the building blocks of teachers' professional identity, which strongly influence the way they teach and communicate with pupils. The participants in the research are 62 student teachers, from three teacher education faculties, who were prepared to teach in the lower grades of primary school. The research was carried out in two waves, at the beginning and at the end of the five-year study programme. The beliefs were explored using a metaphor technique derived from the cognitive theory of metaphor. The results indicate that exposure to the study programme did not considerably affect the change in the belief orientations, meaning that pre-professional beliefs remained unchanged, especially in the perception of the pupil's role. That finding has been discussed in relation to the possible implications for the initial teacher education curriculum and its implementation. (DIPF/Orig.)
The study presents results founded upon the Factors Influencing Teaching Choice scale validation and the relations between personality traits and motivation for teaching in Croatia. A sample of 374 ...first-year preservice teachers from three universities participated in the study. Confirmatory factor analysis of the items comprising the Croatian version of the FIT-Choice scale provided support for its construct validity following the omission of six items with low factor loadings. Personality dimensions of the five-factor model provided a set of theoretically meaningful relations with the specific motivational factors determining the choice of teaching profession. In line with previous studies, our results showed that personality traits better predicted intrinsic motivation compared to extrinsic motivation. Two interpersonal dimensions, extraversion and agreeableness, were significant predictors of intrinsic career value, but also of satisfaction with the choice of this profession. Extraversion also predicted ability, whereas agreeableness demonstrated positive relations with social utility value motivations for a teaching career.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Profesionalna uvjerenja, kao jezgro profesionalnoga identiteta učitelja, u značajnoj
mjeri usmjeruju svakodnevnu učiteljsku praksu u školama. S obzirom na novije
spoznaje o otpornosti intuitivnih ...uvjerenja budućih učitelja na obrazovne utjecaje
tijekom inicijalnoga obrazovanja, provedeno je komparativno istraživanje na uzorku
studentica prve (N = 205) i završne godine učiteljskih studija (N = 95) u Zagrebu,
Zadru i Rijeci kako bi se provjerilo postoje li razlike između tih dviju skupina u shvaćanju
uloge učitelja i učenika, kao i u temeljnim uvjerenjima o prirodi poučavanja.
U istraživanju je primijenjen kvalitativni i kvantitativni pristup, pri čemu je percepcija
uloge učitelja i učenika ispitana tehnikom metafora, dok su uvjerenja o prirodi poučavanja
ispitana primjenom Upitnika o pristupima poučavanju (Trigwelli Prosser, 2006.).
Analiza kvalitativnih podataka pokazala je da je kod obje skupine u percepciji uloge
učitelja dominantna bila orijentacija brižnosti (učitelj kao roditelj ili prijatelj), dok je
u percepciji uloge učenika bila dominantna bihevioristička orijentacija (učenik kao
spužva) bez obzira na činjenicu da se jedna skupina sudionica nalazila u završnoj
fazi inicijalnoga obrazovanja. S druge strane analiza uvjerenja o poučavanju pokazala
je da obje skupine visoko procjenjuju važnost usmjerenosti prema učeniku i učenju,
što ukazuje na odmak od njihovih uvjerenja o ulozi učitelja i učenika identificiranih u
analizi metafora. U raspravi se ističe kako bi jedan od glavnih zadataka obrazovanja
učitelja trebao biti osvještavanje ovih diskrepancija te transformacija intuitivnih uvjerenja
temeljenih na ranom osobnom obrazovnom iskustvu u znanstveno utemeljena
shvaćanja o učenju i poučavanju.
The main aim of this research is to examine the basic features of student teachers' professional beliefs about the teacher's role in relation to teaching mainstream pupils and pupils with ...developmental disabilities. The starting assumption of this analysis is that teacher professional development is largely dependent upon teachers' beliefs about various facets of their professional work. These concepts strongly influence the way that teachers teach and the way that they develop as teachers. The participants in the research are 314 student teachers at the Faculty of Teacher Education of the University of Zagreb who are being prepared to teach in lower grades of primary school. The beliefs were explored using a metaphor technique derived from cognitive theory of metaphor. The differences between beliefs about the perceived teacher role in general, and the perceived teacher role in the education of pupils with developmental disabilities were analysed. The results indicate that the dominant belief about the teacher's role in teaching mainstream pupils is of the teacher as a transmitter of knowledge, while the findings regarding the dominant belief about the teacher's role in teaching pupils with developmental difficulties appeared to be self-cantered orientation. No differences were found between student teachers at different study levels. The findings are discussed in the light of the curriculum of initial teacher education.
Professional beliefs and attitudes are a core part of teacher identity and significantly guide everyday teaching at schools. Recent findings indicate that college students' intuitive beliefs tend to ...resist educational influences exerted during their initial education. Therefore a comparative study was conducted to examine the students' perception of the teacher/learner role and their basic views on teaching. The study was carried out in a group of first year students (N=205) and a group of final year students (N=95) from Rijeka, Zadar and Zagreb. In the discussion it has been pointed out that one of the main tasks in the initial teacher education should be raising awareness about these discrepancies. It would facilitate the transformation of these intuitive beliefs based on early educational experiences into beliefs based on accumulated scholarly knowledge on teaching and learning. Adapted from the source document.
Cilj istraživanja bio je provjeriti razlikuju li se roditeljske procjene suradnje i zadovoljstva vlastitom uključenosti u život škole iz urbano/ruralne perspektive. Rad je dio većeg, međunarodnog ...istraživanja koji se bavi participacijom roditelja u životu škole. Uzorak se sastoji od 1052 roditelja djece od drugog do osmog razreda iz 30 osnovnih škola u Hrvatskoj. 16 škola nalazi se u urbanim, a 14 škola u ruralnim područjima. 562 ili 53,4% roditelja je iz urbanih sredina, a 490 ili 46,6% roditelja je iz ruralnih sredina.
Rezultati pokazuju da roditelji općenito nastavu i izvannastavne aktivnosti procjenjuju isključivo zaduženjem škole, što ukazuje na tradicionalan pristup suradnji roditelja i škole. Međutim, odgoj djeteta i njegovo zadovoljstvo školom vide kao zajedničku
odgovornost škole i roditelja, što ukazuje na mogućnost razvoja partnerskog odnosa škole i roditelja. Roditelji uglavnom vide vlastiti nedostatak vremena kao najznačajniju prepreku suradnji škole i roditelja, međutim, taj nedostatak značajno više naglašavaju roditelji urbanih sredina. Roditelji ruralnih područja općenito su
zadovoljniji različitim načinima sudjelovanja u životu škole. Urbano/ruralne razlike roditeljskih procjena u većini potvrđuju polaznu pretpostavku o većoj povezanosti roditelja i škole u ruralnim područjima, kao i općenito veće zadovoljstvo komunikacijom i utjecajem na školu kod roditelja ruralnih područja.
This study examines affective and behavioral symptomatology in two groups of school‐age children who were traumatized to different degrees during the war in Croatia (N = 1034). Six self‐reported ...questionnaires were used to assess the following: number and type of war experiences, PTSD symptoms, anxiety, depression, psychosomatic symptoms, and psychosocial adaptation. Canonical discriminant analysis yielded a significant discriminant function that indicates moderate differentiation between the two groups of children according to the assessed symptoms. The results of a 2 × 2 × 2 ANOVAs (gender × age × level of traumatization) indicate that the children’s reactions to war traumata varied in respect to all factors, as well as their interaction. The results indicate that gender differences are more prominent in older children. Older girls report more posttraumatic stress reactions, anxiety and depression, but at the same time seem better adapted than boys. Younger children, particularly those who survived more war even report more PTSD symptoms than older children.
The aim of this paper is to give an overview of developments in Croatian pre-tertiary and teacher education since 1991. The starting point is a brief presentation of the country context in the ...transition period from socialist to democratic society. The developments in pre-tertiary education have been analysed in two periods – from 1990 to 2000, and from 2001 to the present moment. The main strategic documents are presented and their implementation is discussed. The reform of the system of initial teacher education is elaborated in terms of three concepts – upgrading, standardization, and professionalization. The implications of the implementation of these concepts for structural and curricula changes are problematised. In addition, a third theme, that of educational research, has been introduced in order to present the interconnectedness between educational transitions and educational research.
The current study was designed to compare the socio-emotional characteristics of school children pet owners and children without pets and to examine whether the type of pet is a variable which can ...differentiate the socio-emotional development of their owners. The subjects, 425 girls and 401 boys, were students of fourth (n=265), sixth (n=295) and eighth (n=266) grade of elementary schools from the metropolitan area of Zagreb, Croatia. Socio-emotional variables assessed in the study were: child attachment to pet, child prosocial orientation, empathy, loneliness, perception of family climate and social anxiety. The data showed that 54.4% of children in the sample were pet owners (26.2% of children in the study had a dog, 9.2% had a cat, and 19.0% had some other pet). In order to answer the main research question, several analyses of variance (gender by grade by pet ownership) were computed for each criterion of socio-emotional development. Significant main effects were obtained for empathy, prosocial orientation and pet attachment, with dog owners being more empathic and prosocially oriented than non-owners, and dog owners and cat owners being more attached to their pets than owners of other kinds of pets. Additional analyses of variance were computed in order to examine the role of attachment in the socio-emotional functioning of the children. Subjects were divided in three sub-groups: non-owners, lower then average attached owners, and higher than average attached owners. Children who scored higher than average on the attachment to pets scale showed significantly higher scores on the empathy and prosocial orientation scales than non-owners and children who scored lower than average on the attachment to pets scale. It was also found that children with higher levels of attachment to pets rated their family climate significantly better than children who had lower attachment to pets.
AbstractThe paper presents recent data on teacher issues and trends which reveal the points of convergence among European countries and also indicate the gap between general policy formulations and ...their translation into national practices. The first issue addressed is the selection of future teachers and the retention of the best qualified by securing the sustainability of quality education. In the attempts to achieve high teacher quality the greatest convergence among countries occurred in the area of teacher initial education involving "the universitation" of study programmes for all teacher profiles. Another convergence point has been the formulation of the common principles underlying teacher profiles and competences. The fourth common issue refers to the need for improvement of the induction procedure and/or supervision support to beginning teachers. One of the most emphasised topics of discussion and action has been the further professionalization of teaching including implementation of the mechanisms of external and internal evaluation of teaching.Key words: induction to teaching profession; professionalization of teaching; teacher continuous professional development; teacher initial education, teacher competence profiles---SažetakU radu se prikazuju aktualna pitanja i trendovi u razvoju sustava obrazovanja učitelja koji otkrivaju podudaranja među europskim zemljama u tome području, kao i jaz između općih obrazovnih strategija i njihova prevođenja u nacionalne prakse. Najprije se analizira pitanje selekcije budućih učitelja i zadržavanje najbolje osposobljenih pojedinaca u zanimanju, zatim pitanje održivosti kvalitetnog sustava njihova obrazovanja. Najveća usuglašenost među državama u pokušajima da se postigne kvaliteta učitelja pojavila se u inicijalnom obrazovanju učitelja provođenjem "univerzitacije" inicijalnog obrazovanja za sve profile učitelja. Još jedno mjesto podudaranja je oblikovanje zajedničkih načela na kojima počivaju kompetencijski profili učitelja. Četvrto zajedničko pitanje odnosi se na potrebu za poboljšanjem sustava uvođenja u posao i za pružanje supervizijske podrške učiteljima početnicima. Jedno od najistaknutijih pitanja u javnoj raspravi i djelovanju je profesionalizacija poučavanja, uključujući i primjenu mehanizama vanjskog i unutarnjeg vrednovanja učitelja i njihova poučavanja. Ključne riječi: inicijalno obrazovanje učitelja; profili učiteljskih kompetencija; profesionalizacija poučavanja; trajni profesionalni razvoj učitelja; uvođenje u učiteljsko zanimanje.
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