This paper aims to explore the experiences of first, fifth, and seventh grade teachers (N = 23) in competence-oriented teaching from one elementary school included in the implementation of an ...experimental curriculum reform program in the Republic of Croatia. Based on the qualitative case study approach, the analysis of teacher evaluation protocols considered teachers’ opinions in the context of achieving learning outcomes with the use of teaching activities and methods. The paper also analyzes teachers’ opinions about the required changes in the planning and implementation of the teaching process as well as their professional development. For the learning success to increase, it is important for teachers to emphasize with their competences the organization of pupil-centered activities in achieving learning outcomes that change the approach to the planning of teaching. The focus of contemporary teaching should be on problem solving, active involvement of pupils in the teaching process while respecting the pupils’ interests, experiences, needs, motivations, prior knowledge, and expression of creative abilities. The teaching process focuses on constructivist teaching and the conceptual approach using collaborative methods and forms of work, technology in teaching, formative evaluation, and innovative approaches, whose intensity and complexity varies in different circumstances.The results indicate that teachers recognize the potential of a contemporary competence-based approach and pupil-centered learning and teaching by achieving learning outcomes. Emphasis is placed on collaborative methods and forms of work, the introduction of digital technology and autonomy in the selection of content activities. They attach importance to the improvement of their professional activities in order to enable the pupils to acquire knowledge and develop skills by taking a modern approach to the teaching process and making them ready and able to respond to the demands of the future and modern society.
The main aim of this study was to examine personality traits and life satisfaction of future preschool and primary school teachers and to examine if there are differences between these two groups of ...students. The study was conducted on a sample of 290 students of the University of Rijeka attending Early and Preschool Education and Teacher Education programs. Significantly higher levels of life satisfaction and personality traits were found: extraversion, conscientiousness, agreeableness, and openness to experience. Neuroticism was significantly decreased in both groups of participants. Differences in these two groups of students are not significant in life satisfaction and personality traits except in conscientiousness, which is significantly higher among future primary school teachers as opposed to future preschool teachers. Given the significant correlation of age and the year of study with personality traits, the established findings are discussed in terms of the varying length of the study programs.
In scientific literature a large number of different conceptual definitions of status found that can be applied as a framework for the analysis of different professions although it should be noted ...that there is no single, universally accepted, unambiguous definition or theoretical construct. For example, Haralambos (1994) defined reputation as the amount of respect and honor associated with social status, characteristics of an individual and his or her lifestyle, while social status, as a determined position in the society that includes a certain role, is a set of standards that define the behavior expected of members of a certain status. In this paper, we will try to establish what points of view elementary school teachers hold regarding the reputation of the teaching profession in the society and how they rank the level of reputation of elementary teachers in relation to the reputation of other professions.
With respect to the initiation and implementation of the Differential Programme of Lifelong Learning of Preschool Teachers, it was necessary to carry out its objective evaluation. This implied an ...investigation and analysis of their satisfaction with the quality of the Programme which was measured by 6 basic components: Communication with students, Teacher preparation, Information availability, Work organization, Complexity of courses and Method of evaluation. A total of 326 assessments were indicated on a 5-point Likert scale. In general, student assessments of all the components, regardless of individual courses, are fairly positive. The most significant predictor for all the others was found to be the component communication with students. It revealed that a communicative relationship with a teacher was given precedence over all the other quality dimensions of teaching. This result considerably differs from results obtained by several research studies on the quality of teaching within full-time academic education. Therefore, the emphasis is very much on students of higher education programmes and their important role in the creation of teaching, implying that their assessments are to be seen as important predictors for programme improvement at the level of every single course as well as the programme as a whole. Key words: evaluation; preschool teacher; quality assurance; study programme. --- S obzirom na pokretanje i provedbu razlikovnog programa za cjeloživotno obrazovanje odgajatelja bilo je neophodno provesti njegovu objektivnu evaluaciju. Zadovoljstvo kvalitetom programa operacionalizirano je i mjereno sa 6 osnovnih komponenata: komunikacija sa studentima, pripremljenost nastavnika, dostupnost informacija, organizacija rada, složenost kolegija i način vrednovanja. Procjene su rađene na Likertovoj skali od 1 do 5, a ukupno je bilo 326 procjena. Općenito, procjene polaznica na svim komponentama bez obzira na kolegij prilično su pozitivne. Najznačajnijim prediktorom za sve ostale komponente i zadovoljstvo programom pokazala se komponenta komunikacije sa studentima, te je utvrđeno da odnos s nastavnicima koji se ostvaruje komunikacijom ima prednost u odnosu na sve ostale dimenzije kvalitete nastave. To je rezultat koji se značajno razlikuje u odnosu na istraživanja kvalitete redovite nastave unutar akademskog obrazovanja. Samim tim stavljen je naglasak na to da polaznici programa visokoškolske nastave imaju važnu ulogu u kreiranju nastave i da su njihove procjene važni prediktori za unaprjeđivanje programa na razini pojedinog kolegija, ali i programa u cjelini. Ključne riječi: evaluacija; odgajatelj; osiguranje kvalitete; studijski program.
The aim of this study was to research which important factors in the organizational climate, culture, systems and structures impact the activity of the individual's activity in the process of ...learning. The study included a total of 85 teachers from 14 primary schools in the Primorsko-goranska County. The applied Scale of the Dimensions of a Learning Organizationand Organizational performance is a shortened and adapted version of the A form of the Learning Organization Questionnaire(DLOQ, Marsick and Watkins, 2003). It measures seven dimensions of a learning organization at the individual, team and organizational level, and also the financial and learning performance as part of the scale of organizational performance. Teachers evaluated the highest at the organizational level and at the dimension of the provision of strategic leadership for learning, and the lowest at the individual level, and within this dimension at the level of promoting questioning and dialogue. Correlation analyzes showed a significant positive correlation between all seven dimensions of a learning organization. It was found that with increasing age comes a significant increase in team learning and collaboration, and that empowering people towards a common vision is the strongest in the smallest communities. Research results indicate that for the organizational culture and the quality of learning it is of special importance to develop an internal quality system that will enable effective processes of institutional self-evaluation and willingness to invest efforts for the improvement of their practice
U radu se analizira individualno, timsko i organizacijsko učenje u svjetlu zahtjeva za razvojem infrastrukture kontinuiranog učenja i stvaranja znanja. Izlaže se šira elaboracija razumijevanja ...prirode i problema procesa učenja u organizacijama iz različitih perspektiva − tradicionalne ili funkcionalne, društvene ili interpretativne perspektive i radikalne perspektive organizacijskog učenja. Razmatraju se pitanja koja su posebno važna za reevaluaciju načina razumijevanja učenja u organizacijama. Prema pristupu koji zagovara autorica, potrebno je uspostavljanje politika, praksi i sustava koji će omogućiti sljedeće aktivnosti: stvaranje kontinuiranih mogućnosti za učenje; promicanje propitivanja i dijaloga; poticanje suradnje i timskog učenja; uspostavljanje sustava za usvajanje i dijeljenje znanja; osnaživanje ljudi prema zajedničkoj viziji; povezivanje organizacije s njezinim okruženjem; te osiguravanje strateškog vodstva za učenje. Posebno se naglašava uloga i odgovornost vodstva u omogućavanju kontinuiranog učenja na svim razinama te se razmatraju strategije poticanja razvoja produktivnih sustava učenja individualnom i organizacijskom odgovornošću. Zaključak je rada da su razmatrana i brojna druga pitanja, koja su se sve donedavno smatrala pitanjima izvanpedagogijskih znanosti, još značajnija za ustanove koje same razvijaju ili prenose znanja. Za odgojno-obrazovne ustanove – čija je glavna odlika znanje i razvoj – promijenjeni pogledi na učenje i odnose u ustanovama znatno bi pridonijeli daljem proširivanju i produbljivanju koncepcije učenja u pedagogijskoj znanosti.
Cilj je ovoga rada bio istražiti koji važni čimbenici u organizacijskoj klimi, kulturi, sustavima i strukturama utječu na aktivnost pojedinca u procesu učenja. U istraživanju je sudjelovalo ukupno 85 ...učitelja iz 14 osnovnih škola Primorsko-goranske županije. Primijenjena Skala dimenzija organizacije koja uči i organizacijskih ishoda skraćena je i adaptirana inačica A forme Upitnika o dimenzijama organizacije koja uči (Marsick i Watkins, 2003). Ova skala mjeri sedam dimenzija organizacije koja uči na individualnoj, timskoj i organizacijskoj razini te također financijske rezultate i rezultate učenja kao dio skale organizacijskih ishoda. Učitelji su najviše procjene dali na organizacijskoj razini i to na dimenziji osiguravanje strateškog vodstva za učenje, a najniže na individualnoj razini, te unutar nje na dimenziji promicanje propitivanja i dijaloga. Korelacijske analize su pokazale značajne pozitivne korelacije između svih sedam dimenzija organizacije koja uči. Utvrđeno je da s povećanjem životne dobi dolazi do značajnog povećanja timskog učenja i suradnje, te da je osnaživanje ljudi prema zajedničkoj viziji najjače u najmanjim sredinama. Rezultati istraživanja upućuju na to da je za organizacijsku kulturu i kvalitetu učenja od posebne važnosti izgradnja internoga sustava kvalitete koji će omogućiti učinkovite procese institucijskog samovrednovanja te spremnost na ulaganje napora za poboljšanjem vlastite prakse.
S obzirom na pokretanje i provedbu razlikovnog programa za cjeloživotno obrazovanje odgajatelja bilo je neophodno provesti njegovu objektivnu evaluaciju. Zadovoljstvo kvalitetom programa ...operacionalizirano je i mjereno sa 6 osnovnih komponenata: komunikacija sa studentima, pripremljenost nastavnika, dostupnost informacija, organizacija rada, složenost kolegija i način vrednovanja. Procjene su rađene na Likertovoj skali od 1 do 5, a ukupno je bilo 326 procjena. Općenito, procjene polaznica na svim komponentama bez obzira na kolegij prilično su pozitivne. Najznačajnijim prediktorom za sve ostale komponente i zadovoljstvo programom pokazala se komponenta komunikacije sa studentima, te je utvrđeno da odnos s nastavnicima koji se ostvaruje komunikacijom ima prednost u odnosu na sve ostale dimenzije kvalitete nastave. To je rezultat koji se značajno razlikuje u odnosu na istraživanja kvalitete redovite nastave unutar akademskog obrazovanja. Samim tim stavljen je naglasak na to da polaznici programa visokoškolske nastave imaju važnu ulogu u kreiranju nastave i da su njihove procjene važni prediktori za unaprjeđivanje programa na razini pojedinog kolegija, ali i programa u cjelini.
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