VSE knjižnice (vzajemna bibliografsko-kataložna baza podatkov COBIB.SI)
  • A glance at hidden curriculum in practice [Elektronski vir] : empathy and personality of (pre)school teachers
    Jančec, Lucija ; Lepičnik-Vodopivec, Jurka
    The hidden curriculum, considered as the “process curriculum“, represents an inseparable part of both the learning environment and the wider educational paradigm, and it is especially tangible in the ... chosen theoretical framework of social learning theory. Within this concept, we find it close to Bandura’s self-efficacy theory. This paper addresses selected determinants of the hidden curricula phenomenon, alongside empathy and personality of preschool and school teachers in two neighbouring countries, i.e. Croatia and Slovenia (N=813), with the following aims: (i) to examine the level of empathy and the personality traits of preschool and school teachers; (ii) to examine the relationship between socio-demographic variables and empathy and personality traits within the mentioned population and ;(iii) to examine the significance of correlation between the level of empathy and personality traits. In the research, a questionnaire with a multidimensional approach to empathy, the Interpersonal Reactivity Index - IRI (Davis, 1980), was applied while, to measure personality traits, the Big Five Inventory - BFI (Benet-Martinez and John, 1998) was administered. A descriptive and non-experimental method of empirical research was conducted: the t-test was used for differences among the respondents correlated to empathy and personality, while Cohen's d reliability coefficient was used to check the size of the effect of the differences. A correlation analysis was used to identify similarities between the respondents with respect to age and years of work experience (Pearson correlation coefficient). School teachers from Croatia expressed a statistically higher level of empathy in fantasy and personal distress than the school teachers from Slovenia. According to findings related to personality, the respondents from Slovenia were assessed as more sociable, talkative and optimistic, while respondents from Croatia were assessed as more curious, creative, imaginative and open, while the size of the difference is the average effect. In the general population of these two professions, differences are notable in three dimensions of personality: extroversion, agreeableness, and openness. The obtained results indicate that the population of school teachers in both countries is more worried and nervous than the population preschool teachers, and that preschool teachers are more conscientious in their work and more comfortable when it comes to cooperation. Regarding correlations between empathy and personality with socio-demographic variables, the results were found to be only partially statistically significant. Considering empathy, a statistically significant correlation was observed between the subscale of empathic care and the age and years of work experience of preschool teachers in Slovenia (p <.01) However, on a lower level of significance, a negative correlation was detected (p <.05) between the age and years of work experience of preschool teachers in Croatia and fantasy in Croatia. These results bring attention to the curriculum in practice. Specific elements of the hidden curriculum are a consistent part of the institutional climate and culture in the broader sense, which is built by vital and crucial individuals, especially amongst (pre)school teachers. This implies a growing need for awareness of the impact of non-prescribed, non-visible content such as the hidden curriculum in order to improve educational results.
    Vir: ICERI 2021 [Elektronski vir] : 14th International Conference of Education, Research and Innovation : 8-9 November 2021 : conference proceedings (str. 7374-7383)
    Vrsta gradiva - prispevek na konferenci
    Leto - 2021
    Jezik - angleški
    COBISS.SI-ID - 100721155

    Povezava(-e):

    https://library.iated.org/view/JANCEC2021AGL
    DOI

Vnos na polico