THE TEACHER'S ROLE AND PROFESSIONAL DEVELOPMENT Danijela, Makovec
International Journal of Cognitive Research in Science, Engineering and Education,
2018, Volume:
6, Issue:
2
Journal Article
Open access
The text addresses the theme of teachers' professional development. The role of a teacher is defined by cultural and social events and the environment, and they influence the differences that occur ...in the concept of teacher roles within different cultures, societies, including the geographic environment. Thus, in the first part of the paper, based on an analysis of the literature, we identify factors that significantly influence teachers' perception of their role and consequently, determine their professional identity. In the second part, based on the results of the empirical research, we show that factors such as teachers' beliefs about their own qualifications, as well as years of work experience and subject area, statistically significantly influenced the development of the teachers' professional identity. The main findings of the study are that teachers with several years of service experience feel better qualified to perform their duties (tasks related to planning and teaching were rated the most highly) than teachers with less work experience, and that teachers with more work experience evaluated the claims related to their educational activity statistically significantly higher. An important finding is that teachers define their professional identity and consequently, their role through their personality traits, which shows that we must not ignore teachers' personality traits, as they play an important role in teachers' professional development and identity.
This study aims to investigate the impact of blended learning strategies on various student outcomes in Vocational Education and Training (VET) contexts, addressing gaps in the existing literature ...and informing the refinement of blended learning approaches to enhance educational experiences. The main goal of the study was to explore the impact of teaching approaches used on student attitudes, satisfaction, motivation, and the workload of VET students. Data were collected from 106 students across seven VET programs through an online survey. The findings reveal that collaborative learning significantly enhances student engagement and satisfaction, while the integration of technology in blended learning environments improves educational experiences. However, challenges such as perceived overload are acknowledged. The study also highlights the critical role of assessment and feedback in fostering student satisfaction and competence. Based on these results, the study recommends enhancing collaborative learning through strategic support for diversity and technology integration and optimizing assessment and feedback mechanisms to improve engagement and reduce stress. These recommendations aim to refine blended learning strategies in VET, contributing to better educational outcomes and addressing the identified gaps in the literature.
V članku razpravljamo o dejavnikih, ki vplivajo na zgodnje opuščanje šolanja, in o ukrepih, ki so bili v Sloveniji sprejeti, da bi slednje preprečili. Zmanjšanje zgodnjega opuščanja šolanja na manj ...kot 10 % do leta 2020 je namreč eden ključnih ciljev strategije Evropa 2020, Slovenija pa omenjeni cilj že presega. Po zadnjih raziskavah ima namreč naša država eno izmed najnižjih stopenj zgodnjega opuščanja šolanja med državami Evropske unije (EU). V prispevku proučujemo razloge za omenjeno nizko stopnjo zgodnjega opuščanja šolanja ter podajamo pregled institucionalnih in političnih ukrepov, ki jih je Slovenija sprejela, da bi zmanjšala osip in mladostnike čim dlje zadržala v izobraževalnem sistemu. Rezultati študije kažejo, da je v državah EU delež moških, ki so opustili šolanje, večji od deleža žensk ter da obstaja pozitivna povezanost med dejavniki, kot sta izobrazba staršev in socialno-ekonomski status družine, ter zgodnjim opuščanjem šolanja. Prav tako smo ugotovili, da je delež mladih priseljencev, ki so opustili šolanje, dvakrat večji od deleža mladih, ki živijo v državi, v kateri so se tudi rodili.
Načrtovanje in oblikovanje izobraževalnih programov za odrasle je ena od jedrnih dejavnosti andragoga. Dobro pripravljeni izobraževalni programi so rezultat mnogih profesionalnih kompetenc, ki se ...mrežno povezujejo in interaktivno uresničujejo. Kljub temu pa imamo razmeroma malo raziskav s področja načrtovanja izobraževalnih programov za odrasle, zato je delo Cultures of Program Planning in Adult Education zelo dobrodošlo tako za razvoj teorije kot za premislek obstoječe prakse. Izšlo je v zbirki Studies in pedagogy, andragogy and gerontagogy lansko leto.
The integration of technology into educational institutions is transforming education and fostering innovative approaches to learning. Blended learning, an increasingly popular approach, integrates ...technology with traditional teaching approaches. Blended learning can overcome the limitations associated with using technology purely as a tool, facilitating its full integration into the educational process. The present study involved 106 students enrolled in a vocational education program (VET) in Slovenia. The students were subjected to a pilot implementation of blended learning, and their experiences were subsequently analyzed and evaluated. The results showed that the use of different teaching approaches led to different outcomes in terms of student workload, learning outcomes, and motivation. The different teaching approaches were found to present different levels of difficulty for students. For example, live sessions and the integration of virtual reality/augmented reality (VR /AR) technology presented greater challenges. Conversely, collaborative group work and online courses focused on developing professional skills were found to be beneficial. The study also highlighted the importance of feedback and instructor support in online learning environments. In general, the results of our study suggest that the adoption of blended learning in education can lead to positive outcomes. However, it is important to emphasize the importance of careful planning and thoughtful consideration of optimal pedagogical strategies.
In this research, we have examined the characteristics of university students' motivation and its connection with perceptions of the learning environment. Higher education teachers often find it ...challenging to decide how to organize their lectures and what instructional strategy they should use to be most effective. Therefore, we endeavoured to determine which characteristics of the learning environment best predict the motivational orientation of students and their satisfaction with the course. The survey included 120 postgraduate students of the Faculty of Arts at the University of Ljubljana. In order to measure their motivation, we employed several scales of the Motivated Strategies for Learning Questionnaire (Pintrich et al., 1991). For the purpose of this research, we created a new questionnaire for their evaluation of the learning environment. The results revealed a high correlation between the intrinsic goal orientation, self-efficacy, and control beliefs. The most important factors of the learning environment that are connected with the formation of intrinsic goal-orientation and the enjoyment of education are the perception of the usefulness of the studied topics, a feeling of autonomy, and teacher support. To an extent, these findings are supported by the findings of those authors who recommend using those methods of teaching that are in compliance with the student-centred understanding of teaching and learning. (DIPF/Orig.).
This article dealt with the topic of practical training of students in teacher training programmes. Workplace learning represents an important contact between students and the world of work and can ...have several positive effects. In the text, we presented job shadowing as a possible learning activity that can complement other forms of practical training. The aim of the study was to identify the learning potential of this activity and how it should be structured to achieve this potential. Data were collected from 19 participants, and the qualitative analysis of the text (students' reflections) showed that students gain valuable experience through job shadowing, which helps them to overcome their fears and enables them to enter the workplace with more confidence. In addition to the results of the analysis, the text also provides practical guidance on how the activity should be planned so that students can learn through it.
The purpose of the present study was to examine the influence of the
?Competence-based didactic units? in vocational education on students?
motivation and self-regulated learning. The sample ...consisted of 115 males and
133 females (n=250) who were attending secondary vocational or technical
schools in Slovenia. The students were included in an experimental project
that introduced a ?competence- based didactic unit? (CBDU) in vocational
schools? curricula. In our study, the introduction of the CBDU was used to
measure changes in the motivational, cognitive, and metacognitive aspects of
self-regulated learning and to examine how they were subsequently related to
other students characteristists, such as gender, school performance and time
spent on school work. The results show the importance of CBDUs, on the one
hand, on motivational factors such as intrinsic goal orientation, task value,
and self-efficacy, and, on the other hand, differences in gender and grade
level. The findings are discussed in terms of how teaching strategies in
vocational education can contribute to the development of individuals?
motivation.
nema
We present job shadowing as an activity through which we can enable an individual to gain insight into what work an individual performs in a particular job, while at the same time taking the ...individual’s experience as a starting point from which learning can emerge. The first part of the text presents the theoretical starting points for work-based learning and job shadowing; in the second part, we present the results of the analysis of students’ reflections after the shadowing experience. The findings show that students found job shadowing extremely positive, as well as an experience that encouraged them to reflect on issues related to different aspects of the profession. In conclusion, we discuss whether job shadowing is an activity appropriate for use in studies for teaching professions.
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