Serious criticism of didactic intellectualism in the past resulted in a range of pedagogical approaches to Work-based Learning as a response to this issue. A comparative overview of the development ...of work-based learning over time is presented in this article. Additionally, a temporal approach to work-based and workplace learning is explored. We see the change of WBL from being one part of individual pedagogical approaches to becoming part of policy recommendations. Finally, a discussion of the didactic features of contemporary Work-based Learning clearly positions it as a didactic model. The paper stresses the importance of WBL as a didactic model that is appropriate in all student-centred classrooms, regardless of the level of education.
A significant acceptance and research of teacher socioemotional competence occurred along with the development of the constructivist approach in education. Socioemotional competence is considered an ...important part of teacher competences or pedagogical competences which should be acquired and learned during studies. The main research objective was to examine the attitudes of initial teacher education students (future teachers) related to the desirable and necessary teacher socioemotional competences, including self-assessment of students' socioemotional competences. The study involved a total of 121 graduate students attending teacher education study programs in the field of social sciences and humanities. The results of the research indicate that students are generally familiar with characteristics of socioemotional competence and consider them important. As expected, the students show having somewhat less confidence in their own teacher competences.
Z raziskavo, ki jo predstavljamo v príspevku, smo želeli ugotoviti, kakšne so motivacijske značilnosti, odnos do izobraževanja odraslih in lastna učinkovitost udeležencev v formalnih programih ...izobraževanja odraslih na Hrvaškem. V raziskavi je sodelovalo 299 respondentov, ki so odgovarjali na vprašalnik o osnovnih demografskih podatkih ter na vprašalnik z lestvicami, ki so merile (i) odnos odraslih do izobraževanja odraslih (angl. Adult Attitudes Toward Adult Education Scale; Darkenwald in Hayes 1988), (ii) motiviranost za izobraževanje (angl. Academic Motivation Scale; Vallerand idr. 1992), ter (iii) splošno samoučinkovitost udeležencev (angl. General Self-Efficacy Scale; Ivanov 2002). Motiviranost smo analizirali s perspektive teorije samodeterminiranosti (Deci in Ryan 2008; Ryan in Deci 2000), ki vzpostavlja širok (družbeni, emocionalni in okoljski) okvir za razumevanje človekove motivacije. Rezultati kažejo, da obstaja povezava med odnosom do izobraževanja odraslih (občutek ugodja ob učnih dejavnostih, pripisovanje pomena izobraževanju odraslih, subjektivno vrednotenje le-tega) in notranjo motivacijo (za usvajanje znanja, doseganje ciljev, stimuliranost). Negativna povezanost je bila ugotovljena v razmerju do amotivacije, medtem ko ni bilo mogoče dokazati povezave z eksterno regulacijo.
Glavni cilj ovoga istraživanja bio je povijesno-komparativnom analizom nastavnih planova i programa, odnosno kurikuluma za osnovnu školu istražiti i analizirati ulogu, zastupljenost i načine ...realizacije školskih kurikuluma u razdoblju od 1951. do 2019. godine. Prema dobivenim rezultatima uočljivo je da se značaj, uloga i aktivnosti školskog kurikuluma razlikuju u različitim reformama, a analizom kurikulumskih dokumenata (izuzev onog iz 1951.) utvrđeno je da se aktivnostima i sadržajima iz područja školskog kurikuluma želi pridonijeti individualizaciji i fleksibilnosti nastavnog procesa, zadovoljavanju specifičnih mogućnosti, potreba i interesa učenika,povezivanju obiteljskog doma te lokalne i šire zajednice sa školskim okruženjem, poticanju stvaralaštva, interdisciplinarnosti, zajedništva, stjecanju generičkih kompetencija i usavršavanju opće-obrazovnih kompetencija. Na temelju dobivenih rezultata i suvremenih odgojnoobrazovnih polazišta, autorice su predložile smjernice za suvremene školske kurikulume.
The main goal of this research was to investigate and analyze the role, representation and ways of realization of school curricula in the period from 1951 to 2019 in the Republic of Croatia using a historical-comparative analysis of curricula, specifically primary school curricula. According to the obtained results, the authors conclude that the importance, role and activities of the school curriculum differ in different eras and within different reform attempts. The analysis of curriculum documents (except the one from 1951) shows that the activities and contents of the school curriculum aim to contribute to individualization and flexibility of opportunities, according to the needs and interests of students, connecting the family home and local and wider community with the school environment, encouraging creativity, interdisciplinarity, togetherness, acquiring generic competencies and improving educational competencies. Based on the obtained results and the foundations of contemporary education the authors proposed guidelines for contemporary school curricula.
The aim of this study was to investigate the role of the classroom environment, namely the satisfaction with school, trust in teachers, positive teacher - student interaction and loneliness in ...school, in explaining individual differences in students' goal orientations. In addition, the study aimed to determine gender and age differences in the perception of classroom environment and goal orientations. The sample comprised 417 students in the sixth and the eighth grades of elementary school. They completed the questionnaires for assessing their perception of several aspects of classroom environment and the Inventory of school motivation. Results confirmed some well established gender differences in goal orientations, showing that girls achieve higher scores on mastery and social relations goals, whereas boys score higher on ego-goals and extrinsic goals. Sixth graders scored higher on social relations and mastery than did the eighth graders. Female students were more satisfied with school and showed a greater trust in teachers. All of the aspects of classroom environment were positively related with goal orientations, while the regression analyses revealed some specific relations between aspects of classroom environment and certain goal orientations. Adapted from the source document.
The aim of this study was to investigate the role of the classroom environment, namely the satisfaction with school, trust in teachers, positive teacher – student interaction and loneliness in ...school, in explaining individual differences in students' goal orientations. In addition, the study aimed to determine gender and age differences in the perception of classroom environment and goal orientations. The sample comprised 417 students in the sixth and the eighth grades of elementary school. They completed the questionnaires for assessing their perception of several aspects of classroom environment and the Inventory of school motivation. Results confirmed some well established gender differences in goal orientations, showing that girls achieve higher scores on mastery and social relations goals, whereas boys score higher on ego-goals and extrinsic goals. Sixth graders scored higher on social relations and mastery than did the eighth graders. Female students were more satisfied with school and showed a greater trust in teachers. All of the aspects of classroom environment were positively related with goal orientations, while the regression analyses revealed some specific relations between aspects of classroom environment and certain goal orientations.
Cilj ovoga rada bio je ispitati neke aspekte razrednog ozračja u odnosu na dob i spol učenika te njihovo školsko postignuće. Pri tome su korištena tri aspekta razrednog ozračja - kvaliteta ...interakcija među učenicima, kvaliteta interakcija između učenika i nastavnika te osjetljivost na nasilje u razrednom kontekstu. U istraživanju su sudjelovali učenici osnovnih škola iz nekoliko županija Republike Hrvatske (N=1427 sudionika). Ukupno je u istraživanje bilo uključeno 69 razrednih odjeljenja od četvrtog do osmog razreda osnovne škole. Primijenjen je instrument koji se sastojao od dva dijela – upitnika općih podataka i Skale razrednog ozračja. Rezultati su, sukladno očekivanjima, pokazali značajno opadanje školskog uspjeha s dobi, kao i lošije razredno ozračje u višim razredima u odnosu na mlađe dobne skupine. Također, učenice su u odnosu na učenike pozitivnijim procijenile razredno ozračje. Utvrđena je značajna povezanost među različitim aspektima razrednog ozračja, kao i između razrednog ozračja i školskih postignuća.
The contribution of the ematical achievement Reić-Ercegovac Ina; Koludrović Morana; Mišurac Irena
Zbornik Instituta za pedagoška istraživanja,
01/2019, Volume:
51, Issue:
1
Journal Article
Open access
The aim of this study was to examine the performance of different age groups of students in mathematical achievement, i.e. in solving mathematical problem tasks and mathematical school grades. ...Furthermore, the study aimed to investigate the contribution of the mathematics self-concept and subjective value of Mathematics to explain individual differences in solving mathematical problem tasks and school achievement in Mathematics. A total of 780 participants took part in the study. The results show that with age school achievement in Mathematics decreases, as well as Mathematics self-concept and students’ subjective value of Mathematics. On the other hand, older students are more successful in solving mathematical problem tasks. However, the performance in mathematical problem solving was relatively poor throughout the sample. Although female students had better grades, there were no significant gender differences in relation to solving problem tasks or mathematical self-concept and the subjective value of Mathematics. Younger students, in comparison to older ones, assessed their mathematical abilities higher, were more interested in Mathematics and evaluated it as more useful. The only commonly important predictors of both problem solving tasks and most frequent grade in Mathematics were age and the self-assessment of mathematical abilities.
AbstractIn the context of self-determination theory it is possible to distinguish several qualitatively different aspects of motivation that have an impact on academic achievement, self-efficacy ...assessment and satisfaction. Starting with the assumption that intrinsic motivation is crucial for the quality of formal education of prospective teachers, the aim of this study was to examine various aspects of academic motivation of future preschool teachers, primary school teachers, and secondary school teachers. The study included 566 students who filled out the Academic Motivation Scale (Vallerand et al., 1992) which measures seven different aspects of motivation according to the self-determination continuum (Gagne & Deci, 2005). By means of exploratory factor analysis five factors that correspond to intrinsic motivation, introjected regulation, identified regulation, external regulation, and amotivation were extracted. Participants, in general, achieved the highest score on the scale of extrinsic identified regulation, while the lowest score was obtained, as expected, on the amotivation scale. Analysis of the intrinsic motivation results showed significantly higher values at the graduate level compared to the undergraduate level, while the opposite pattern was observed for external motivation. For other types of motivation there were no significant differences with regard to the study level. Key words: academic motivation; initial teacher education; self-determination---SažetakU kontekstu teorije samoodređenja moguće je razlikovati nekoliko kvalitativno različitih aspekata motivacije i regulacije ponašanja koji imaju učinka na akademsko postignuće, procjenu samoefikasnosti i zadovoljstva pojedinca. Polazeći od pretpostavke da je za kvalitetu inicijalnog obrazovanja odgojitelja i nastavnika ključna intrinzična motivacija, odnosno autonomna regulacija ponašanja, cilj ovog istraživanja bio je ispitati različite aspekte akademske motivacije kod studenata odgojiteljskog, učiteljskog i nastavničkog usmjerenja, kao i studenata pedagogije. U istraživanju je sudjelovalo 566 studenata, a primijenjena je Skala akademske motivacije (Vallerand i sur., 1992) kojom se mjeri sedam različitih aspekata motivacije u skladu s kontinuumom samoodređenja (Gagne i Deci, 2005). Eksploratornom faktorskom analizom metodom glavnih komponenata uz varimax rotaciju dobiveno je rješenje od pet faktora koji odgovaraju intrinzičnoj motivaciji, introjiciranoj, identificiranoj i eksternalnoj ekstrinzičnoj motivaciji i amotivaciji. Na cijelom uzorku sudionika najviši rezultat postignut je na skali ekstrinzične identificirane regulacije, a najniži je rezultat očekivano utvrđen na skali amotivacije. Analiza rezultata intrinzične motivacije pokazala je značajno veće vrijednosti na diplomskoj razini u odnosu na preddiplomsku, a kod eksternalne regulacije utvrđeno je suprotno. Kod ostalih oblika motivacije nisu utvrđene značajne razlike s obzirom na razinu studija. Ključne riječi: akademska motivacija; nastavnički studij; samoodređenje; učiteljski studij; studij pedagogije; studij predškolskog odgoja
In the student-centred curriculum approach, apart from changes in the didactic-methodical plan of structuring the teaching process, in the form of the application of didactic strategies aimed at ...solving problems, student activity and collaborative learning, increased emphasis is placed on the importance of the quality of classroom atmosphere as a social dimension that contributes both to student academic achievement and various self-constructs that can contribute, on the personal, social and academic level, to student wellbeing. Therefore, the main objective of this research was to examine the relationship between understanding the quality of the classroom atmosphere, selfefficacy, emotional competence and the academic success of fifth and eighth-grade students in elementary school, and to determine the contribution of these constructs in explaining student academic achievement in terms of total academic achievement and achievement in mathematics and Croatian language and literature. In order to verify all the above mentioned, several scales were used for testing each variable in the research which included 359 fifth and eighth-grade students in elementary school. The results show better academic achievement, achievement in mathematics and the mother tongue, as well as greater self-efficacy and better assessment of emotional competence of fifthgrade students, wherein, regarding all the variables, female students achieve significantly better results than male students. The results of the research of the quality assessment of classroom atmosphere, concerning quality assessment of relations between students, quality assessment of teacher-student interaction, and sensitivity in reporting violence in the school environment, are in favour of younger students, and there were no significant differences between male and female research participants. Furthermore, it was found that, as in a lot of previous research related to the explanation of student academic achievement, student self-efficacy was the most important predictor, while correlation calculation showed that all the elements of classroom atmosphere are highly associated with self-efficacy and the emotional competence of students.
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