Percepcija nastave kod budućih učitelja primarnog obrazovanja

master's thesis

• Author: Dorotea Posavec
• Mentor: Tomislav Topolovčan (mentor); MBZ: 319855
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2019-06-27, Croatia
• Scientific / art field, discipline and subdiscipline: INTERDISCIPLINARY AREAS OF KNOWLEDGE; Educational Sciences (Child and Educational Psychology, Sociology of Education, Political Science of Education, Economics of Education, Anthropology of Education, Neurosciences and Early Learning, Educational Disciplines)

Abstract

U prvom dijelu ovoga rada bit će prikazan povijesni razvoj nastave usmjerene na učenike, kako su se na temelju tradicionalnog oblika nastave stvorile nove ideje koje su učenika stavili u centar učenja i stvaranja, konstruiranja vlastitog znanja. U današnje vrijeme i razvijanje potreba djece, tradicionalne ideje i pristupi više nisu načini podučavanja koja djeca prihvaćaju za usvajanje znanja. Nastava usmjerena na učenika proizašla je iz ideja reformske pedagogije, gdje učenici stvaraju vlastito znanje svojim iskustvom. Također, bit će predstavljene osobe koje su svojim idejama pridonijele razvoju nastave koja je usmjerena na učenika.
U drugom dijelu rada bit će izneseni rezultati koji su dobiveni istraživanjem. Istraživalo se mišljenje budućih učitelja primarnog obrazovanja o percepciji nastave. U istraživanju su sudjelovali studenti s prve i četvrte godine (N=95) Učiteljskog studija u Zagrebu, odsjek Čakovec. Istraživanjem se htjelo ispitati koliko kompetencije koje studenti steknu kroz kolegije na fakultetu mijenjaju mišljenje o nastavi. Kroz istraživanje došlo se do rezultata koji pokazuju da na mišljenje budućih učitelja ne utječu sociodemografska obilježja kao što su spol, mjesto stanovanja, vrsta završene srednje škole, prioritet studija kod upisa na fakultet i zainteresiranost za podučavanje djece. U rezultatima istraživanja došlo se do rezultata koji pokazuje da samo jedno sociodemografsko obilježje utječe na percepciju nastave, a to je upisana godina studija. Na percepciju nastave budućih učitelja uteče godina studija, jer studenti viših godina imaju veće kompetencije za izvođenje nastave jer su odslušali više kolegija te im se s tim mijenja mišljenje o nastavi.
Budući učitelji kroz fakultetsko obrazovanje stekli su kompetencije da organiziraju nastavu usmjerenu na učenika. Nastavu usmjerenu na učenika teže je organizirati nego tradicionalnu nastavu koja je usmjerena na učitelja, zbog toga što učitelj treba pripremiti sve materijale koje će učenici samostalno i aktivno koristiti na nastavi.

Abstract (english)

The focus of the first part in this thesis will be the historical development of student-centered teaching that led to the creation of new ideas which put the student in the center of creating, learning and constructing their own knowledge while being based on the traditional teaching model. As the requirements of the children's needs increased through time, it was found that the traditional ideas and approaches were no longer effective since the children rejected them. The student-centered teaching came to be from the reform pedagogy idea, where students create their own knowledge based on their own experiences. This part will also include the people who helped the development of student-centered teaching with their ideas.
The second part of this thesis will present the research results. The research sought the opinion of future primary education teachers on their perception of teaching. The participants of the research were first-year and fourth-year students (N=95) from the Čakovec department of the Faculty of Teacher Education in Zagreb. The research wanted to test how much the acquired competences from the faculty affected the student's opinion on teaching. The research showed that the sociodemographic features such as sex, place of residence, the type of high school attended, the enrollment priority of the faculty and the interest for teaching children, did not affect the student's opinion on teaching. The only sociodemographic feature that did affect their opinion was their current year of education with the reason being that students which studied for longer acquired more teaching competences and thus their opinion on teaching changed more when compared to first-year participants.
Future teachers are able to organize student-centered teaching due to the knowledge that they acquired from their college education. It is harder to organize student-centered teaching than the traditional teacher-centered teaching because the teacher needs to prepare all the neccessary teaching materials which the students will use on their own.

• Keywords: nastava usmjerena na učenika; reformska pedagogija; konstruktivizam; kvantitativno istraživanje
• Keywords (english): student-centered teaching; reform pedagogy; constructivism; quantitative research
• Language: croatian
• URN:NBN: urn:nbn:hr:147:545602
• Study programme: Title: Integrated Undergraduate and Graduate University Programme of Study of Primary Teacher Education and Integrated Undergraduate and Graduate University Programme of Study for Primary Teacher Education with English and German Language; Study programme type: university; Study level: integrated undergraduate and graduate; Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2019-07-12 10:27:07