Kompetencije učitelja razredne nastave stečene na kolegijima iz matematike

professional thesis

• Title (english): Elementary teacher competencies acquired in mathematics education courses
• Author: Vatroslava Jelčić
• Mentor: Dubravka Glasnović Gracin (mentor)
• Committee member: Vlatka Domović (predsjednik povjerenstva)
• Committee member: Goran Trupčević (član povjerenstva)
• Committee member: Ante Kolak (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2020-11-06, Croatia
• Scientific / art field, discipline and subdiscipline: NATURAL SCIENCES; Interdisciplinary Natural Sciences; Teaching Methods in the Natural Sciences

Abstract

Kompetencije koje učitelji razredne nastave steknu na kolegijima iz metodike matematike utječu na kvalitetu nastave matematike. Kako bismo učenicima pružili kvalitetnu i suvremenu nastavu matematike potrebno je unapređivati inicijalno obrazovanje učitelja. Temeljni je cilj ovoga rada dobiti uvid u učiteljske kompetencije iz metodike matematike te njihove stavove o zadovoljstvu metodikom matematike i metodičkim vježbama na učiteljskim fakultetima. U ovom se radu istražuje jesu li silabi Metodika matematike usklađeni na učiteljskim fakultetima u Republici Hrvatskoj te jesu li ishodi učenja kolegija Metodika matematike usklađeni s ključnim matematičkim i učiteljskim kompetencijama. Isto tako, anketnim upitnikom ispituje se mišljenje učitelja pripravnika o zadovoljstvu i kompetencijama koje trebaju imati za poučavanje matematike u razrednoj nastavi te mišljenje o načinu izvođenja i organizaciji metodičkih vježbi iz matematike. U istraživanju je sudjelovalo 182 učitelja pripravnika od čega je 59.3% završilo Učiteljski fakultet u Zagrebu, a 40.7% Fakultet za odgojne i obrazovne znanosti u Osijeku.
Istraživanjem silaba utvrđeno je da su ishodi iz metodike matematike u skladu s ključnim matematičkim i metodičkim kompetencijama. Isto tako, utvrđeno je da na različitim učiteljskim fakultetima u Republici Hrvatskoj postoji neusklađenost u ishodima, satnici i opterećenju studenata (ECTS bodovima). Anketnim ispitivanjem učitelja pripravnika koji su završili Učiteljski fakultet u Zagrebu i Fakultet za odgojne i obrazovne znanosti u Osijeku utvrđeno je da su učitelji pripravnici većinom zadovoljni silabima metodike matematike, izvedbom nastave metodike matematike te stečenim kompetencijama na učiteljskim studijima i metodičkim vježbama. Učitelji pripravnici s oba fakulteta podjednako su zadovoljni metodičkim vježbama, dok su pripravnici s Učiteljskog fakulteta u Zagrebu zadovoljniji nastavom iz metodike matematike te suradnjom i kvalitetom komunikacije s nastavnicima koji vode metodičke vježbe kao i suradnjom i komunikacijom s učiteljima koji rade u školama vježbaonicama.

Abstract (english)

The competencies elementary school teachers are developing within the mathematics education courses are affecting the quality of students' mathematics education. In order to provide students with quality and contemporary education in mathematics, it is necessary to improve the initial education of teachers. The primary objectives of this research paper are collecting insight into the teachers' mathematical-didactical competencies and their satisfaction of theoretical and practical part of the mathematics education courses at the faculty. This research paper is also focusing on examining the coherence of the syllabi amongst the different faculties of teacher education in Croatia and on the consistence between the mathematics education courses outcomes and the key mathematical and educational competencies of teachers. Furthermore, via questionnaire, teaching apprentices' opinions on the necessary competencies they need to posses to be able to teach mathematics in elementary school, their contentment and their opinion on the organisation of mathematics education school practice has been surveyed. 182 teaching apprentices have participated in this survey, 59.3% of which have graduated from the Faculty of Teacher Education in Zagreb and 40.7% from the Faculty of Education in Osijek.
By investigating of the syllabi, it has been determined that the mathematics education courses outcomes are in accordance with the key mathematics competencies. In addition, it has been determined that there is a disparity in the outcomes, schedule and the student workload (ECTS score). By surveying the teaching apprentices from Zagreb and Osijek, it has been determined that they are mostly content with the mathematics education syllabi, the conducting of mathematics education courses and the competencies they developed during mathematics education courses and practice. Participants from both Zagreb and Osijek are almost equally content with the mathematics education school practice, while the participants from the Faculty of Teacher Education in Zagreb are more satisfied with the mathematics education courses, the communication and cooperation with the professors and the communication and cooperation with the teachers from the schools in which the mathematics education practice is taking place.

• Keywords: učiteljske kompetencije; metodika matematike; silab metodike matematike; zadovoljstvo metodičkim vježbama
• Keywords (english): teacher competencies; mathematics education courses; mathematics education syllabus; school practice contentment
• Language: croatian
• URN:NBN: urn:nbn:hr:147:880408
• Study programme: Title: Lifelong Learning; Study programme type: university; Study level: postgraduate specialist; Academic / professional title: sveučilišni/a specijalist/specijalistica cjeloživotnog učenja (sveučilišni/a specijalist/specijalistica cjeloživotnog učenja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2025-04-02 14:22:57