Povezanost motivacije s osposobljenošću učitelja za rad s djecom s teškoćama u učenju

master's thesis

• Title (english): Relationship Between Motivation And Teachers' Ability To Work With Children With Learning Disalibities
• Author: Anja Glavina
• Mentor: Tea Pahić (mentor)
• Committee member: Blaženka Filipan-Žignić (predsjednik povjerenstva)
• Committee member: Ivana Nikolić (član povjerenstva)
• Committee member: Tea Pahić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; (Chair of Psychology); Zagreb
• Defense date and country: 2020-06-19, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Psychology; School Psychology and the Psychology of Education

Abstract

U ovome radu detaljnije će biti opisano što je motivacija, koje sve vrste teškoća u učenju postoje s naglaskom na tri teškoće u učenju – disleksiju, disgrafiju i diskalkuliju, te jesu li i kako povezani motivacija učitelja s osposobljenošću učitelja za rad s učenicima sa teškoćama u učenju. U sklopu ovog diplomskog rada provedeno je istraživanje s ciljem da se sazna kako motivacija utječe na sposobnost učitelja u prepoznavanju teškoća u učenju kod učenika te kako pomoći učeniku s teškoćama u učenju. U istraživanju je sudjelovao 181 učitelj s područja Koprivničko-križevačke, Međimurske i Varaždinske županije (N=5 muških i N=175 ženskih). Kao mjerni instrument korišten je anketni upitnik koji je bio konstruiran za potrebe ovog istraživanja. Rezultati su pokazali kako je većina učitelja visoko intrinzično motivirana za bavljenje svojom profesijom te se ujedno oni osjećaju kompetentnijima za rad s učenicima sa teškoćama u učenju dok učitelji s manje radnog iskustva su manje motiviraniji od učitelja s više radnog iskustva, a dostupnost materijala za rad te postojanje stručnih službi u školi nije nužan predikator u prepoznavanju specifičnih poremećaja u učenju. Istraživanje je na kraju pokazalo kako intrinzična motivacija nije povezana s vještinom prepoznavanja specifičnih poremećaja u učenju. Iako motivacija nije predikator za prepoznavanje specifičnih poremećaj u učenju ona pomaže učiteljima da lakše razumiju potrebe te djece te će motiviraniji učitelji prije pomoći djeci s teškoćama u učenju u savladavanju nastavnih sadržaja u školi od nemotiviranih učitelja.

Abstract (english)

In this paper a more detailed description will be given about what is motivation, what are learning disabilities with focus on three learning disabilities – dyslexia, dygraphia and dyscalculia and wheather and how is teacher motivation related to teacher ability to work with students with learning disabilities. Within this research thesis a research was conducted to find out how motivation affects a teacher's ability to recognize a student's learning disabilities and how to help students once they find what disabilities they have. In this research 181 teachers from Koprivničko-križevačka, Međimurska and Varaždinska area participated (N=5 male and N=175 female). For the purpose of this research a survey questionnaire was constructed as a measuring instrument. The results showed that most teachers are highly intrinsically motivated to engage in their profession and at the same time they feel more competent to work with students with learning disabilities, while teachers with less work experience are less motivated than teachers with more work experience. The availability of work materials and the availability of professional services at school is not a necessary predictor in identifying specific learning disabilities. Finally, research has shown that intrinsic-humanistic motivation is not associated with the abbility to identify specific learning disorders. Although motivation is not a predicator of identifying specific learning disabilities, it does help teachers to understand more easily the needs of these children and also it motivate theachers to help them to master classrom content.

• Keywords: učitelji; motivacija; učenici s teškoćama u učenju
• Keywords (english): teachers; motivation; children with learning disabilities
• Language: croatian
• URN:NBN: urn:nbn:hr:147:000057
• 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: 2020-12-02 10:04:41