Samoprocjena kompetentnosti studenata 4. i 5. godine učiteljskog studija Učiteljskog fakulteta Sveučilišta u Zagrebu za organiziranje i izvođenje online nastave u školama

master's thesis

• Title (english): Self-assessed competencies of students of 4th and 5th year of teacher education at Faculty of teacher education, Univesity of Zagreb for organizing and conducting online classes at school
• Author: Danijela Klanfar
• Mentor: Mario Dumančić (mentor)
• Committee member: Predrag Oreški (predsjednik povjerenstva)
• Committee member: Nataša Rogulja (član povjerenstva)
• Committee member: Mario Dumančić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; (Chair of Information Sciences); Zagreb
• Defense date and country: 2021-09-27, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Information and Communication Sciences
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Psychology; School Psychology and the Psychology of Education

Abstract

Razvojem informacijske i komunikacijske tehnologije pojavila se potreba za razvojem digitalnih i tehnoloških kompetencija učitelja i učenika. Važnost razvijanja ključnih kompetencija postala je izražena proglašenjem pandemije COVID-19 i prelaskom s klasičnog oblika nastave na online nastavu. Online nastava je oblik nastave u kojem su resursi za učenje dostupni putem interneta, a cijeli proces odvija se u virtualnom okruženju. Može se provoditi sinkrono i asinkrono. Da bi nastavni proces bio uspješan, učitelji i učenici trebaju imati tehnološku podršku za praćenje nastave te određena znanja za korištenje računala, interneta i odabranih alata. Stoga online nastava ima karakteristične prednosti i nedostatke. Nedostatci online nastave mogu narušiti njenu kvalitetu pa je potrebno raditi na njihovom ublažavanju.
Cilj istraživanja provedenog u sklopu ovoga rada bio je ispitati kompetencije studenata 4. i 5. godine učiteljskoga studija Učiteljskoga fakulteta Sveučilišta u Zagrebu za organiziranje i izvođenje online nastave u školama na temelju samoprocjene. Istraživanje je provedeno u lipnju i početkom srpnja 2021. godine, a u njemu je sudjelovalo 106 ispitanika. Podatci su se prikupljali ispunjavanjem online upitnika. Ispitanici nisu izrazili veliko zadovoljstvo online nastavom koja se provodi na Učiteljskom fakultetu te su procijenili da posjeduju djelomične kompetencije za samostalno organiziranje i izvođenje online nastave u školi. Rezultati istraživanja pokazali su da nisu svi smjerovi i moduli učiteljskih studija dovoljno kompetentni za organizaciju i provođenje online nastave u školi. Očekivano, studenti modula informatika kompetentniji su od ostalih. Studenti modula informatika također se procjenjuju najkompetentnijima za korištenje nekih sustava i alata u online nastavi.

Abstract (english)

With development of information and communication technology, there was a need to develop digital and technological competencies of teachers and students. The importance of developing key competencies became pronounced with the promulgation of the COVID-19 pandemic and the transition from the classic form of teaching to online teaching. Online teaching is a form of teaching in which learning methods are available online, and the whole process takes place in a virtual environment. It can be implemented synchronously and asynchronously. For the teaching process to be successful, teachers and students should have technological support to monitor teaching and defined knowledge to use computers, the Internet and selected tools. Therefore, online teaching has characteristic advantages and disadvantages. The shortcomings of online teaching can impair its quality, so it is necessary to work on their mitigation.
The aim of the research conducted as part of this paper was to examine the competencies of 4th and 5th year teachers of the Faculty of Teacher Education, University of Zagreb for organizing and conducting online teaching in schools based on self-assessment. The survey was carried out in June and early July 2021, and involved 106 respondents. Data was collected by completing an online questionnaire. Respondents did not express great satisfaction with the online teaching conducted at the Faculty of Teacher Education and assessed that they have partial competencies for independent organization and implementation of online teaching in school. The results of the research showed that not all directions and modules of teacher studies are competent enough to organize and conduct online teaching in school. As expected, students of the computer science module are more competent than others. Students of the computer science module are also assessed as the most competent to use some systems and tools in online teaching.

• Keywords: online nastava; digitalne kompetencije; sustavi i alati
• Keywords (english): online teaching; digital competencies; systems and tools
• Language: croatian
• URN:NBN: urn:nbn:hr:147:532885
• 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: 2022-04-15 08:14:31