Individualne i kontekstualne odrednice proaktivne uključenosti studenata učiteljskih i nastavničkih studija

master's thesis

• Title (english): Individual and Contextual Factors of Student's Proactive Engagement in Teacher Education
• Author: Karla Konjušić
• Mentor: Daria Rovan (mentor)
• Committee member: Diana Olčar (predsjednik povjerenstva)
• Committee member: Ema Petričević (član povjerenstva)
• Committee member: Daria Rovan (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2023-07-14, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Higher Education Pedagogy

Abstract

Modeli uključenosti učenika uglavnom se sastoje od tri osnovna aspekta uključenosti: emocionalne, kognitivne i bihevioralne uključenosti. Neki autori navode i četvrti oblik uključenosti, proaktivnu uključenost koju karakterizira konstruktivan i namjeran doprinos vlastitoj aktivnosti učenja pomoću kojeg se proces učenja obogaćuje. Do sada su provedena brojna istraživanja koja su usredotočena na odrednice proaktivne uključenosti učenika, ali ne i studenata koji će postati učitelji ili nastavnici. Iz navedenog razloga cilj ovog istraživanja bio je utvrditi koje individualne i kontekstualne odrednice proaktivne uključenosti utječu na uključenost studenata nastavničkih i učiteljskih usmjerenja u učenje tijekom njihovog studija. Provedeno je 14 polustrukturiranih intervjua sa studentima učiteljskih i nastavničkih studija. Na temelju transkripata intervjua provedena je tematska analiza. Dobiveni rezultati ukazuju da, prema mišljenju studenata, od kontekstualnih odrednica najveći utjecaj na proaktivnu uključenost studenata ima nastavnik sa svim svojim karakteristikama i odnosom koji je stvorio sa studentima, a nakon njega okružje, kolege sa studija, obitelj, studenti sa srodnih fakulteta, koncepcija kolegija te stručnjaci srodnih zanimanja. Od individualnih odrednica najistaknutije su trenutno stanje studenta koje se odnosi na trenutno raspoloženje, fizičko i psihičko zdravlje koje može umanjiti proaktivnu uključenost. Ostale individualne odrednice za koje studenti navode da utječu na to u kolikoj mjeri će studenti izraziti svoju proaktivnost su motivacija, interes za sadržaj učenja, osobine ličnosti te predznanje. Dobiveni rezultati temelje se na vlastitom iskustvu i mišljenjima ispitanih studenata, budućih učitelja i nastavnika te mogu biti vodilja njima i sadašnjim učiteljima, ali i sveučilišnim nastavnicima u budućem radu s učenicima i studentima kako bi potakli njihovu proaktivnu uključenost.

Abstract (english)

Student engagement models predominantly encompass three primary aspects: emotional, cognitive, and behavioral engagement. Certain authors propose a fourth aspect of engagememt, proactive engagement, representing a deliberate and constructive contribution to personal learning activities, which in turn enriches the learning process. There are many previous studies on determinants of proactive engagement among students, however, there is a notable lack of research of pre-service teachers’ engagement. This research gap forms the basis for this study, which intends to identify the individual and contextual determinants of proactive engagement of pre-service teachers during their studies. To answer research questions, 14 semi-structured interviews were conducted with pre-service primary school teachers and subject teachers. The interviews were transcribed and a thematic analysis was performed. The results suggest that from the pre-service teachers’ perspective, contextual determinants that have the most substantial impact on students' proactive engagement were the teachers' characteristics and their relationship with the students . Other influential factors include the physical environment, the course's conception, fellow students, family, peers from different study programs, and professionals from related fields. On the individual level, the students report that current state — including their mood and their physical and mental health — can significantly influence proactive engagement. Additional individual determinants reported by students include motivation, interest in the learning content, personality traits, and prior knowledge. These findings are based on the personal experiences and opinions of the pre-service teachers. The results can thus guide not only them but also current teachers and university professors in their future interactions with students, with the goal of encouraging proactive engagement.

• Keywords: uključenost u učenje; proaktivna uključenost; obrazovanje učitelja
• Keywords (english): learning engagement; proactive engagement; teacher education
• Language: croatian
• URN:NBN: urn:nbn:hr:147:519534
• 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: 2023-07-20 07:24:43