Pozitivni i negativni učinci proaktivne uključenosti u nastavu iz perspektive studenata učiteljskih i nastavničkih studija

master's thesis

• Title (english): Positive and negative effects of proactive involvement in teaching from the perspective of students of Teacher education
• Author: Iva Šimunić
• Mentor: Daria Rovan (mentor)
• Committee member: Ema Petričević (predsjednik povjerenstva)
• Committee member: Marija Šarić Drnas (član povjerenstva)
• Committee member: Daria Rovan (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2024-07-04, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Psychology; School Psychology and the Psychology of Education

Abstract

Uključenost se uglavnom shvaća kao multidimenzionalan koncept koji se sastoji od tri oblika uključenosti: bihevioralne, emocionalne i kognitivne uključenosti. Neki autori taj koncept smatraju nepotpunim pa navode i četvrti oblik, proaktivnu uključenost, koju opisuju kao svrhovit, namjeran i produktivan doprinos vlastitome učenju kojim se obogaćuje i unaprjeđuje proces učenja. Do sada su provedena istraživanja koja su se bavila prirodom proaktivne uključenosti kod učenika, ali ne i studenata učiteljskih i nastavničkih smjerova. Cilj ovog istraživanja bio je utvrditi pozitivne i negativne učinke proaktivne uključenosti iz perspektive studenata učiteljskih i nastavničkih studija. Provedena su 24 polustrukturirana intervjua sa studentima učiteljskih i nastavničkih studija. Na temelju transkripata intervjua provedena je tematska analiza. Dobiveni rezultati pokazali su da najveći broj studenata kao pozitivan učinak proaktivne uključenosti u nastavu za samog studenta koji pokazuje proaktivnu uključenost, ističe da im ona olakšava pripremu za ispit, pamćenje i učenje. Nakon toga slijede vođenje bilješki, jasne upute i objašnjenja nastavnika, primjeri iz prakse. Kao pozitivne učinke proaktivne uključenosti u nastavu za druge studente kad neki njihov kolega pokazuje proaktivnu uključenost, najčešće navode da ih to može potaknuti i motivirati da se i sami uključe. Među negativnim učincima proaktivne uključenosti ističu se ružne reakcije nastavnika i negodovanje manje motiviranih kolega. Studenti navode i da prevelika ili neprimjerena proaktivna uključenost može narušiti dinamiku nastave i koncentraciju kolega. Rezultati ovog istraživanja temelje se na vlastitim iskustvima i mišljenima ispitanih studenata, koji će postati učitelji ili nastavnici te im mogu poslužiti kao smjernice za budućnost i poticanje proaktivne uključenosti kod svojih učenika. Također, mogu poslužiti kao vodič postojećim učiteljima i sveučilišnim nastavnicima u radu s učenicima i studentima kako bi što bolje njegovali i poticali njihovu proaktivnu uključenost.

Abstract (english)

Engagement is generally understood as a multidimensional concept consisting of three forms of engagement: behavioral, emotional and cognitive engagement. Some authors find this concept incompleted and they state fourth form, agentic engagement, which is described as a purposeful, intentional and productive contribution to one's own learning that enriches and improves the learning process. Previous studies of agentic engagement were more focused more on high school students, so there is a lack of research on agentic engagement of teacher education students. . The aim of this research was to determine the positive and negative effects of agentic engagement from the perspective of teacher education students. 24 semi-structured interviews were conducted with teacher education students. A thematic analysis was conducted based on the interview transcripts. The obtained results showed that the largest number of students, as a positive effect of agentic engagement in classes for the student who shows agentic engagagement , point out that it facilitates exam preparation, memory and learning. This is followed by note-taking, teachers' clear instructions and explanations, and examples from practice. As for the positive effects of agentic engagement in classes for other students, when one of their colleagues shows agentic engagement, most often is stated that it can encourage and motivate them to get involved themselves. What stand out most among the negative effects of agentic engagement is negative reactions from teachers and resentment from less motivated colleagues. Students also stated that excessive or inappropriate agentic engagement can disrupt the dynamics of classes and the concentration of colleagues. The results of this research are based on the teacher education students' own experiences and, and can serve as guidelines for their future practice to help them to find a way to promote agentic engagement of their students. Also, they can serve as a guide for existing teachers and university teachers in order to encourage their students' agentic engagement.

• Keywords: proaktivna uključenost; uključenost u učenje; obrazovanje učitelja
• Keywords (english): agentic engegement; learning engagement; teacher education
• Language: croatian
• URN:NBN: urn:nbn:hr:147:442461
• 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: Access restricted to students and staff of home institution
• Created on: 2024-09-30 11:53:08