Povezanost motivacije za korištenje digitalnih tehnologija u nastavi i digitalnih kompetencija sa stavom prema stručnom usavršavanju u digitalnom okruženju

doctoral thesis

• Title (english): The relationship between motivation for using digital technologies in teaching and digital competences with the attitude towards professional development in the digital environment
• Author: Nataša Ljubić Klemše
• Mentor: Višnja Rajić (mentor)
• Committee member: Mario Dumančić (predsjednik povjerenstva)
• Committee member: Lana Jurčec (član povjerenstva)
• Committee member: Branko Bognar (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2024-07-15, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; School Pedagogy
• Universal decimal classification (UDC): 37 - Education

Abstract

Profesionalni razvoj i stručno usavršavanje učitelja najvažniji su čimbenici u unaprjeđenju obrazovnog sustava i provedbi obrazovnih reformi. Koncipirani su na načelima obrazovanja odraslih, a omogućavaju modernizaciju temeljnih znanja i unaprjeđenje profesionalnih učiteljskih vještina. Upotrebom digitalne tehnologije profesionalni razvoj i stručno usavršavanje odvijaju se u digitalnom okruženju. Takvo okruženje unaprjeđuje digitalne kompetencije učitelja i osigurava fleksibilnost, kontinuiranost, dostupnost, stručnost i raznolikost, što predstavlja obilježja kvalitetnog stručnog usavršavanja.
Motivacija učitelja za korištenje digitalnih tehnologija povezana je s digitalnim kompetencijama koje mogu biti važan čimbenik za primjenu digitalnih tehnologija u nastavi. U ovom se radu istražuje doprinos digitalne kompetencije i stava o stručnom usavršavanju u kontekstu motivacije korištenja digitalne tehnologije u stručnom usavršavanju.
Postoji povezanost motivacije za korištenje digitalnih tehnologija i digitalnih kompetencija sa stavovima o stručnom usavršavanju u digitalnom okruženju. Učitelji koji su napredovali u zvanju, s naglaskom na učitelje u višim zvanjima, kao i učitelje koji češće sudjeluju u stručnim usavršavanjima te učitelje koji posjeduju i opće i specifične digitalne kompetencije pozitivnije procjenjuju stručna usavršavanja u digitalnom okruženju.
Opća i specifična digitalna kompetencija ključne su za integraciju digitalnih tehnologija u području profesionalnog razvoja i stručnog usavršavanja. Potvrđeno je kako su zvanje i učestalost stručnog usavršavanja u stručnom usavršavanju u digitalnom okruženju, značajni u mišljenju o stručnom usavršavanju učitelja u digitalnom okruženju. Vrijednosti su potvrđene kao najznačajniji faktor samoprocjene digitalnih kompetencija, ali i stava o stručnom usavršavanju u digitalnom okruženju.
Faktori zvanja, sudjelovanja u usavršavanju u digitalnom okruženju, digitalnih kompetencija u kontekstu upotrebe digitalnih tehnologija u nastavi i pozitivnog mišljenja o stručnom usavršavanju u digitalnom okruženju potvrđeni su prediktori pozitivnog stava o stručnom usavršavanju u digitalnom okruženju.
Važno je istaknuti kako je pretpandemijski koncept stručnih usavršavanja podrazumijevao provođenje stručnih usavršavanja u, većinom, fizičkom okruženju. Unatoč navedenome učitelji su i prije pandemije imali digitalne kompetencije i koristili su digitalne tehnologije u nastavi. Pandemijski i postpandemijski koncept stručnih usavršavanja dodatno je naglasio potrebu korištenja digitalne tehnologije u području profesionalnog razvoja i stručnih usavršavanja.

Abstract (english)

Professional development and in-service training of teachers are the most crucial factors in improving the educational system and implementing educational reforms. These are designed based on adult education principles and enable the modernization of foundational knowledge and the enhancement of professional teaching skills. Professional development and in-service training take place in a digital environment through the use of digital technology. Such an environment enhances teachers' digital competencies and ensures flexibility, continuity, accessibility, expertise, and diversity, which are hallmarks of quality professional training.
Teachers' motivation to use digital technologies is linked to their digital competencies, which can be a significant factor in the application of digital technologies in teaching. This paper explores the contribution of digital competence and attitudes towards professional development in the context of motivation to use digital technology in professional training.
There is a correlation between the motivation to use digital technologies and digital competencies with attitudes towards professional training in a digital environment. Teachers who have advanced in their careers, especially those in higher positions, as well as teachers who frequently participate in professional training and possess both general and specific digital competencies, have a more positive assessment of professional training in a digital environment.
General and specific digital competencies are crucial for integrating digital technologies into professional development and training. It has been confirmed that the rank and frequency of professional development in a digital environment are significant in the opinion of teachers about professional development in a digital environment. Values have been confirmed as the most significant factor in self-assessment of digital competencies, as well as attitudes towards professional training in a digital environment.
Factors such as rank, participation in training in a digital environment, digital competencies in the context of using digital technologies in teaching, and a positive opinion about professional development in a digital environment have been confirmed as predictors of a positive attitude towards professional training in a digital environment.
It is important to highlight that the pre-pandemic concept of professional development primarily involved conducting training in a physical environment. Despite this, teachers had digital competencies and used digital technologies in teaching even before the pandemic. The pandemic and post-pandemic concept of professional development have further emphasized the
need to use digital technology in the area of professional development and training.

• Keywords: digitalna kompetencija; digitalna tehnologija; obrazovanje odraslih; obrazovna reforma; stručno usavršavanje; učitelj
• Keywords (english): adult education; digital competence; digital technology; educational reform; professional development; teacher
• Language: croatian
• URN:NBN: urn:nbn:hr:147:281233
• Promotion: 2024
• Study programme: Title: Life Long Learning and Educational Sciences; Study programme type: university; Study level: postgraduate; Academic / professional title: doktor/doktorica znanosti, interdisciplinarno područje znanosti, znanstveno polje obrazovnih znanosti (doktor/doktorica znanosti, interdisciplinarno područje znanosti, znanstveno polje obrazovnih znanosti)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2024-10-09 11:23:26