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Didactic-methodical competencies of mathematics teachers
No full textRaširenost izazova i zahtjeva nastave matematike u obrazovnim sustavima diljem svijeta dovela je do afirmacije novog interdisciplinarnog znanstvenog područja koje se u široj znanstvenoj zajednici navodi kao „Matematičko obrazovanje“ (eng. Mathematics Education). Pored sadržaja supstratne znanosti, izazovi suvremene nastave matematike predmet su interesa stručnjaka različitih profila (pedagoga, psihologa, sociologa, antropologa, komunikologa i sl.) što implicira kompleksnost zahtjeva koji predstoje predmetnim metodikama i didaktikama čiji položaj i klasifikacija u sustavno-znanstvenom sistematskom poretku nisu razjašnjeni u znanstvenoj zajednici. Specifičnost zahtjeva nastave matematike pokazuje se kao izazov visokog prioriteta suvremenih obrazovnih sustava. Glavni ciljevi tog područja su obrazovanje nastavnika matematike, unapređenje kvalitete nastave matematike te jačanje znanstveno-istraživačkog potencijala u području matematičkog obrazovanja. U nastojanjima da se učenicima pruži suvremena i kvalitetna nastava matematike, nužno je razmatrati zastupljenost pedagoških i didaktičko-metodičkih sadržaja u obrazovanju nastavnika te usklađenost obrazovnih standarda s nastavnim planovima i programima. U suvremenom društvu mnogobrojnih trendova kompetencije nastavnika matematike moraju se sagledavati u okviru šireg društvenog i obrazovno-političkog konteksta unutar kojeg promatramo i cjelokupno matematičko obrazovanje, a polazište u nastavi mora biti usmjereno na učenike, ali i čimbenike koji utječu na razvoj njihovih vještina i sposobnosti te odgojnih vrijednosti koje pritom stječu. Pritom treba koristiti suvremene didaktičke pristupe te ih prilagođavati s obzirom na specifičnosti učenja i poučavanja matematike te s obzirom na znanja, umijeća i sposobnosti nastavnika koja su u najiziravnijoj vezi s učenjem učenika. Razumijevanje pojedinačnih uvjerenja, stavova i postupaka nastavnika, koje čine učinkovitu nastavu matematike, suštinski su izazov i prioritet matematičkog obrazovanja te su stoga osnova istraživačkih interesa, kao i refleksije osobnih praktičnih iskustava i djelovanja nastavnika usmjerenih na unaprjeđivanje odgojno-obrazovne prakse.A quality upbringing and education can be attainable only with quality elementary and high school teachers, requiring the quality of their initial education and their ongoing training. Teachers’ competence is one of the key issues in the quality of educational system with a constant effort being made to determine a set of competencies of a successful teacher and the characteristics which distinguish them from the less successful ones. Even though recent research has indicated the need for a higher standard in the pedagogical knowledge of teachers, there are still disagreements on the competencies of math teachers, namely in the competence hierarchy relatable to the requirements of modern math teaching. The objective of this research is to analyse the beliefs, self-assessments, teaching practices and extra curricular activities of teachers that affect their performance. In order to conduct the research on the competence profile of math teachers and present the findings, an instrument was devised based on relevant research in the field of math education as well as pedagogy and psychology. The work is organized in five main chapters: introduction, theoretical segment, methodology of the empirical segment, findings, final deliberations and comments on research findings. In Introduction the author starts with the assumption that in theoretical and practical considerations on mathematical education social and affective aspects of recent challenges in teaching mathematics are often undermined, as well as the need for interdisciplinary approach in didactics and methodics of math teaching in order to offer solutions to a number of problems facing teaching in practice. The author asserts a critial approach in analysing the field of mathematical education, displaying how comprehensive and multilayered the challenges of modern math teaching and the suitable math teacher competence profile are. He describes the epistemology of mathematics and its relation to epistemological status of maths in schools, emphasizing social context as key distinction, presenting both a challenge as well as the potential for creating the requirements for a better quality math teaching. As essential factors in mathematical education he mentions stereotypes that have accompanied maths and science throughout history, along with educational policies and international research on education that have become a standard for successful education. The author concludes the introductory part with a reference to the current state of the educational system, taking into account teachers' position and competencies along with the quality of the teaching and learning process in relation to the contemporary educational policies. The following part, Theoretical segment comprises five sub-chapters introducing a more comprehensive outline of relevant aspects in mathematical education: competence approach to education; didactic and curricular approach to math education; students with special needs in math teaching; social and affective aspects of mathematical education; teachers' competencies. In the segment Competence approach to education the author displays a historical outline of the recent educational policies and the development of the concept of lifelong learning, along with competence approach to education. In doing so, he points out the discrepancies between economic trends and pedagogical aspects of education as one of the most significant challenges of modern education. He also illustrates the position of mathematical competence within the contemporary education and upbringing as well as the features and nature of mathematical language, script and thinking, linking them to the main objectives of mathematics in schools. In the following sub-chapter Didactic and curricular approach to mathematical education the author presents an outline of theories in didactics, analyses them and relates to the specifics of math teaching. In doing so, he describes fundamental didactic models, placing them in the context of math teaching and analysing them from the scientific pedagogical aspect. He states the existence of a discontinuity between the initial education of teachers and the requirements posed by practice and points to the predominance of core science in the methodics of math teaching. In the segment entitled Educational and upbringing standards in math teaching the author asserts a critical standpoint against the aim-oriented contemporary curricula and highlights numerous challenges from practice which thus remain unaddressed, together with problems on a theoretical and content level of the curriculum which have not even been taken into consideration within math teaching. Furthermore, he presents conceptual and organizational components in teaching along with the general didactic principles, focusing on specific usage in math teaching. In practical examples, he illustrates the potential usage of certain methods in math teaching. He views evaluation as one of the crucial elements and points out that evaluation of educational aims within the existing currricula and lesson plans and programs should consider the position of students and their educational and upbringing needs. In the sub-chapter Students with special needs in math teaching he addresses students with dyscalculia and the gifted ones. In that sense, he especially emphasizes insufficient representation of dyscalculia in theoretical, research as well as practical terms in comparison to other learning disorders and the need for a pedagogical approach and counseling of both children and their parents. This is followed by a concise outline of dominant theoretical approaches to studying giftedness. As a significant challenge to teaching and learning mathematics he presents the problem of recognizing the gifted students, where the concept of giftedness is not seen in binary terms following the concept of creativity, but instead considers the (mathematical) development of an individual as a process subjected to change and direction by well-trained experts. Along with the issue of giftedness he indicates the presence of stereotypes and the perception of mathematical education forced upon by society and individuals, emphasizing the necessity for math teacher training in theoretical aspects of stereotyping related to math teaching, as well as the practical competence in a form of pedagogical counselling and development of students' educational aspirations. In sub-chapter Social and affective aspects of mathematical education he presents the notion that math teaching is constructed within certain social frames and that subsequent success in teaching and learning math is under a significant influence of social and affective factors, which, therefore, have to be incorporated into subject curriculum planning as its integral part. As one of the crucial moments in math teaching the author claims that students have positive or neutral attitude and emotional reactions towards math in the beginning of their education, whereas, with years they become more negative. He presents a comprehensive outline of scientific research related to sudent beliefs and emotional reactions, by which he implies a critical attitude towards outcomes-set priorities in math teaching. He refers to one of the most significant challenges in considerations on teachers' competencies: the relationship between a teacher's competence and student achievement, and claims that studying teachers' competencies has to encompass a wide spectrum of their beliefs and attitudes in order to gain a perspective on their approach to students and teaching. This claim is supported with research showing that the role and actions of teachers, perception of the importance of mathematics, the ability to grasp it, perception of math as a social activity and as the field of success shape the beliefs and students' attitudes towards mathematics (Eynde and De Corte, 2003). He is guided by the notion that teachers have an influence on educational aspirations and academic success of their students (Marsh,1987; Cambria et al., 2017), emphasizing the complexity of each class dynamics, which, using the average student achievement variable determines the relationship between students in the context of the perception of their academic self-efficiency (Marsh, 1987). Theoretical segment concludes with an outline of relevant literature on teachers' competencies, their beliefs and self-assessment on the quality of performance and teaching patterns as well as expert training (sub-chapter Teachers' competencies). Within various fields of teacher competence, the author highlights didactic and methodical competence as the operative aspect of the superimposed pedagogical one. In third chapter Methodology of empirical research he highlights the emphasis the traditional pedagogy attributes to the styles of learning (Marsh, 1994), and not so much the content of learning. In doing so, he views the concept of didactic and methodical competence of math teacher as operative teacher competence, i.e. as a form of manifestation of overall teacher competence profile. As the main objective of the research the author sets determining predictive value of individual teacher characteristics, deriving from their attitudes, beliefs, self-assessment and teaching practice and the amount in which they contribute to the quality of teaching, starting with the assumption that the perception of academic self-efficiency, teacher system of values and beliefs reflect teacher competence profile, determine their teaching and upbringing role and are the foundation for acquiring values and achieving educational outcomes of students. A research tool was devised on that premises comprising four parts: 1. Socio-demographic data; 2. Scale of teacher beliefs about teaching and education in general, including specific and problematic areas of math education; 3. Scale of teacher self-efficiency; 4. Scale of occurence of teaching practices, including participation in profesional training and enhancement. Based on the analysis of the research on teacher competence, the author claims that the research where the given aspects ( beliefs, sels-assessment and teaching practice) are mainly observed separately outnumber the ones that incorporate them and studies their inter-relationship. He thus claims that beliefs, self-assessment and teaching practice of the participants in the research were firstly analysed as separate, and subsequently in their inter-relationship, which provides a framework in methodological approach to the empirical segment of this study. Participants in the research were elementary and high school math teachers. Total of 348 teachers from all Croatian counties took part, making up a representative sample according to Cohran formula for assessing sample size (1963). Fourth part Research findings encompasses the majority of the paper and is organized according to the sequence of data analysis and research phases. This refers to as follows: descriptive analysis, factor analysis and co-relation analysis of three research scales. Among a number of specific data included, also taken into account in direct or indirect manner of questioning were teachers' beliefs and attitudes on: the quality of teaching, their expectations, pedagogical optimism, class environment, education and various forms of teacher training, curriculum, insight into student's individuality, perception of giftedness, competence to identify disabilities such as dyscalculia, etc. Taken into account was also teacher self-assesment in the field of: social competence, professional competence, emotional competence and insight into curricular documents and specific teaching practice with students with math learning disabilities. Related to classroom and outside of classroom activities taken into account were: student-oriented teaching activities, methods and actions of the participants in the research, involvement in mobility projects and action research, reflective aspects of teaching practice, following innovations in science, and command of ICT. Following the descriptive analysis and assessing differences among the participants considering socio-demographic factors and professional teacher profile, the author confirms the existence of various methodological restrictions in determining potential predictive aspects of certain variables, which leads to a conclusion of correlation analysis with a number of regression analyses. This is clear from the existing redundancies in results where for a number of variables it is dificult to determine whether they indicate or even explain the potential latent constructs in specific test conclusions in descriptive and inferential methods and actions. In regression analysis models are therefore included among the primary independent variables (gender, work experience, position, initial education, further education and training) also beliefs and participant self-assessment, which are separated by factor analyses of specific scales, and are as such included into predictive variables in the process of synthesis and filtrating of the results obtained by previous analyses. Regarding the insight into the specific needs of math students, the only significant predictor was proven to be the gender of the teacher, where female teachers showed a much higher level of self-assessment than their male colleagues. When considering professional competence, significant predictors were work experience and further education and training, where the more experienced teachers assessed their expertise on a much higher level compared to their colleagues with 5 years of work experience or less. In self-assessing social competence, two significant predictors were present, out of which a more relevant variable is workplace, whereas gender plays a less relevant role. In working with students with certain disabilities teacher’s workplace has proven to be the single and fairly significant predictor, which was confirmed in previous analyses, indicating the higher level of competence self-assessment among elementary school teachers, compared to the high school ones. The same has been established for adjusting to and helping students with learning disabilities that have negative attitude towards learning math, to whom elementary school teachers dedicated a substantially more amount of time. Regarding recognizing students with dyscalculia, elementary school teachers also assess their competence to detect children having this disability much higher than those working in high schools, however more thorough analyses have proven self-assessment in recognizing dyscalculia not to be consistent in any of the groups according to workplace with contemporary definition of dyscalculia. Teaching directed towards the student has three substantial predictors: workplace, gender and the acquired additional education. Teacher workplace has proven to be the best predictor for student-oriented teaching, demonstrating high level of adjustment to students among elementary school teachers, compared to high school teachers. Regarding the metacognitive aspect, it has been determined that gender and further education equally contribute to the metacognitive aspect of teacher performance. Female teachers have demonstrated a higher level of student support and the accompanying regressive model has established gender as the single statistically relevant factor in this dependant variable. Professional development is also influenced by gender, showing female teachers as more prone to professional training. However, further acquired education based on this aspect of teaching has turned out to be a better predictor. Fermale teachers also more frequently evaluate their work performance by taking into account student feedback on their teaching and are more prone to expert training through mobility projects, peer evaluation and action research. In the factor analysis of the teacher self-assessment scale it has been determined that the differences in the self-assessment of the professional competence are most prominent considering teacher work experience, where the more experienced ones consider themselves significantly more competent than the younger ones with up to five years work experience. Beliefs on student mathematical capabilities are a negative predictor, meaning that the teachers displaying a more optimistic attitude towards students and their capabilities have a slightly lower assessment of their professional competence, in connection to the group of elementary school teachers who graduated from the Faculty of Teacher Education. As the most prominent predictor of teachers’ professional competence have proven to be beliefs about curriculum, showing higher level of math competence assessment among teachers who consider curriculum aspects of modern education relevant. Workplace is the best predictor for self-assessment of social competence, demonstrating the connection between elementary school workplace and teacher self-assessment in working with children with specific disabilities in learning math and the notion of student-oriented teaching in general. These analyses have shown that elementary school teachers tend to offer help to students with learning difficulties more often than high school teachers, link tasks with everyday situations, help students that have negative attitude towards learning maths. In the frequency of certain actions and practice in the metacognitive aspect of teacher performance, the greatest connection is with beliefs about teacher social skills and self-assessment of awareness of student individuality in math teaching, which are strongly connected with elements of teaching oriented towards supporting students. Work experience is negatively connected with teaching methods related to student support, meaning that younger teachers are more inclined to emphasize the importance of persistence and work habits in learning maths and more frequently encourage attitudes towards learning among less successful students and believe and advocate in their teaching that every student can be successful at maths. Teachers with 30 years of work experience and more feel most competent in working with gifted students. Significant differences have been established among the most experienced teachers and both groups with up to 15 years work experience, showing teachers to be gradually more prone to working with gifted students with increasing work experience. Predictors of professional development and teacher training through professional meetings are attitudes and beliefs on curriculum and, to a lesser extent selfassessment of professional competence. Reflexive aspect of teacher performance is mostly determined by awareness on student individuality in math teaching, showing female teachers as more successful. Teachers that consider themselves more competent in the field of expertise more often participate in professional training through mobility projects, peer evaluation and action research. Male teachers consider themselves more competent in the field of expertise, whereas in the assessment of the methodical aspect of teaching, they consider themselves less successful than female teachers. The results show that female teachers follow guidelines from documents encompassed by National Frame Curriculum in preparation, performance and teaching evaluation significantly more frequently than male teachers. In the final combined regression analyses the author determines the relationship between socio-demographic factors and professional profile of teachers and
Representation of Sociometry in Pedagogical Research in Croatia
No full textOvaj diplomski rad istražuje zastupljenost metode istraživanja sociometrije u pedagogijskim istraživanjima u Republici Hrvatskoj. U teorijskom dijelu, kako bi se objasnila sociometrija i njena upotreba u pedagogiji i drugim disciplinama, obrađuju se teme vršnjačkih odnosa, popularnosti i prijateljstva. Zatim se osvrćemo na početke same sociometrije te dublje analiziramo sociometriju kao metodu istraživanja i načine provedbe sociometrije, kao i prikaza rezultata. Poseban naglasak stavljamo na autore koji obrađuju prednosti i nedostatke sociometrije i istražuju njen doprinos ne samo u pedagogiji, već i drugim disciplinama. Drugi dio rada posvećen je neempirijskom istraživanju u kojem analiziramo 23 sociometrijska pedagogijska istraživanja provedena u RH između 1971. i 2023. godine. Zaključujemo da se sociometrija u pedagogijskim istraživanjima koristila s manjim i većim prekidima, a nakon 2006. godine došlo je do njene revitalizacije, kao i većeg pridavanja pažnje etičkim smjernicama. Dodatno, na temelju uzorka koji se često koristi u tim istraživanjima, a koji između ostalog uključuje djecu s teškoćama u razvoju, zaključujemo da se sociometrija često koristi kao alat u identifikaciji problema unutar grupa i nastoji pomoći socijalnoj inkluziji unutar razreda i škole.This thesis explores the representation of sociometry as a research method in pedagogical research in the Republic of Croatia. In the theoretical part, topics such as peer relationships, popularity, and friendship are addressed to explain sociometry and its use in pedagogy and other disciplines. The beginnings of sociometry are then examined, followed by a deeper analysis of sociometry as a research method, its implementation methods, and result presentation. Special emphasis is placed on authors discussing the advantages and disadvantages of sociometry and exploring its contributions not only to pedagogy but also to other disciplines. The second part of the thesis focuses on non-empirical research, analyzing 23 sociometric pedagogical studies conducted in Croatia between 1971 and 2023. It is concluded that sociometry in pedagogical research has been used with intermittent periods, but after 2006, there has been a revitalization, along with increased attention to ethical guidelines. Furthermore, based on the frequently used sample in analyzed studies, which includes children with developmental difficulties, it is concluded that sociometry is often used as a tool in identifying issues within groups and aims to aid social inclusion within classrooms and schools
Pedagogical workshop in the function of development of peer relations in class departments
No full textMeđuljudski odnosi su jedan od osnovnih sadržaja odgojno-obrazovnog procesa. U posljednje vrijeme se fokus sve više preusmjerava s odnosa učitelj – učenik na odnose između učenika, upravo zbog prepoznavanja važnosti i utjecaja međuvršnjačkih odnosa na učenike. Za djecu i mlade međuvršnjački odnosi zaslužni su za visoku ili nisku razinu zadovoljstva i sreće, a nedostatak prijateljskih odnosa može utjecati na uspjeh učenika, usvajanje nastavnih sadržaja, izgradnju slike o sebi, socijalni status i uspjeh, kao i na osjećaj dobrobiti, sreće i zadovoljstva životom. Međuljudski odnosi nas obogaćuju i povezuju, a istovremeno mogu biti i izvor intenzivne tuge, nezadovoljstva i smanjenja predanosti u svakodnevnom životu. Uvid u međuvršnjačke odnose u razrednim odjelima možemo dobiti provođenjem sociometrije, odnosno sociometrijskog testa. Rezultati sociometrije omogućuju otkrivanje stavova pojedinih učenika prema drugima, otkrivanje statusa učenika i razumijevanje grupe kao cjeline, a na temelju tih rezultata možemo prepoznati prema kojim sastavnicama socijalne kompetencije trebamo usmjeriti svoje daljnje odgojno – obrazovno djelovanje. Razvijene socijalne kompetencije su pretpostavka razvoja pozitivnih međuvršnjačkih odnosa. Korištenjem pedagoških radionica u ostvarivanju razvoja socijalnih kompetencija učenika i međuvršnjačkih odnosa, učitelji omogućavaju učenicima iskustveno učenje kroz kreiranje situacija u kojima učenici putem igre, simulacije i akcije doživljavaju određene sadržaje metodom „vlastite kože“ (Uzelac i sur, 1994). Tako učenici u kontroliranom i sigurnom okruženju može doživjeti situacije s kojima se dosada nije susretalo i pružena mu je prilika da bez rizika odgovori na njih i na „vlastitoj koži“ osjeti rezultate svojih odgovora na te podražaje i dođe do rješenja situacije koja je pred njega stavljena.
Ovim radom se pokušao steći bolji uvid u funkciju pedagoških radionica oformljenih na način da se mogu koristiti u svrhu unapređivanja i razvoja međuvršnjačkih odnosa u razrednim odjelima. Analizom odabranih radionica kroz pet kategorija (identitet, osobni i socijalni razvoj, komunikacijske vještine, emocije i osjećaji, tolerancija, rješavanje sukoba i nenasilje te suradnja i timski rad) istražena je zastupljenost te raznolikost metoda i oblika rada korištenih u postizanju zadanih ciljeva radionica, dostupnost materijala potrebnih za provedbu istih kao i razina njihove prilagođenosti školskim uvjetima te uzrastu učenika.Interpersonal relationships are one of the basic contents of the educational process. Recently, the focus has increasingly shifted from teacher-student relationships to the relationships between students, precisely because of the recognition of the importance and impact of peer relationships on students. For children and young people, peer relations are responsible for high or low levels of satisfaction and happiness, and the lack of friendly relations can affect the success of students, the adoption of teaching content, the construction of self-image, social status and success, as well as the feeling of well-being, happiness and satisfaction with life. Interpersonal relationships enrich and connect us, and at the same time can be a source of intense sadness, dissatisfaction and diminishing commitment in everyday life. Insight into peer relations in class departments can be obtained by conducting sociometry, i.e. sociometric test. The results of sociometry enable the discovery of the attitudes of individual students towards others, the discovery of the status of students and the understanding of the group as a whole, and based on these results we can recognize which components of social competence we should direct our further educational activities towards. Developed social competences are the prerequisite for the development of positive peer relationships. By using pedagogical workshops in achieving the development of social competences of students and peer relations, teachers enable students to learn experientially through the creation of situations in which students experience certain contents through play, simulation and action by the method of "their own skin" (Uzelac et al. 1994). Thus, students in a controlled and safe environment can experience situations that they have not encountered before and are given the opportunity to respond to them without risk and feel the results of their responses to these stimuli on "their own skin" and come to a solution to the situation placed before him. This paper tried to gain a better insight into the function of pedagogical workshops formed in such a way that they can be used for the purpose of improving and developing peer relations in class departments. By analyzing selected workshops through five categories (identity, personal and social development, communication skills, emotions and feelings, tolerance, conflict resolution and nonviolence, as well as cooperation and teamwork), the representation and diversity of methods and forms of work used in achieving the set goals of the workshops, the availability of materials necessary for their implementation as well as the level of their adaptation to school conditions and the age of students were investigated
Einstellungen der Lehrer zum Evaluationsprozess im Unterricht
Get PDFUvodni dio rada usmjeren je na terminološke odrednice vezane uz proces vrjednovanja u nastavi razlikujući sastavnice vrjednovanja kroz praćenje, provjeravanje, procjenjivanje, mjerenje i ocjenjivanje. U razradi pojedinih sastavnica usmjerena je pozornost na svrhu, funkciju, vrste i oblike vrjednovanja unutar nastavnoga procesa. Razlikujući različite nastavne aktivnosti vezane za proces vrjednovanja istaknute su prednosti i nedostatci pojedinih, a i moguće pogrješke.
Predstavljeno je istraživanje u kojemu je istraživačko pitanje bilo usmjereno na ispitivanje mišljenja učitelja o procesu vrjednovanja u osnovnim školama. Cilj je bio doznati njihova mišljenja i stajališta vezana uz vrjednovanje kao iznimno važan dio nastavnoga procesa, a i identificirati varijable koje mogu utjecati na smjer mišljenja i stajališta učitelja.
Istraživanje je provedeno na uzorku učitelja razredne nastave diljem Hrvatske (N=1308). U istraživanju se koristilo metodom anketiranja i procjenjivanja, a instrument je kombinacija ankete i ljestvice procjene. Za utvrđivanje deskriptivnih pokazatelja upotrijebljeni su deskriptivni parametri, a faktorska analiza zajedničkih faktora upotrijebljena je kako bi se utvrdile latentne dimenzije koje se nalaze u podlozi interkorelacije čestica. Za usporedbu ispitanika po zadanim obilježja upotrijebljena je jednosmjerna analiza varijance.
Na 17 čestica koje prema sadržaju mjere evaluaciju nastavnoga procesa provedena je faktorska analiza zajedničkih faktora kojom su ekstrahirana tri faktora po Kaiser-Guttmanovu kriteriju. Pogodnost matrice korelacija čestica skale evaluacije nastavnoga procesa za faktorsku analizu potvrdio je Kaiser-Meyer-Olkinov koeficijent koji iznosi 0,93. Pouzdanost tipa unutarnje konzistencije, Cronbachova alfa, potvrdila je da ljestvica evaluacije ima visoku pouzdanost. U cilju potvrđivanja hipoteze koja se odnosi na mišljenje učitelja vezano uz pojedina obilježja ispitanika provedena analiza varijance upućuje na postojanje statistički značajne razlike između ispitanika vezanih uz radno iskustvo i dob, dok na ostalim obilježjima nije utvrđena značajnost.
S obzirom da je obradom podatka utvrđeno da čestice u ljestvici evaluacije visoko korespondiraju tomu da izmjere ispitivani koncept, mogu se upotrijebiti u daljnjim analizama i istraživanjima kao pouzdane mjere, a utvrđene razlike vezane uz pojedina obilježja ispitanika mogu odrediti smjer u daljnjem stručnom usavršavanju učitelja vezanom uz proces vrjednovanja.Evaluation is an important part of education process at school. It plays a significant role in the development of school culture.
The paper deals with the terms connected with the evaluation process in teaching and explains the differences between monitoring, testing, assessing, measuring and grading. Special attention has been given to the purpose, function, types and forms of evaluation within the teaching process. The author also focuses on two different kinds of evaluation - student-directed and teacher-directed evaluation.
The research presented in this paper studied teachers’ attitudes towards the evaluation process in primary schools. The aim was to examine their opinions and attitudes to evaluation. Furthermore, the author tried to identify variables which could be linked to positive or negative i attitudes towards evaluation.
As a result, the number of years of working experience has turned out to be connected with teachers' attitudes towards evaluation in their classrooms, whereas other examined factors showed no significant differences in teachers' attitudesDer Einführungsteil der Studie konzentriert sich auf die terminologischen Determinanten, die sich auf den Prozess der Evaluation im Unterricht beziehen, wobei die Elemente der Evaluation durch Beobachtung, Prüfung, Einschätzung, Messung und Benotung unterschieden werden. Bei der Ausarbeitung der einzelnen Komponenten wurde die Aufmerksamkeit auf den Zweck, Funktion, Arten und Formen der Evaluation im Unterrichtsprozess gerichtet. Bei der Differenzierung zwischen verschiedenen Lernaktivitäten, die mit dem Prozess der Evaluation im Zusammenhang stehen, wurden die Vor- und Nachteile der Einzelnen und die möglichen Fehler hervorgehoben.
Es wird eine Studie vorgelegt, in der die Forschungsfrage auf die Meinungsumfrage von Lehrern über den Evaluationsprozess in den Grundschulen gerichtet war. Das Ziel des Beitrages war es, ihre Meinungen und Ansichten in Bezug auf die Evaluation als extrem wichtigen Teil des Lernprozesses herauszufinden, aber auch die Variablen zu identifizieren, die die Meinungen und Einstellungen der Lehrer beeinflussen könnten.
Die Studie wurde an einer Stichprobe von Grundschullehrern in ganz Kroatien durchgeführt (N = 1308). In der Untersuchung wurden die Umfrage- und Bewertungsverfahren benutzt, und das Instrument war eine Kombination aus Befragung und Bewertungsskala. Zur Feststellung von deskriptiven Indikatoren wurden deskriptive Parameter benutzt, und die Faktorenanalyse von gemeinsamen Faktoren wurde verwendet, um die latenten Dimensionen zu identifizieren, die sich in der Basis der Interkorrelation befinden. Für den Vergleich der Befragten nach den gegebenen Eigenschaften wurde die einfaktorielle Varianzanalyse verwendet.
Es wurde eine Faktoranalyse von gemeinsamen Faktoren an 17 Fragen durchgeführt, die inhaltlich die Evaluation des Unterrichtsprozesses messen. Dabei wurden drei Faktoren nach dem Kaiser-Guttman-Kriterium extrahiert. Das Kaiser-Meyer-Olkin-Kriterium, das 0,93 beträgt, bestätigte die Eignung der Korrelationsmatrix von der Evaluationsskala des Unterrichtsprozesses für die Faktoranalyse. Die Verlässlichkeit vom internen Konsistenztyp, Cronbachs Alpha, bestätigte, dass die Evaluationsskala eine hohe Zuverlässigkeit aufweist. Um die Hypothese zu bestätigen, die sich auf die Meinungen der Lehrer in Bezug auf die Einzelmerkmalen der Befragten bezieht, weist die durchgeführte Varianzanalyse darauf hin, dass statistisch signifikante Unterschiede zwischen den Befragten bestehen, die mit Berufserfahrung und Alter zusammenhängen, während die anderen Merkmale keine Signifikanz aufweisen.
Da mit Hilfe der Datenverarbeitung festgestellt wurde, dass die Fragen in der Evaluationsskala stark mit der Tatsache korrespondieren, das befragte Konzept zu messen, können sie bei weiteren Analysen und Forschungen als zuverlässige Maßnahmen verwendet werden, und die festgestellten Unterschiede im Bezug auf die Einzelmerkmale der Befragten können die Richtung der weiteren beruflichen Fortbildung von Lehrkräften im Zusammenhang mit dem Evaluationsprozess bestimmen
On the concealment of Ante Pavelić in Austria in 1945-1946
Get PDFBased on available American and British documents and thus-far unconsulted papers left behind by Ante Pavelić, the leader of the Independent State of Croatia, the author analyzes Pavelić’s concealment
in Austria and the role of Western agencies therein. Some of the relevant literature indicates that the Catholic Church and Western agencies took part in Pavelić’s concealment. The author concludes that all such conjecture lacks any foundation in the available sources
The role of academic emotional reactions in school achievement of high school students
No full textSvaki ljudski čin, radnja i postupak prožeti su emocijama, one se provlače kroz sve aspekte
ljudskog života, pa tako i kroz obrazovanje. Emocionalna kompetentnost je spoj više različitih
sposobnosti – prepoznavanja, razumijevanja i učinkovite regulacije vlastitih i tuđih emocija.
Ove sposobnosti nerijetko se povezuju sa uspješnim funkcioniranjem u različitim područjima
života, pa tako i u školskom životu učenika. Kada promišljamo o konceptu emocija i
emocionalne inteligencije u obrazovanju, konkretno u nastavi, prema Bognar i Dubrovicki
(2012) one se mogu povezati sa ozračjem u nastavi odnosno tzv. emocionalnom klimom.
Povoljna emocionalna klima povoljno utječe na rezultate odgojno–obrazovnog procesa, a
nepovoljna, u kojoj su prisutni strah i dosada, ometa odgojno–obrazovni proces. No
emocionalni aspekt nastave obuhvaća puno širi i specifičniji spektar emocija svakog pojedinca
uključenog u nastavni proces. Fokus ovog rada usmjeren je na emocije učenika, konkretno
adolescenata i njihove emocionalne reakcije. Ovakva specifikacija i usmjerenje teme proizlazi
iz potrebe za osvješćivanjem važnosti uloge emocionalnih reakcija u školskim postignućima
učenika, a ova dobna skupina specifična je upravo iz razloga što se nalaze u osjetljivim
godinama kada su emocionalne reakcije u najburnijoj fazi.
Škola je sama po sebi izvor određenih specifičnih stresora za učenike, a svaki
stresor/problem iziskuje određenu emocionalnu reakciju. Načini na koje se učenici nauče nositi
sa stresnim situacijama značajno utječu na njihovo svakodnevno funkcioniranje u školskom
okruženju te njihov sposobnost da zadovolje sve obrazovne zahtjeve stavljene pred njih. Svrha
ovog rada je da istraži i pruži dobar uvid u važnosti obrazovanja za emocije i istakne potrebu
pružanja pomoći učenicima za adekvatno nošenje sa vlastitim emocijama, posebno u razdoblju
adolescencije kada su emocionalne reakcije u najburnijoj fazi.Every human act, and action is imbued with emotions, they run through all aspects of
human life, including education. Emotional competence is a combination of several different
abilities – recognizing, understanding, and effectively regulating one's own and others'
emotions. These abilities are often associated with successful functioning in different areas of
life, including in the school life of students. When we think about the concept of emotions and
emotional intelligence in education, specifically in teaching, according to Bognar and
Dubrovicki (2012), they can be associated with the classroom atmosphere, i.e. the so-called
emotional climate. The favorable emotional climate favorably affects the results of the
educational process, and the unfavorable one, in which fear and boredom are present, interferes
with the educational process. But the emotional aspect of teaching encompasses a much wider
and more specific spectrum of emotions of each individual involved in the teaching process.
The focus of this paper centers on the emotions of students, specifically adolescents and their
emotional reactions. This specification and orientation of the topic stems from the need to raise
awareness of the importance of the role of emotional reactions in students' school achievements
and this age group is specific precisely because they are in a such sensitive age when emotional
reactions are in the most turbulent stage. School itself is a source of certain specific stressors
for students, and each stressor/problem requires a certain emotional reaction. The ways in
which students learn to cope with stressful situations significantly affect their daily functioning
in the school environment and their ability to meet all the educational requirements placed
before them. The purpose of this paper is to explore and provide a good insight into the
importance of education for emotions and highlight the need to help students to adequately
cope with their own emotions, especially in the period of adolescence when emotional reactions
are in the most turbulent stage
Representation of Sociometry in Pedagogical Research in Croatia
No full textOvaj diplomski rad istražuje zastupljenost metode istraživanja sociometrije u pedagogijskim istraživanjima u Republici Hrvatskoj. U teorijskom dijelu, kako bi se objasnila sociometrija i njena upotreba u pedagogiji i drugim disciplinama, obrađuju se teme vršnjačkih odnosa, popularnosti i prijateljstva. Zatim se osvrćemo na početke same sociometrije te dublje analiziramo sociometriju kao metodu istraživanja i načine provedbe sociometrije, kao i prikaza rezultata. Poseban naglasak stavljamo na autore koji obrađuju prednosti i nedostatke sociometrije i istražuju njen doprinos ne samo u pedagogiji, već i drugim disciplinama. Drugi dio rada posvećen je neempirijskom istraživanju u kojem analiziramo 23 sociometrijska pedagogijska istraživanja provedena u RH između 1971. i 2023. godine. Zaključujemo da se sociometrija u pedagogijskim istraživanjima koristila s manjim i većim prekidima, a nakon 2006. godine došlo je do njene revitalizacije, kao i većeg pridavanja pažnje etičkim smjernicama. Dodatno, na temelju uzorka koji se često koristi u tim istraživanjima, a koji između ostalog uključuje djecu s teškoćama u razvoju, zaključujemo da se sociometrija često koristi kao alat u identifikaciji problema unutar grupa i nastoji pomoći socijalnoj inkluziji unutar razreda i škole.This thesis explores the representation of sociometry as a research method in pedagogical research in the Republic of Croatia. In the theoretical part, topics such as peer relationships, popularity, and friendship are addressed to explain sociometry and its use in pedagogy and other disciplines. The beginnings of sociometry are then examined, followed by a deeper analysis of sociometry as a research method, its implementation methods, and result presentation. Special emphasis is placed on authors discussing the advantages and disadvantages of sociometry and exploring its contributions not only to pedagogy but also to other disciplines. The second part of the thesis focuses on non-empirical research, analyzing 23 sociometric pedagogical studies conducted in Croatia between 1971 and 2023. It is concluded that sociometry in pedagogical research has been used with intermittent periods, but after 2006, there has been a revitalization, along with increased attention to ethical guidelines. Furthermore, based on the frequently used sample in analyzed studies, which includes children with developmental difficulties, it is concluded that sociometry is often used as a tool in identifying issues within groups and aims to aid social inclusion within classrooms and schools
Primjena elemenata muzikoterapije u nastavnom procesu
No full textOvaj interdisciplinarni rad bavi se primjenom muzikoterapije u nastavnome procesu odnosno u nastavi likovne kulture. Prikazuje se povijesni pregled doživljaja i utjecaja glazbe na čovjeka od prvobitnih zajednica, kultura obilježenih šamanizmom i drevnih tradicija Egipćana, Perzijanaca, Indijaca, Kineza i Grka, pa sve do suvremenoga doba koje koristi dotadašnje spoznaje i u glazbi prepoznaje ljekovite i terapijske mogućnosti. Potom se teorijski prikazuje nastavni proces i nastava likovne kulture te daju naznake mogućega povezivanja dvaju područja. Završni dio rada eksperimentalno je istraživanje kojim se nastojala pokazati povezanost elemenata glazbe i učeničkoga likovnoga izražaja. Puštanjem dviju glazbenih kompilacija nastojao se ispitati njihov utjecaj na originalnost, kreativnost, maštovitost i tehničko umijeće osnovnoškolaca te njihov izbor uporabe različitoga kolorita. Uspostavom korelacija među različitim parametrima pokazat će se da glazba utječe na neke aspekte učeničkoga rada, no da je taj utjecaj najčešće individualan
Didactic-methodical analysis of questions and tasks in textbooks from Nature and Society
No full textUdžbenik predstavlja osnovni alat za rad u nastavi kojeg upotrebljavaju i učitelji/ice i učenici/ice. Jedna vrsta istraživanja tog alata je njegova didaktičko-metodička analiza. Ona se odnosi na način koncipiranja udžbenika, a uključuje njegov način strukturiranja teksta, metode i oblike rada, pitanja i zadatke, vizualne izvore znanja, dodatne napomene itd. Ovaj se rad bavi didaktičko-metodičkom analizom kategorije pitanja i zadataka te nastoji utvrditi potiču li pitanja i zadaci u udžbenicima iz Prirode i društva za četvrte razrede stvaralačko tj. kreativno mišljenje. Provedena je analiza više od 1 600 pitanja i zadataka u četiri aktualna udžbenika iz Prirode i društva za četvrti razred uz pomoć instrumenta Liste pitanja i zadataka kojima se potiče kreativno mišljenje. Lista je preuzeta iz knjige Obrazovanje darovitih autora Davida Georgea, a sastoji se od osam kategorija kreativnog mišljenja: fluentnost, fleksibilnost, elaboracija, originalnost, znatiželja, složenost, rizičnost i mašta. Analizirana su pitanja i zadaci svrstavana u navedene kategorije. Uvedena je i kategorija pod nazivom neodređeno, za sva pitanja i zadatke za koje postoji dvojba oko kategorije kojoj pripadaju. Rezultati su pokazali da se u analiziranim udžbenicima potiču tri (fleksibilnost, originalnost i rizičnost) od ukupno osam kategorija kreativnog mišljenja, odnosno da se pitanjima i zadacima u udžbenicima iz Prirode i društva za četvrte razrede vrlo malo potiče stvaralačko tj. kreativno mišljenje.Textbook is a basic teaching tool, used by both teachers and students. One of the types of analysis of this tool is didactic-methodical analysis. It refers to the way textbook is designed, and includes its way of structuring the text, used methods, questions and tasks, visual sources of knowledge, additional notes, etc. This paper analyzes the category of questions and tasks and tries to determine whether the questions and tasks in textbooks from Nature and Society for the fourth grade encourage creative thinking. The analysis of more than 1,600 questions and tasks in four current textbooks from Nature and Society for the fourth grade was conducted with the help of the instrument List of questions and tasks that encourage creative thinking. The List consists of eight categories of creative thinking: fluency, flexibility, elaboration, originality, curiosity, complexity, risk, and imagination. Questions and tasks are grouped into the above categories. A category called indeterminate has been added, for all questions and tasks for which there was a doubt in the category to which they belong. The results showed that the analyzed textbooks encourage three (flexibility, originality and riskiness) out of a total of eight categories of creative thinking, ie that questions and tasks in textbooks from Nature and Society for fourth graders poorly encourage creative thinking
Representation of gifted students' education in Croatian education research
No full textDaroviti su učenici oni koji kognitivnim razvojem nadmašuju svoje vršnjake te pokazuju iznimnu uspješnost i izvrsnost u radu. Njihova iznimnost često im pomaže u odgojno-obrazovnim situacijama, no može im predstavljati i izvore raznolikih problema. Kako bi se problemi izbjegli, potrebno je pružati iznimnu pažnju i podršku darovitim učenicima u odgoju i obrazovanju. Republici Hrvatskoj nedostaje upravo takva iznimna odgojno-obrazovna pažnja i podrška darovitima, kao što nedostaju i radovi o njima. Sukladno tome, ovaj se rad bavi istraživanjem časopisa, čiji se radovi bave tematikom darovitih učenika – radom na dokumentaciji analizirana su 63 rada objavljena u časopisima koji izlaze periodički. Rezultati su pokazali da od ukupno 2721 objavljenog rada u odabranim časopisima samo njih 2,31% čine radovi koji se bave tematikom darovitih učenika. Prvo istraživačko pitanje dalo je odgovore o kvantitativnoj zastupljenosti radova prema različitim kategorijama – prema zastupljenosti radova u odabranim časopisima, prema godinama objavljivanja, prema autorima s područja RH i drugih zemalja, prema istraživačkim i teorijskim radovima, metodologiji, metodama prikupljanja podataka i uzorku ispitanika u istraživačkim radovima. Drugim se istraživačkim pitanjem saznalo da je među 63 radovima obuhvaćenim istraživačkom analizom najzastupljenija tematika obrazovanje i obrazovani rad s darovitim učenicima. Kategorije drugog istraživačkog pitanja bavile su se zastupljenošću karakteristika darovitih učenika, specifičnim vrstama darovitosti, metodama identifikacije, osnovnim i ostalim oblicima odgojno-obrazovne podrške.Gifted students are those who surpass their peers in cognitive development and show exceptional success and excellence in work. Their exceptionality helps them in educational situations, but it can also be a source of various problems. In order to avoid problems, it is necessary to provide exceptional attention and support to gifted students in education. The Republic of Croatia lacks such exceptional educational attention and support for the gifted as it lacks papers on them. Accordingly, this paper deals with the research of journals whose papers deal with the topic of gifted students. With the method of working on the documentation, 63 papers which were published periodically in journals, were analyzed. The results showed that out of a total of 2721 papers published in selected journals, only 2.31% of them are papers dealing with the topic of gifted students. The first research question gave us answers about the quantitative representation of papers by different categories - by the representation of papers within selected journals, by years of publication, by authors from the Republic of Croatia and other countries, by research and theoretical papers, methodology, data collection methods and the sample of respondents in research papers. The second research question revealed that out of 63 papers taken in the research analysis, the most common topic of papers is education and educated work with gifted students. The categories of the second research question dealt with the representation of the characteristics of gifted students, specific types of giftedness, identification methods, basic and other forms of educational support
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