| Abstract | Temeljni cilj ovog rada je istraţiti zadovoljstvo studijem studenata socijalne pedagogije te dobiti uvid u samoprocjenu njihovih profesionalnih kompetencija za psihosocijalni rad. Specifiĉni ciljevi vezani su uz stjecanje uvida u eventualne razlike izmeĊu studenata s obzirom na generacije i naĉin studiranja (tzv. „stari“ dodiplomski program, u odnosu na „novi-Bolonjski“ preddiplomski i diplomski program studiranja). Ovo je istraţivanje sastavni dio projekta „Zadovoljstvo studijem i samoprocjena kompetentnosti studenata nekih pomagaĉkih profesija“. Navedeni se projekt od 2005.godine provodi na Edukacijsko-rehabilitacijskom fakultetu, Filozofskom fakultetu i Pravnom fakultetu (studijski centar socijalnog rada) Sveuĉilišta u Zagrebu, a voditelji su doc.dr.sc. Neven Ricijaš, dr.sc. Aleksandra Huić i doc.dr.sc. Vanja Branica Istraţivanje je provedeno na uzorku osam generacija studenata (N=496) završnih godina pojedinih studijskih programa Socijalne pedagogije (ĉetvrta godina dodiplomskog studija, treća godina preddiplomskog studija i druga godina diplomskog studija). U okviru ovog istraţivanja, korištena su dva mjerna instrumenta konstruirana za potrebe istraţivanja. Upitnik o zadovoljstvu općim i specifiĉnim znanjima, vještinama steĉenim na fakultetu, studentskoj praksi, volontiranju te usvojenim profesionalnim kompetencijama koje su bitne za pomagaĉke profesije i Skala percipirane kompetentnosti za budući psihosocijalni rad u praksi. U istraţivanju je korištena metoda papir-olovka te su svi anketni upitnici bili anonimni i šifrirani. Rezultati su pokazali kako su studenti generalno zadovoljni znanjima (88.7% sudionika je uglavnom ili izrazito zadovoljno), vještinama (uglavnom ili izrazito zadovoljno 71.2% sudionika) i nešto manje praksom (57.8% uglavnom ili izrazito zadovoljno). Studenti se visoko vrednuju u podruĉju usvojenosti specifiĉnih kompetencija, ponajviše na tvrdnji „Rad u skladu s etiĉkim vrijednostima“ gdje 93.7% sudionika iskazuje usvojenost u većoj mjeri ili u potpunosti, a najmanje na tvrdnji „Znanstveno-istraţivaĉki rad“ (27.4% u većoj mjeri ili u potpunosti). Znaĉajan je rezultat koje specifiĉne kompetencije i u kojoj mjeri studenti smatraju bitnima za studijski program, pri ĉemu rezultati pokazuju da studenti imaju uvid u vaţnost usvajanja kompetencija koje će im jednog dana trebati u praktiĉnom radu, a najvaţnijim kompetencijama smatraju „Tretmanski rad“ (99.6% u većoj mjeri ili u potpunosti), što je u skladu s njihovim budući pozivom budući da se radi o meta-kompetenciji koja ukljuĉuje brojne specifiĉne vještine. Neoĉekivan podatak predstavlja manje zadovoljstvo koliĉinom prakse kod studenata diplomskog studija s obzirom da imaju više prakse u odnosu na studente dodiplomskog i preddiplomskog studija. Naposljetku, studenti dodiplomskog studija manje su zadovoljni znanjima i vještinama te kompetencijama za psihosocijalni rad u odnosu na studente preddiplomskog i diplomskog studija, što moţe znaĉiti kako je Bolonjski način studiranja pozitivno utjecao na usvajanje struĉnog znanja i kompetencija koji su oruđe za rad socijalnim pedagozima. |
| Abstract (english) | The basic aim of this paper is to investigate satisfaction with study among students of social pedagogy and gain insight into the self-assessment of their professional competencies for psychosocial work. The specific objectives are related to gaining insight into possible differences between students with regard to the generation and study mode (The "old" undergraduate program in relation to the "new-Bologna" undergraduate and graduate program of study). This research is an integral part of the "Satisfaction with study and self assessment of students' competency in helping professions". The project lasts since 2005 and it's carried out at the Faculty of Education and Rehabilitation Sciences, Faculty of Arts and Faculty of Law (Department of Social Work), University of Zagreb, and leaders are Ph.D. Neven Ricijaš, Ph.D. Alexander Huić and Ph.D. Vanja Branica The study was conducted on a sample of eight generations of students (N = 496) of the final years of the study programs Social pedagogy (the fourth year of undergraduate studies, the third year of undergraduate study and the second year of graduate studies). In the context of this study, two measuring instruments were designed for research purposes. Satisfaction survey general and specific knowledge, skills acquired at university, student work, volunteering and adopted professional competencies that are essential to help professions and scale of perceived competence for future psychosocial work in practice. The method used is paper-pencil and all the questionnaires were anonymous and encrypted. The results showed that students are generally satisfied with the knowledge (88.7% of the participants is mostly or highly satisfied), skills (mostly or highly satisfied with 71.2% of participants) and a little less with practice (57.8% mostly or highly satisfied). Students highly value the acquisition of specific competencies, mainly on the claim "Working in line with the ethical values", where 93.7% of the participants expressed the acquisition largely or completely, but at least the assertion "Scientific research" (27.4% largely or entirely). A significant result is which specific competencies and in what extent, students consider important for the study program, where results show that students have an insight into the importance of adopting competencies that will one day they'll need in practice, but the most important competencies are the "Treatment work" (99.6% in largely or entirely), which is consistent with their future calling as it is a meta-competence, which includes a number of specific skills. Unexpected data represents less satisfaction amount of practice at graduate students, because they have more practice in relation to the graduate and undergraduate studies. Finally, undergraduate students are less satisfied with skills and competencies for psychosocial work in relation to the undergraduate and graduate study, which may indicate that the Bologna way to study a positive impact on the adoption of professional skills and competencies which are a tool for social work educators. |
