Title Mišljenja studenata Učiteljskog fakulteta o stručno-pedagoškoj praksi u osnovnoj školi Title (english) Opinions Of The Faculty Of Teacher Education's Students About The Professional-Pedagogical Practice In Primary School Author Melani Balić Mentor Tomislav Topolovčan (mentor)Committee member Goran Lapat (predsjednik povjerenstva)Committee member Adrijana Višnjić-Jevtić (član povjerenstva)Committee member Tomislav Topolovčan (član povjerenstva)Granter University of Zagreb Defense date and country 2021-07-05, Croatia Scientific / art field, SOCIAL SCIENCES Abstract Studenti Učiteljskog fakulteta osim što stječu teorijska znanja o odgoju i obrazovanju, duţni su odraditi stručno-pedagošku praksu u jednoj od osnovnih škola u Republici Hrvatskoj. Cilj je stručno-pedagoške prakse omogućiti studentu neposredni uvid u odgojno-obrazovni rad škole i rad učitelja mentora te ostvarivanje svrhe i zadaća nastave u niţim razredima osnovne škole, primjena različitih teorijskih znanja u nastavi i izvannastavnim aktivnostima kao i praćenje rada učenika s posebnim potrebama s naznakom stvaranja kompetentnih učitelja u svim mogućim radnim situacijama (Pušić, Sablić i Škugor, 2019).
Trajanje i opterećenje vezano uz kolegij Stručno-pedagoška praksa razlikuje se od studija do studija u Hrvatskoj (od 4 do 13 tjedana tijekom pet studijskih godina). UsporeĎujući to s nekim od europskih drţava (Italija, Engleska, Irska, Švicarska) gdje stručno-pedagoška praksa traje od 24 do 32 tjedana, zaključujemo da je to daleko ispod europskog prosjeka.
Za potrebe pisanja ovoga rada, provedeno je online istraţivanje putem aplikacije Google docs kako bi se ispitalo mišljenje studenata Učiteljskog fakulteta Sveučilišta u Zagrebu o stručno-pedagoškoj praksi u osnovnoj školi. Istraţivanju je pristupilo 87 ispitanika (N = 87). Nakon obrade podataka, potvrĎeno je kako ne postoji statistički značajna razlika u mišljenju studenata o stručno-pedagoškoj praksi prema spolu, mjestu studiranja, studijskoj godini, ţupaniji u kojoj se obavljala stručno-pedagoška praksa ili pak mjestu gdje se škola nalazi (urbana ili ruralna sredina). U posljednjem dijelu upitnika bilo je postavljeno pet otvorenih pitanja u kojima su studenti mogli izraziti svoje (ne)zadovoljstvo sa stručno-pedagoškom praksom. Prema odgovorima, zaključeno je da studenti smatraju stručno-pedagošku praksu jednim od najvaţnijih segmenata tijekom svog studija te da bi joj se trebao povećati fond sati kao i količina zadataka koje studenti trebaju izvršiti tijekom hospitacije.
Nedostatak ovog istraţivanja je vrlo nizak uzorak. Poveća li se uzorak ispitanika moguće je da će se promijeniti i rezultati, stoga ova problematika ostaje otvorena za buduća istraţivanja.
Abstract (english) The Faculty of Teacher Education's students, in addition to acquiring theoretical knowledge about upbringing and education, are required to do professional-pedagogical practice in one of the primary schools in Croatia. The aim of professional-pedagogical practice is to provide students with direct insight into the educational work of the school and the work of mentors and achieve the purpose and tasks of teaching in lower grades of primary school, application of various theoretical knowledge in teaching and extracurricular activities and monitoring the work of students with special needs, indicating the creation of competent teachers in all possible work situations (Pušić, Sablić and Škugor, 2019).
Duration and workload related to the course of Professional and pedagogical practice differs from study to study in Croatia (from 4 to 13 weeks during five study years). Comparing this with some of the european countries (Italy, England, Ireland, Switzerland) where professional-pedagogical practice lasts from 24 to 32 weeks, we conclude that it is far below the european average.
For the purposes of writing this paper, an online survey was conducted through the Google docs application to examine the opinion of students at the Faculty of Teacher Education of University of Zagreb on professional-pedagogical practice in primary school. The study was attended by 87 respondents (N = 87). After processing the data, it was confirmed that there is no statistically significant difference in students' opinion on professional-pedagogical practice according to gender, place of study, academic year, region in which professional-pedagogical practice was performed or the place where the school is located (urban or rural area). In the last part of the questionnaire, five open-ended questions were asked in which students could express their (dis)satisfaction with professional-pedagogical practice. According to the answers, it was concluded that students consider professional pedagogical practice as one of the most important segments during their studies and that it should increase the number of hours as well as the amount of tasks that students need to perform during the hospice. The disadvantage of this research is the very low sample of respondents. If the sample of respondents increases, it is possible that the results will change, so this issue remains open for future research.
Keywords
stručno-pedagoška praksa
studenti Učiteljskog fakulteta
mišljenja studenata
Keywords (english)
professional-pedagogical practice
Faculty of Teacher Education's students
students' opinions
Language croatian URN:NBN urn:nbn:hr:147:452706 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 Type of resource Text File origin Born digital Access conditions Access restricted to authenticated users Terms of use Created on 2021-07-12 08:07:51
