Go to the article page in English / Pojdi na angleško stran članka
Odnos učiteljev do empirično podprtega poučevanja: primerjalna analiza stališč med prihodnjimi učitelji in učitelji eksperti v zgodnjem osnovnošolskem izobraževanju
Urška Žerak in Mojca Juriševič
Polno besedilo (pdf) | Ogledi: 174 | 
Napisan v slovenščini. | Objavljeno: 8. maj 2020
https://doi.org/10.20419/2020.29.517 | Citati: CrossRef (0)
Povzetek: Poučevanje, ki temelji na empiričnih dokazih in ne le intuitivnih praksah, učiteljem omogoča, da svoje učne metode in poučevalne pristope kakovostno načrtujejo, izvajajo in nadalje razvijajo ter tako učencem nudijo učinkovito podporo pri učenju v specifičnih učnih kontekstih. Pretekle raziskave kažejo, da imajo stališča učiteljev na splošno pomemben vpliv na njihovo pedagoško delo, vendar je področje specifičnega odnosa učiteljev do empirično podprtega poučevanja še skromno raziskano. Namen te raziskave je zato ugotoviti, kakšna so stališča prihodnjih učiteljev in učiteljev ekspertov do raziskovanja in uporabe raziskovalnih izsledkov v poučevalni praksi. V raziskavi so sodelovali študenti drugega letnika univerzitetnega študijskega programa Razredni pouk na Pedagoški fakulteti Univerze v Ljubljani (n = 181) in njihovi mentorji, učitelji praktiki (n = 181). V okviru mešanega raziskovalnega načrta so udeleženci izpolnili samoocenjevalni vprašalnik o odnosu do raziskovanja na področju izobraževanja. Poleg tega so odgovorili tudi na dve vprašanji, ki sta bili povezani z izvedbo študentskega raziskovalnega projekta na šolah. Rezultati so pokazali, da imajo prihodnji učitelji in učitelji eksperti podobno visoka pozitivna stališča na področju zaznanih potreb in pomembnosti raziskovanja, na področju zaznane uporabnosti raziskovalnih spoznanj za poučevanje pa imajo prihodnji učitelji statistično značilno bolj pozitivna stališča kot učitelji eksperti (d = 0,52).
Ključne besede: empirično podprto poučevanje, učitelji, stališča do raziskovanja, izobraževanje učiteljev
Citiraj:
Žerak, U. in Juriševič, M. (2020). Odnos učiteljev do empirično podprtega poučevanja: primerjalna analiza stališč med prihodnjimi učitelji in učitelji eksperti v zgodnjem osnovnošolskem izobraževanju [Teachers’ attitudes towards evidence-based teaching: A comparative analysis between prospective teachers and expert teachers in primary education]. Psihološka obzorja, 29, 98–106. https://doi.org/10.20419/2020.29.517
Seznam literature v članku
Admiraal, W., Buijs, M., Claessens, W., Honing, T. in Karkdijk, J. (2017). Linking theory and practice: Teacher research in history and geography classrooms. Educational Action Research, 25(2), 316–331. CrossRef
Ahuja, S. (2012). Research results for quality schooling: Bridging the gap between research and practice. Journal of Educational Studies, Trends & Practices, 2(2), 206–214.
Ajzen, I. in Fihbein, M. (1977). Attitude-behavior relations: A theoretical analysis and review of empirical research. Psychological Bulletin, 84(5), 888–918. CrossRef
Akcoltekin, A., Engin, A. O. in Sevgin, H. (2017). Attitudes of high school teachers to educational research using classification-tree method. Eurasian Journal of Educational Research, 68, 19–47. CrossRef
Albarracin, D., Johnson, B. T., Zanna, M. P. in Kumkale, G. T. (2005). Attitudes: Introduction and scope. V D. Albarracin, B. T. Johnson in M. P. Zanna (ur.), The handbook of attitudes (str. 3–19). Mahwah, NJ, ZDA: Lawrence Erlbaum Associates.
Berliner, D. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 35(5), 463–482. CrossRef
Beycioglu, K., Ozer, N. in Ugurlu C. T. (2010). Teachers' views on educational research. Teaching and Teacher Education, 26, 1088–1093. CrossRef
Borg, S. (2003). Teacher cognition in language teaching: A review of reseach on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109. CrossRef
Borg, S. (2011). The impact of in-service teacher education on language teachers' beliefs. System, 39(3), 370–380. CrossRef
Brislin, R. W. (1986). The wording and translation of research instruments. V W. L. Lonner in J. W. Berry (ur.), Field methods in cross-cultural research (str. 137–164). Newbury Park, CA, ZDA: Sage.
Brow, C. in Zhang, D. (2017). Accounting for discrepancies in teachers' attitudes towards evidence use and actual instances of evidence use in schools. Cambridge Journal of Education, 47(2), 277–295. CrossRef
Byman, R., Krokfors, L., Toom, A., Maaranen, K., Jyrhämä, R., Kynäslahti, H. in Kansanen, P. (2009). Educating inquiry-oriented teachers: Students' attitudes and experiences towards research-based teacher education. Educational Research and Evaluation, 15(1), 72–92. CrossRef
Caena, F. (2011). Literature review: Teachers' core competences: Requirements and development European Commission. Directorate - General for Education and Culture. Pridobljeno s http://ec.europa.eu/dgs/education_culture/repository/education/policy/strategic-framework/doc/teacher-competences_en.pdf
Cain, T. (2015). Teachers' engagement with published research: Addressing the knowledge problem. The Curriculum Journal, 26(3), 488–509. CrossRef
Cochran-Smith, M. (2005). Teacher educators as researchers: Multiple perspectives. Teaching and Teacher Education, 21, 219–225. CrossRef
Craig, L. J. (2009). Teacher research and teachers as researcher. V L. J. Saha, in A. G. Dworkin (ur.), International handbook of research on teachers and teaching (str. 61–70). New York, NY, ZDA: Springer. CrossRef
Ekiz, D. (2006). Primary school teachers' attitudes towards educational research. Educational Sciences: Theory & Practice, 6(2), 395–402.
Everton, T., Galton, M. in Pell, T. (2002). Educational research and the teacher. Research Papers in Education, 17(4), 373–401. CrossRef
Gitlin, A., Barlow, L., Burbank, M. D., Kauchak, D. in Stevens, T. (1999). Pre-service teachers' thinking on research: Implications for inquiry oriented teacher education. Teaching & Teacher Education, 15, 753–769. CrossRef
Gore, J. M. in Gitlin, A. D. (2004). [Re]Visioning the academic teacher divide: Power and knowledge in the educational community. Teachers and Teaching: Theory and Practice, 10, 35–58. CrossRef
Greenwood, C. R. in Abbott, M. (2001). The research to practice gap in special education. Teacher Education and Special Education, 24(4), 276–289. CrossRef
Hargreaves, D. H. (1996). Teaching as research-based profession: Possibilities and prospects, The Teacher Training Agency Annual Lecture. London, Združeno kraljestvo: Teacher Training Agency.
Hargreaves, A. & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York, NY, ZDA: Teachers College Press.
Hennessy, J. in Lynch, R. (2019). Straddling the marshy divide: Exploring pre-service teachers' attitudes towards teacher research. Educational Review, 71(5), 595–616. CrossRef
Hiebert, J., Gallimore, R. in Stigler, J. W. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31, 3–15. CrossRef
Huberman, M. A. (1989). The professional life cycle of teachers. Teachers College Record, 91(1), 31–57.
Huberman, M. A. (2002). Moving towards the inevitable: The sharing of research in education. Teachers and Teaching, 8(3), 257–268. CrossRef
IBM Corporation. (2016). IBM SPSS statistics for Macintosh, Version 23.0. Armonk, NY, ZDA: IBM Corporation.
İlhan, N., Şekerci A. R., Sözbilir, M. in Yıldırım, A. (2013). Eğitim araştırmalarına yönelik öğretmen tutum ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması [The development of teachers attitude scale towards educational research: the validity and reliability study]. Western Anatolia Journal of Educations Sciences, 4(8), 31–56.
İlhan, N. Yilmaz, Z. A. in Dede, H. (2015). Attitudes of pre-service science teachers towards educational research and their science teaching efficacy beliefs in Turkey. Journal of Baltic Science Education, 14(2), 183–193.
Joram, E. (2007). Clashing epistemologies: Aspiring teachers' practicing teachers', and professors' beliefs about knowledge and research in education. Teaching and Teacher Education, 23, 123–135. CrossRef
Juriševič, M. in Žerak, U. (2016). Vprašalnik o izvedenem študijskem raziskovalnem projektu. Neobjavljeno gradivo, Oddelek za temeljni pedagoški študij, Pedagoška fakulteta, Ljubljana.
Krek, J. in Vogrinc, J. (2008). Učitelj - raziskovalec vzgojno-izobraževalne prakse [Teacher - researcher of educational practice]. V J. Krek, T. Hodnik Čadež, J. Vogrinc, B. Sicherl Kafol, T. Devjak in V. Štemberger (ur.), Učitelj v vlogi raziskovalca: Akcijsko raziskovanje na področjih medpredmetnega povezovanja in vzgojne zasnove v javni šoli [Teacher in a researcher role: Action research in cross-curricular integration and educational design in public school] (str. 23–57). Ljubljana, Slovenija: Pedagoška fakulteta.
Lamanauskas, V. in Augiene, D. (2017). Scientific research activity of students pre-service teachers of sciences at university: The aspects of understanding, situation and improvement. EURASIA Journal of Matematics Science and Technology Education, 13(1), 223–236. CrossRef
Leat, D., Reid, A. in Lofthouse, R. (2015). Teachers' experiences of engagement with and in educational research: What can be learned from teachers' views. Oxford Review of Education, 41(2), 270–268. CrossRef
Maio, G. R. in Haddock, G. (2007). Attitude change. V A. W. Kruglanski in T. Higgins (ur.), Social psychology: Handbook of basic principles (str. 565–586). New York, NY, ZDA: The Guilford Press.
Pajares, F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. CrossRef
Pendry, A. in Husbands, C. (2000). Research and practice in history teacher education. Cambridge Journal of Education, 30, 321–334. CrossRef
Razdevšek-Pučko, C. (1990). Vpliv učiteljevih vzgojno-izobraževalnih stališč na njegovo pedagoško delo ter možnost njihovega spreminjanja (neobjavljena doktorska disertacija) [Influence of teacher's educational attitudes on his pedagogical work and the possibility of changing them (unpublished doctoral dissertation)]. Filozofska fakulteta Univerze v Ljubljani, Slovenija.
Razdevšek-Pučko, C. (2013). Kakšnega učitelja potrebuje (pričakuje) današnja (in jutrišnja) šola? [What kind of teacher does today's (and tomorrow's) school need (expects)]. Didakta, 162(22), 8–10.
Rosseel, Y. (2012). lavaan: An R Package for Structural Equation Modeling. Journal of Statistical Software, 48(2), 1–36. CrossRef
RStudio Team (2015). RStudio: Integrated development for R. Boston, MA, ZDA: RStudio.
Shaw, K., Holbrook, A., Scevak, J. in Bourke, S. (2008). The response of pre-service teachers to a compulsory research project. The Australian Educational Researcher, 31(3), 89–109. CrossRef
Taylor, M. (2013). Social science teachers' utilisation of best evidence syntheis research. New Zealand Journal of Educational Studies, 48(2), 34–50.
Tosun, C. (2014). Pre-service teachers' opinions about the course on scientific research methods and the levels of knowledge and skills they gained in this course. Australian Journal of Teacher Education, 39(10), 96–112. CrossRef
Ule, M. (2009). Socialna psihologija: Analitični pristop k življenju v družbi [Social psychology: An analytical approach to life in society]. Ljubljana, Slovenija: Fakulteta za družbene vede Univerze v Ljubljani.
Urmson, A. (2003). Learning to teach English in Honk Kong: The opinions of teachers in training. Language and Educatuion, 17(2), 112–137. CrossRef
Vogrinc, J. (2008). Kvalitativno raziskovanje na pedagoškem področju [Qualitative research in the pedagogical field]. Ljubljana, Slovenija: Pedagoška fakulteta Univerze v Ljubljani.
Walter, O. in Hen, M. (2012). Bridging the gap between research and practice in teachers preparation. Journal of Ecuation and General Studies, 1(7), 216–224.
