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Psihološka obzorja :: Horizons of Psychology

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« Nazaj na Letnik 29 (2020)

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Odnos učiteljev do empirično podprtega poučevanja: primerjalna analiza stališč med prihodnjimi učitelji in učitelji eksperti v zgodnjem osnovnošolskem izobraževanju

Urška Žerak in Mojca Juriševič

pdf Polno besedilo (pdf)  |  Ogledi: 97  |  flagNapisan v slovenščini.  |  Objavljeno: 8. maj 2020

pdf 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


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