Expectations and Views of the Participants of the Lifelong Learning Program in the Didactics Course / Očekivanja i stavovi polaznika programa cjeloživotnog obrazovanja od nastave didaktike
Abstract
Abstract
Most European documents highlight the importance of lifelong learning, which raises the question of the quality of its teaching. There are different types of lifelong learning focused on the specific competencies of the participants. The pedagogical-psychological and didactic-methodological competencies are considered to be the basic ones. A large number of teacher education faculties in Croatia and in the world offer this kind of training in primary and secondary education to the teaching staff who did not have courses in educational and psychological studies in their undergraduate/graduate professional or university studies. Equally important is the training of the assistant teachers who work at universities and in professional or university studies and who have not attended the pedagogical-psychological group of courses. This need in education has been recognized by, among others, The Faculty of Teacher Education Osijek, which organizes this type of education. This study aims to explore the expectations of the participants of lifelong learning (Module B) in the Didactics course through on-line questionnaire on the basis of the comparative analysis of the two generations of participants and to explore whether their expectations have changed given the differences between the generations. In addition, the aim is to examine the participants' views on the length of the training, difficulty and volume of course obligations. The aim is also to examine whether the participants expect the Didactics course to be a model of teaching that they would copy at their faculties and to examine the type of teaching that the assistant teachers would like to have at their faculties. Results show that both generations of participants consider the Didactics course important and that it should represent a teaching model that they will be able to copy at their faculties. Length of the course is appropriate, but the number of obligations is not satisfactory.
Key words: didactics; lifelong learning; quality; teaching at the university level; university teaching
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Sažetak
Većina europskih dokumenta naglašava važnost cjeloživotnog obrazovanja što postavlja pitanje kvalitete nastave koja se izvodi s polaznicima cjeloživotnoga obrazovanja. Postoje različite vrste cjeloživotnog obrazovanja, usmjerene na određene kompetencije polaznika. Temeljnim se kompetencijama smatraju pedagoško-psihološke i didaktičko-metodičke. Velik broj nastavničkih fakulteta u Hrvatskoj i u svijetu nudi takvu vrstu izobrazbe djelatnika u osnovnom i srednjem obrazovanju koji u svom preddiplomskom/diplomskom stručnom ili sveučilišnom studiju nisu imali kolegije iz pedagoške i psihološke skupine predmeta. Jednako je važna i izobrazba asistenata koji rade na visokim učilištima, a tijekom stručnog ili sveučilišnog studija nisu imali pedagoško-psihološku skupinu predmeta. Tu je potrebu prepoznao, uz ostale, Učiteljski fakultet u Osijeku koji organizira takvu vrstu izobrazbe. Cilj rada je putem provedene on-line ankete istražiti očekivanja polaznika cjeloživotnog obrazovanja (B modula) od nastave didaktike na osnovi usporednih analiza dviju generacija polaznika te istražiti mijenjaju li se s godinama njihova očekivanja. Cilj je bio i ispitati stavove polaznika prema trajanju izobrazbe, težini i količini obaveza, organizaciji nastave; istražiti očekuju li da nastava didaktike bude model nastave koji će oni moći primijeniti na svojim fakultetima te istražiti kakvu nastavu asistenti žele na fakultetima. Rezultati istraživanja pokazuju da polaznici obje generacije nastavu didaktike smatraju važnom i da bi ona trebala biti model nastave koju će oni moći izvoditi na svojim fakultetima. Duljina trajanja izobrazbe primjerena je njihovim potrebama, ali količina obaveza prema kolegiju didaktike nije zadovoljavajuća.
Ključne riječi: cjeloživotno obrazovanje; didaktika; kvaliteta; sveučilišna nastava.
Most European documents highlight the importance of lifelong learning, which raises the question of the quality of its teaching. There are different types of lifelong learning focused on the specific competencies of the participants. The pedagogical-psychological and didactic-methodological competencies are considered to be the basic ones. A large number of teacher education faculties in Croatia and in the world offer this kind of training in primary and secondary education to the teaching staff who did not have courses in educational and psychological studies in their undergraduate/graduate professional or university studies. Equally important is the training of the assistant teachers who work at universities and in professional or university studies and who have not attended the pedagogical-psychological group of courses. This need in education has been recognized by, among others, The Faculty of Teacher Education Osijek, which organizes this type of education. This study aims to explore the expectations of the participants of lifelong learning (Module B) in the Didactics course through on-line questionnaire on the basis of the comparative analysis of the two generations of participants and to explore whether their expectations have changed given the differences between the generations. In addition, the aim is to examine the participants' views on the length of the training, difficulty and volume of course obligations. The aim is also to examine whether the participants expect the Didactics course to be a model of teaching that they would copy at their faculties and to examine the type of teaching that the assistant teachers would like to have at their faculties. Results show that both generations of participants consider the Didactics course important and that it should represent a teaching model that they will be able to copy at their faculties. Length of the course is appropriate, but the number of obligations is not satisfactory.
Key words: didactics; lifelong learning; quality; teaching at the university level; university teaching
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Sažetak
Većina europskih dokumenta naglašava važnost cjeloživotnog obrazovanja što postavlja pitanje kvalitete nastave koja se izvodi s polaznicima cjeloživotnoga obrazovanja. Postoje različite vrste cjeloživotnog obrazovanja, usmjerene na određene kompetencije polaznika. Temeljnim se kompetencijama smatraju pedagoško-psihološke i didaktičko-metodičke. Velik broj nastavničkih fakulteta u Hrvatskoj i u svijetu nudi takvu vrstu izobrazbe djelatnika u osnovnom i srednjem obrazovanju koji u svom preddiplomskom/diplomskom stručnom ili sveučilišnom studiju nisu imali kolegije iz pedagoške i psihološke skupine predmeta. Jednako je važna i izobrazba asistenata koji rade na visokim učilištima, a tijekom stručnog ili sveučilišnog studija nisu imali pedagoško-psihološku skupinu predmeta. Tu je potrebu prepoznao, uz ostale, Učiteljski fakultet u Osijeku koji organizira takvu vrstu izobrazbe. Cilj rada je putem provedene on-line ankete istražiti očekivanja polaznika cjeloživotnog obrazovanja (B modula) od nastave didaktike na osnovi usporednih analiza dviju generacija polaznika te istražiti mijenjaju li se s godinama njihova očekivanja. Cilj je bio i ispitati stavove polaznika prema trajanju izobrazbe, težini i količini obaveza, organizaciji nastave; istražiti očekuju li da nastava didaktike bude model nastave koji će oni moći primijeniti na svojim fakultetima te istražiti kakvu nastavu asistenti žele na fakultetima. Rezultati istraživanja pokazuju da polaznici obje generacije nastavu didaktike smatraju važnom i da bi ona trebala biti model nastave koju će oni moći izvoditi na svojim fakultetima. Duljina trajanja izobrazbe primjerena je njihovim potrebama, ali količina obaveza prema kolegiju didaktike nije zadovoljavajuća.
Ključne riječi: cjeloživotno obrazovanje; didaktika; kvaliteta; sveučilišna nastava.
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PDFDOI: https://doi.org/10.15516/cje.v17i0.1086
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