Lifelong Learning and Changes in Preschool Teacher Education – Croatian Experiences/Cjeloživotno učenje i promjene u obrazovanju odgajatelja – iskustvo iz Hrvatske

Abstract

With respect to the initiation and implementation of the Differential Programme of Lifelong Learning of Preschool Teachers, it was necessary to carry out its objective evaluation. This implied an investigation and analysis of their satisfaction with the quality of the Programme which was measured by 6 basic components: Communication with students, Teacher preparation, Information availability, Work organization, Complexity of courses and Method of evaluation. A total of 326 assessments were indicated on a 5-point Likert scale. In general, student assessments of all the components, regardless of individual courses, are fairly positive. The most significant predictor for all the others was found to be the component communication with students. It revealed that a communicative relationship with a teacher was given precedence over all the other quality dimensions of teaching. This result considerably differs from results obtained by several research studies on the quality of teaching within full-time academic education. Therefore, the emphasis is very much on students of higher education programmes and their important role in the creation of teaching, implying that their assessments are to be seen as important predictors for programme improvement at the level of every single course as well as the programme as a whole.

Key words: evaluation; preschool teacher; quality assurance; study programme.

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S obzirom na pokretanje i provedbu razlikovnog programa za cjeloživotno obrazovanje odgajatelja bilo je neophodno provesti njegovu objektivnu evaluaciju. Zadovoljstvo kvalitetom programa operacionalizirano je i mjereno sa 6 osnovnih komponenata: komunikacija sa studentima, pripremljenost nastavnika, dostupnost informacija, organizacija rada, složenost kolegija i način vrednovanja. Procjene su rađene na Likertovoj skali od 1 do 5, a ukupno je bilo 326 procjena. Općenito, procjene polaznica na svim komponentama bez obzira na kolegij prilično su pozitivne. Najznačajnijim prediktorom za sve ostale komponente i zadovoljstvo programom pokazala se komponenta komunikacije sa studentima, te je utvrđeno da odnos s nastavnicima koji se ostvaruje komunikacijom ima prednost u odnosu na sve ostale dimenzije kvalitete nastave. To je rezultat koji se značajno razlikuje u odnosu na istraživanja kvalitete redovite nastave unutar akademskog obrazovanja. Samim tim stavljen je naglasak na to da polaznici programa visokoškolske nastave imaju važnu ulogu u kreiranju nastave i da su njihove procjene važni prediktori za unaprjeđivanje programa na razini pojedinog kolegija, ali i programa u cjelini.

Ključne riječi: evaluacija; odgajatelj; osiguranje kvalitete; studijski program.