Procjene učitelja, stručnih suradnika i ravnatelja nekih kurikulumskih odrednica u osnovnoj i srednjoj školi.
Lapat, G., Opić, S. i Matijević, M. (2016).
Sažetak – Glavni subjekti u nastavnom procesu su učenici i učitelji. Nastava predstavlja zajednički rad učenika i učitelja. Sve sastavnice nastavnog kurikuluma su jednako važne za ove subjekte. U novije vrijeme na te odnose bitno utječu digitalni mediji, a na njihove uloge i odnose značajan utjecaj imaju i školski ravnatelji. Cilj istraživanja je bio istražiti određena diskriminatorna kurikulumska područja s obzirom na procjenu njihove važnosti i potrebu revidiranja – kako je vide školski stručnjaci različitih profila. Uzorak čine 427 učitelja, nastavnika, stručnih suradnika i ravnatelja osnovnih i srednjih škola kontinentalnog dijela Republike Hrvatske. Budući da ovo je istraživanje dio šireg projekta, za potrebe ovog rada iz izvornog upitnika od 33 varijable kurikulumskih područ- ja konstruirane su 4 kompozitne varijable (potreba primjene suvremenih nastavnih strategija, potreba revidiranja nastavnog programa, potreba revidiranja ocjenjivanja i potreba primjene suvremenih medija u nastavi). Multivarijatnom diskriminacijskom metodom u boostrapped modelu dobivena je statistički značajna diskriminacijska funkcija tj. ukupnost kurikulumskih obilježja. Iz vrijednosti grupnih centroida evidentno je da su nastavnici strukovnih predmeta u srednjoj školi te stručni suradnici i ravnatelji osnovnih i srednjih škola, procijenili važnijima potrebe primjene suvremenih medija i nastavnih strategija kao i potrebe revidiranja nastavnog programa i ocjenjivanja od svojih kolega učitelja razredne i predmetne nastave te nastavnika općeobrazovnih predmeta u srednjoj školi. To se može objasniti rezultatima drugih istraživanja koji ukazuju na nezadovoljstvo nastavnika kurikulumima strukovnih predmeta u
strukovnim školama.
ključne riječi: digitalni mediji, kurikulum, net generacije, osnovnoškolsko i srednjoškolsko obrazovanje, nastavnici
Teachers, expert assisstants and headmasters assessments of some curriculum guidelines in primary and secondary schools
Lapat, G., Opić, S., and Matijević, M. (2016). Teachers, expert assisstants and headmasters assessments of some curriculum guidelines in primary and secondary schools. Napredak
Summary
The key subjects of any educative process are students and teachers. Teaching is a common mutual effort of both students and teachers. All the components of the educational curriculum are equally important for these subjects. In recent times, these relations are significantly affected by digital media, and their roles and relations are also significantly affected by schools’ headmasters. The aim of the research was to examine certain discriminative curriculum areas in regard to the assessment of their importance and the need for reviewing, as seen by various experts working in schools. The examinee sample comprises 427 teachers, expert assistants and headmasters of primary and secondary schools from the continental part of Croatia. Since this research is a part of a bigger project, out of 33 variables of curriculum areas from the original questionnaire, 4 composite variables have been constructed (the need for applying contemporary teaching strategies, the need for reviewing teaching syllabus, the need for reviewing evaluation and the need for applying contemporary media in teaching). Statistically significant discriminative function i.e. the totality of curriculum criterion has been obtained by multi-variant discriminative method in a bootstrap model. When looking at the values of group centroids, it is evident that the teachers of vocational subjects in secondary schools and expert assistants and headmasters of primary and secondary schools evaluated the needs for applying contemporary media and teaching strategies, as well as the needs for reviewing teaching syllabus and evaluation, to be more important than did their colleagues in class and subject teaching, as well as the teachers of general education subjects in secondary schools. This can be explained by the results from other researches that point to teachers’ dissatisfaction with curricula of vocational subjects in vocational schools.
key words: digital media, curriculum, net generations, primary and secondary school education, teachers
