Prethodno priopćenje
https://doi.org/10.15516/cje.v17i0.1474
Lifelong Learning and Changes in Preschool Teacher Education – Croatian Experiences
Lidija Vujičić
; Faculty of Teacher Education, University of Rijeka
Renata Čepić
; Faculty of Teacher Education, University of Rijeka
Sanja Tatalović Vorkapić
; Faculty of Teacher Education, University of Rijeka
Sažetak
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.
Ključne riječi
evaluacija; odgajatelj; osiguranje kvalitete; studijski program
Hrčak ID:
143226
URI
Datum izdavanja:
28.5.2015.
Posjeta: 3.318 *