Croatian Journal of Education : Hrvatski časopis za odgoj i obrazovanje, Vol. 21 No. Sp.Ed.1, 2019.

Izvorni znanstveni članak
https://doi.org/10.15516/cje.v21i0.3456

Perception of Teaching Practice of Croatian Students of Educational Faculties

Marina Đuranović   orcid.org/0000-0001-7199-5488 ; University of Zagreb, Faculty of Teacher Education
Irena Klasnić   orcid.org/0000-0002-0315-3104 ; University of Zagreb, University Department of Croatian Studies
Marjan Ninčević   orcid.org/0000-0002-3027-4729 ; University of Zagreb, University Department of Croatian Studies

Sažetak
Qualitative research in the field of pedagogy has been gaining in importance over the last few decades and is increasingly being applied in order to obtain a greater insight into the researched subject matter. In this paper, we used the phenomenological approach to establish how students who will become teachers perceive teaching practice. Students of the pedagogical departments who completed the survey had participated in teaching practice and as such are a valuable source of information about the subject. The study involved 307 participants, 102 male students and 205 female students. The participants were students of the following five constituent units of the University of Zagreb: Faculty of Teacher Education, Academy of Music, Faculty of Kinesiology, Faculty of Science and University Department of Croatian Studies. A purposive sample was used, which included students of pedagogical departments. The paper presents the answers to three open-ended questions. The analysis was conducted so that the collected statements of the participants were identified and sorted into categories in order to classify the empirical material. The results suggest that teaching practice has a number of positive influences on the work of future teachers, as well as numerous disadvantages. Students, as future teachers, presented a number of specific proposals to improve the quality of teaching practice. Students, as participants in teaching practice, should be constantly questioned and changes should be made based on their statements in order to help them become competent teachers who educate capable, satisfied, creative and happy students. This work could be a contribution to the development of a new Practice Rulebook.

Ključne riječi
phenomenological approach; qualitative research; students; teaching practice

Hrčak ID: 229372

URI
https://hrcak.srce.hr/229372

[hrvatski]

  

Kontakt

Moj profil

Registracija novih korisnika

Promjena načina autorizacije