Izvorni znanstveni članak
https://doi.org/10.32728/mo.18.1.2023.03
DIFFERENCES IN RATING TEACHERS’ ACTIVITIES THAT BEST ENCOURAGE LEARNING AMONG STUDENTS OF THE PRESCHOOL TEACHERS’ TRAINING COLLEGE IN KIKINDA
Srbislava Pavlov
; Visoka škola strukovnih studija za obrazovanje vaspitača u Kikindi, Srbija
Angela Mesaroš Živkov
; Visoka škola strukovnih studija za obrazovanje vaspitača u Kikindi, Srbija
Ana Vukobrat
; Visoka škola strukovnih studija za obrazovanje vaspitača u Kikindi, Srbija
Sažetak
The paper aims to present the research conducted in the Preschool Teachers’
Training College in Kikinda. Purposive and convenience sampling was used with a
sample consisting of students of the Preschool Teachers’ Training College (N=133). The
instrument used in the research was the Excellent Faculty Member questionnaire by
Jenrette and Napoli, 1994 (Suzić, 2005, p. 861). The research goal was to determine the
differences in the respondents’ assessments of teachers’ activities that best encourage
learning among students of the Preschool Teachers’ Training College. Research results
point to a general conclusion that the teachers’ activities that best encourage learning
received higher ratings among master’s students, in comparison to undergraduate
students. When it comes to the differences in students’ ratings of teachers’ activities that
best encourage learning among students of the Preschool Teachers’ Training College
between the first year graduate students and the second year graduate students,
differences were found in the following items: teachers maintain high professional
standards; provide written evaluation criteria at the beginning of semester; pose
challenging tasks to students; see their students as subjects that operate in a broader
perspective than the classroom; respect different talents; and keep accurate records of
students’ progress
Ključne riječi
students, teachers’ activities, encouraging learning
Hrčak ID:
316579
URI
Datum izdavanja:
2.5.2024.
Posjeta: 82 *