hrcak mascot   Srce   HID

Prethodno priopćenje
https://doi.org/10.15516/cje.v20i4.2718

The Impact of Academic Discipline on University Teaching and Pedagogical Training Courses

Katarina Aškerc Veniger   ORCID icon orcid.org/0000-0003-4710-2066 ; Centre of the Republic of Slovenia for Mobility and European Educational and Training Programmes
Sebastian Kočar   ORCID icon orcid.org/0000-0001-9279-4693 ; The Australian National University, ANU Centre for Social Research and Methods

Puni tekst: engleski, pdf (657 KB) str. 1261-1298 preuzimanja: 160* citiraj
APA 6th Edition
Aškerc Veniger, K. i Kočar, S. (2018). The Impact of Academic Discipline on University Teaching and Pedagogical Training Courses. Croatian Journal of Education, 20 (4), 1261-1298. https://doi.org/10.15516/cje.v20i4.2718
MLA 8th Edition
Aškerc Veniger, Katarina i Sebastian Kočar. "The Impact of Academic Discipline on University Teaching and Pedagogical Training Courses." Croatian Journal of Education, vol. 20, br. 4, 2018, str. 1261-1298. https://doi.org/10.15516/cje.v20i4.2718. Citirano 22.10.2020.
Chicago 17th Edition
Aškerc Veniger, Katarina i Sebastian Kočar. "The Impact of Academic Discipline on University Teaching and Pedagogical Training Courses." Croatian Journal of Education 20, br. 4 (2018): 1261-1298. https://doi.org/10.15516/cje.v20i4.2718
Harvard
Aškerc Veniger, K., i Kočar, S. (2018). 'The Impact of Academic Discipline on University Teaching and Pedagogical Training Courses', Croatian Journal of Education, 20(4), str. 1261-1298. https://doi.org/10.15516/cje.v20i4.2718
Vancouver
Aškerc Veniger K, Kočar S. The Impact of Academic Discipline on University Teaching and Pedagogical Training Courses. Croatian Journal of Education [Internet]. 2018 [pristupljeno 22.10.2020.];20(4):1261-1298. https://doi.org/10.15516/cje.v20i4.2718
IEEE
K. Aškerc Veniger i S. Kočar, "The Impact of Academic Discipline on University Teaching and Pedagogical Training Courses", Croatian Journal of Education, vol.20, br. 4, str. 1261-1298, 2018. [Online]. https://doi.org/10.15516/cje.v20i4.2718
Puni tekst: hrvatski, pdf (657 KB) str. 1261-1298 preuzimanja: 132* citiraj
APA 6th Edition
Aškerc Veniger, K. i Kočar, S. (2018). Utjecaj akademskih disciplina na nastavu na sveučilišnoj razini i na pedagošku izobrazbu. Croatian Journal of Education, 20 (4), 1261-1298. https://doi.org/10.15516/cje.v20i4.2718
MLA 8th Edition
Aškerc Veniger, Katarina i Sebastian Kočar. "Utjecaj akademskih disciplina na nastavu na sveučilišnoj razini i na pedagošku izobrazbu." Croatian Journal of Education, vol. 20, br. 4, 2018, str. 1261-1298. https://doi.org/10.15516/cje.v20i4.2718. Citirano 22.10.2020.
Chicago 17th Edition
Aškerc Veniger, Katarina i Sebastian Kočar. "Utjecaj akademskih disciplina na nastavu na sveučilišnoj razini i na pedagošku izobrazbu." Croatian Journal of Education 20, br. 4 (2018): 1261-1298. https://doi.org/10.15516/cje.v20i4.2718
Harvard
Aškerc Veniger, K., i Kočar, S. (2018). 'Utjecaj akademskih disciplina na nastavu na sveučilišnoj razini i na pedagošku izobrazbu', Croatian Journal of Education, 20(4), str. 1261-1298. https://doi.org/10.15516/cje.v20i4.2718
Vancouver
Aškerc Veniger K, Kočar S. Utjecaj akademskih disciplina na nastavu na sveučilišnoj razini i na pedagošku izobrazbu. Croatian Journal of Education [Internet]. 2018 [pristupljeno 22.10.2020.];20(4):1261-1298. https://doi.org/10.15516/cje.v20i4.2718
IEEE
K. Aškerc Veniger i S. Kočar, "Utjecaj akademskih disciplina na nastavu na sveučilišnoj razini i na pedagošku izobrazbu", Croatian Journal of Education, vol.20, br. 4, str. 1261-1298, 2018. [Online]. https://doi.org/10.15516/cje.v20i4.2718

Sažetak
Professional development of university teachers in teaching, not only in research, has become an important topic in the development of higher education (HE) policies in recent years. Specific research on pedagogical development of university teachers remains limited, not taking into account academic disciplines and their impact on teachers’ perceptions of different components of their teaching and training courses intended for their professional development. In this paper, we are presenting the differences among Slovenian teachers in different disciplines regarding their perception of teaching and their attitude towards pedagogical training courses (PTCs) with the results of an online survey study. Our findings show that teachers of soft sciences are more involved in PTCs than university teachers of hard sciences, except those from Health sub-discipline. Teachers of soft sciences, in comparison to those of hard sciences, generally perceive the quality of their own teaching as slightly higher, and they also have a slightly, but statistically significantly better attitude towards PTCs and teaching in general. Teachers from Health sub-discipline are generally more similar to soft sciences teachers than to hard sciences teachers in terms of different pedagogical dimensions studied. We can conclude that there is quite a clear distinction between teachers of soft sciences and teachers of certain hard sciences in their attitude and perception of different elements of university teaching and training courses in general (external heterogeneity). However, there is little separation between individual disciplines (internal homogeneity), which should be taken into account at least when introducing and implementing PTCs for teachers in different disciplines at institutional or national level.

Ključne riječi
academic disciplines; attitude towards university teaching; professional development; university teachers.

Hrčak ID: 216631

URI
https://hrcak.srce.hr/216631

[hrvatski]

Posjeta: 472 *