Perception of Teaching Practice of Croatian Students of Educational Faculties/Percepcija nastavne prakse hrvatskih studenata nastavničkih fakulteta

Abstract

Abstract 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 gain 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 pedagogical departments, who were interviewed, have 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 the University of Zagreb, attendees of five branches of the University: the Faculty of Teacher Education, the Academy of Music, the Faculty of Kinesiology, the Faculty of Science and the University Department of Croatian Studies. A purposive sample was used which included students of pedagogical departments. The paper presents the answers given 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 concrete proposals to improve the quality of teaching practice. Students, as users of 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 PracticeRulebook. Key words: phenomenological approach; qualitative research; students; teaching practice Sažetak Svrha ovog rada bila je dobiti uvid u to kako studenti nastavničkih fakulteta percipiraju nastavnu praksu. Kvalitativna istraživanja u području pedagogije zadnjih desetljeća dobivaju na važnosti te se sve čeće primjenjuju kako bi se dobio sadržajniji uvid u istraživanu problematiku. U radu smo primijenili fenomenoloki pristup želeći ustanoviti kako studenti, budući učitelji, percipiraju nastavnu praksu. Studenti nastavničkih smjerova, koje smo intervjuirali, nazočili su nastavnoj praksi te kao takvi predstavljaju vrijedan izvor podataka o njoj. U ispitivanju je sudjelovalo 307 ispitanika, 102 studenta i 205 studentica. Ispitanici su bili studenti Sveučilita u Zagrebu, polaznici pet sastavnica Sveučilita: Učiteljski fakultet, Muzička akademija, Kinezioloki fakultet, Prirodoslovno-matematički fakultet i Hrvatski studiji. Uzorak je bio namjerni, njime smo obuhvatili studente nastavničkih studija. Radom su prikazani odgovori na tri pitanja otvorenog tipa. Analiza je provedena tako da su prikupljene izjave ispitanika identificirane i razvrstane u kategorije kako bismo klasificirali empirijski materijal. Rezultati sugeriraju da postoji niz pozitivnih vrijednosti nastavne prakse za rad budućih učitelja, ali i brojni nedostaci. Studenti, budući učitelji, iznose i niz konkretnih prijedloga kako unaprijediti kvalitetu nastavne prakse. Studente kao korisnike nastavne prakse treba kontinuirano propitivati te na osnovi njihovih iskaza unijeti promjene kako bi oni postali kompetentni učitelji te odgajali i obrazovali sposobne, zadovoljne, kreativne i sretne učenike. Ovaj rad mogao bi biti doprinos izradi novog Pravilnika o vježbaonicama. Ključne riječi:fenomenoloki pristup; kvalitativno istraživanje; nastavna praksa; studenti