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2016, vol. 29, br. 1, str. 1-15
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Mogućnosti razvijanja motivacija za učenje - perspektiva nastavnika i učenika
Possibilites of developing motivation for leaning: Perspective of teachers and students
Projekat: Unapređivanje kvaliteta i dostupnosti obrazovanja u procesima modernizacije Srbije (MPNTR - 47008)
Od podsticanja inicijative, saradnje i stvaralaštva u obrazovanju do novih uloga i identiteta u društvu (MPNTR - 179034)
Sažetak
Na razvoj motivacije za učenje moguće i potrebno je uticati, a najznačajnija uloga u tome pripada školi, odnosno nastavniku u procesu nastave. Razvoj motivacije za učenje podrazumeva niz planiranih i osmišljenih koraka u aktivnostima učenja, što predstavlja osnovno polazište našeg istraživanja. Dakle, s jedne strane, značajna je interakcija sa nastavnikom, a, s druge strane, organizacija nastave. U radu su izloženi rezultati jednog dela šireg empirijskog istraživanja kojim se ispituju značaj i mogućnosti razvijanja motivacije za učenje. Cilj istraživanja odnosi se na utvrđivanje osnovnih karakteristika pedagoških uverenja i različitih vrsta postupaka nastavnika u razvijanju učenikove motivacije za učenje. U istraživanju su učestvovala sto pedeset dva nastavnika predmetne nastave i sto šezdeset pet učenika osmog razreda osnovne škole. Nalazi istraživanja pokazuju da postoje razlike u uverenjima nastavnika o motivaciji za učenje i nastavnici pripisuju različita značenja motivaciji, kao i to da je struktura stavova nastavnika i učenika o prirodi, značaju i mogućnostima razvijanja motivacije složena, višedimenzionalna, sa različito izraženim i međusobno povezanim dimenzijama.
Abstract
It is possible and necessary to influence development of motivation, and the most important role belongs to the school, i.e. a teacher in the process of teaching. Development of motivation for learning means a sequence of carefully and thoughtfully planned in the activities of learning and this presents the basic standing point of our research. So, from one side, interaction with a teacher is necessary, and on the other hand organisation of teaching. In the paper, we have presented the result of a wider empirical research which examines significance and possibilities of development motivation for learning. The aim of the research refers to the determination of basic characteristics of pedagogical postulates and different kinds of teachers' procedures in developments students' motivation for learning. The research included 152 subject teachers and 165 students of the eighth grade of the primary school. The results of the research point at the fact that there are differences in teachers' beliefs about motivation for learning and teachers give different meaning to motivation, as well as that the structure of attitudes of teachers and teachers about nature, significance and possibilities of development of motivation is complex, multi dimensional with differently expressed an inter-connected dimensions.
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