Metrika članka

  • citati u SCindeksu: 0
  • citati u CrossRef-u:0
  • citati u Google Scholaru:[=>]
  • posete u poslednjih 30 dana:5
  • preuzimanja u poslednjih 30 dana:2
članak: 5 od 39  
Back povratak na rezultate
Psihologija
2019, vol. 52, br. 1, str. 1-20
jezik rada: engleski
vrsta rada: izvorni naučni članak
objavljeno: 04/04/2019
doi: 10.2298/PSI160211024J
Creative Commons License 4.0
Percepcija faktora koji doprinose školskom neuspehu od strane budućih nastavnika i njihova povezanost sa prethodnim ličnim iskustvom uspeha u školi
aUniverzitet u Beogradu, Fakultet političkih nauka
bInstitut za pedagoška istraživanja, Beograd

e-adresa: ivana.jaksic@fpn.bg.ac.rs

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

Faktori koje budući nastavnici razredne i predmetne nastave opažaju kao značajne za pojavu školskog neuspeha su proučavani pomoću miks metodske strategije. U kvalitativnoj fazi istraživanja (N = 74) se pokazalo da budući nastavnici razredne i predmetne nastave prepoznaju brojne uzroke školskog neuspeha (16 različitih kategorija). Relativni značaj ovih uzroka je ispitan u narednoj, kvantitativnoj fazi. Konstruisana je skala uzroka školskog neuspeha i zadata uzorku od 408 budućih nastavnika razredne i predmetne nastave, a zatim su eksplorativnom faktorskom analizom identifikovana tri latentna faktora koji objašnjavaju 43 % varijanse. Nedostatak sposobnosti i motivacije (1. faktor) i nedostatak obrazovne podrške (2. faktor) su opaženi kao faktori koji najviše doprinose školskom neuspehu, dok se umereni značaj pridaje razlozima koji su povezani sa porodičnim i socijalnim kontekstom (3. faktor). U poređenju sa budućim nastavnicima predmetne nastave, budući nastavnici razredne nastave pokazuju veću spremnost da prepoznaju odgovornost nastavnika za školski neuspeh. Percepcija značaja različitih faktora od strane budućih nastavnika je povezana sa njihovim ranijim iskustvima školskog uspeha.

Ključne reči

budući nastavnici; školski neuspeh; nastavnička uverenja; ranije iskustvo u školovanju

Reference

*** (2018) Zakon o osnovama sistema obrazovanja i vaspitanja / Law on the Foundations of the Educational System. Službeni glasnik Republike Srbije, (27). Retrived from https://www.paragraf.rs/propisi/zakon_o_osnovama_sistema_obrazovanja_i_vaspitanja.html
Alkhrisha, M.B. (1994) A study of pre-service and professional teachers' attitudes toward grade retention. University of Cincinnati, Unpublished doctoral dissertation
Anderson, D.S., Piazza, J.A. (1996) Changing Beliefs: Teaching and Learning Mathematics in Constructivist Preservice Classrooms. Action in Teacher Education, 18(2): 51-62
Arroyo, A.A., Rhoad, R., Drew, P. (1999) Meeting Diverse Student Needs in Urban Schools: Research-Based Recommendations for School Personnel. Preventing School Failure: Alternative Education for Children and Youth, 43(4): 145-153
Ashton, P. (1999) Integrating Educational Psychology into Professional Studies: Linking Theory and Practice. u: Roth R.A. [ur.] The Role of the University in the Preparation of Teachers, London: Falmer Press, pp. 204-212
Beghetto, R.A. (2006) Creative Justice? The Relationship between Prospective Teachers' Prior Schooling Experiences and Perceived Importance of Promoting Student Creativity. Journal of Creative Behavior, 40(3): 149-162
Beghetto, R.A. (2007) Does creativity have a place in classroom discussions? Prospective teachers' response preferences. Thinking Skills and Creativity, 2(1): 1-9
Beswick, J.F., Sloat, E.A., Willms, J. D. (2008) Four Educational Myths That Stymie Social Justice. Educational Forum, 72(2): 115-128
Boyatzis, R. (1998) Thematic analysis and code development: Transforming qualitative information. London - New Delhi: Sage
Bruner, J.S. (1996) The culture of education. Harvard University Press
Burnett, P.C. (2003) The impact of teacher feedback on student self-talk and self-concept in reading and mathematics. Journal of Classroom Interaction, 11-16
Chang-Kredl, S., Kingsley, S. (2014) Identity expectations in early childhood teacher education: Pre-service teachers' memories of prior experiences and reasons for entry into the profession. Teaching and Teacher Education, 43: 27-36
Chong, S., Wong, I., Lang, Q.C. (n.d.) Pre-service teachers' beliefs, attitudes, and expectations: A review of the literature. Retrieved from http://conference.nie.edu.sg/paper/covert/ab00613.pdf
Cook, B.G. (2002) Inclusive Attitudes, Strengths, and Weaknesses of Pre-service General Educators Enrolled in a Curriculum Infusion Teacher Preparation Program. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 25(3): 262-277
Croninger, R.G., Lee, V.E. (2001) Social Capital and Dropping Out of High School: Benefits to At-Risk Students Of Teachers' Support and Guidance. Teachers College Record, 103(4): 548-581
Evans, E.D., Tribble, M. (1986) Perceived Teaching Problems, Self-Efficacy, and Commitment to Teaching among Preservice Teachers. Journal of Educational Research, 80(2): 81-85
Faubert, B. (2012) A Literature Review of School Practices to Overcome School Failure. Organisation for Economic Co-Operation and Development (OECD)
Fessler, R. (1995) Dynamics of Teacher Career Stages. New York - London: Teacher College, Columbia Univesity, pp. 171-192
Georgiou, S.N., Christou, C., Stavrinides, P., Panaoura, G. (2002) Teacher attributions of student failure and teacher behavior toward the failing student. Psychology in the Schools, 39(5): 583-595
Giavrimis, P., Papanis, E. (2009) Greek teacher's perceptions about 'efficient' and 'non-efficient' students development of an attribution questionnaire for teachers in the north Aegean region. Journal of International Social Research, 2(8): 191-199
Good, T.L., Brophy, J.E. (1991) Looking in classrooms. New York: Harper Colins Publishers
Hamre, B.K., Pianta, R.C. (2005) Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?. Child Development, 76(5): 949-967
Jones, S., Myhill, D. (2004) Seeing things differently: teachers' constructions of underachievement. Gender and Education, 16(4): 531-546
Kagan, D.M. (1992) Professional Growth among Preservice and Beginning Teachers. Review of Educational Research, 62(2): 129
Kennedy, C., Kennedy, J. (1996) Teacher attitudes and change implementation. System, 24(3): 351-360
Kennedy, M.M. (1997) The Connection between Research and Practice. Educational Researcher, 26(7): 4
Kesterston, J.S. (2012) The effects of labeling and teacher knowledge of autism on attributions made about students with autism spectrum disorders. Oklahoma State University - Faculty of the Graduate College, PhD thesis
Kovács-Cerovic, T. (2006) National Report: Serbia. Ljubljana: Pedagoška fakulteta, (pp. 487-526) L
Lamote, C., Engels, N. (2010) The development of student teachers' professional identity. European Journal of Teacher Education, 33(1): 3-18
Lortie, D.C. (1975) School teacher: A sociological inquiry. Chicago: University of Chicago Press
Malinić, D. (2014) Pedagoški pristupi nastavnika u radu sa neuspešnim učenicima / Teachers' Pedagogical Approaches In Working With Underachievers. Belgrade: University of Belgrade, doctoral dissertation
Malinić, D. (2009) Neuspeh u školskoj klupi / Underachievement in school bench. Beograd: Institut za pedagoška istraživanja / Institute for Educational Research
Malinić, D. (2011) Grade repetition in primary school from teachers' perspective. Zbornik Instituta za pedagoška istraživanja, vol. 43, br. 2, str. 239-253
Marsh, H.W., Seaton, M. (2013) Academic self-concept. International guide to student achievement. 62-63
Matteucci, M.C. (2007) Teachers facing school failure: the social valorization of effort in the school context. Social Psychology of Education, 10(1): 29-53
Matteucci, M.C., Gosling, P. (2004) Italian and French teachers faced with pupil's Academic Failure: The 'Norm of Effort'. European Journal of Psychology of Education, 19(2): 147-166
Moynihan, M. (2008) Retention: A study examining the perceptions and practices of teachers, principals, students, and parents of one school concerning grade level retention. Rowan University, Unpublished doctoral dissertation
OECD (2010) Overcoming school failure: policies that work. Retrieved June 5, 2015 from http://www.oecd.org/edu/school/45171670.pdf
Pajares, F.M. (1992) Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct. Review of Educational Research, 62(3): 307
Pearson, S. (2009) Using activity theory to understand prospective teachers' attitudes to and construction of special educational needs and/or disabilities. Teaching and Teacher Education, 25(4): 559-568
Pennell, H. (2003) Underachievement in Schools. London: Routledge Falmer
Pennington, M.C. (1995) The Teacher Change Cycle. TESOL Quarterly, 29(4): 705
Petersen, L.J. (2010) Parents and educators' perceptions of factors influencing high rate of academic failure of learners in Clarke estate primary schools. University of the Western Cape, Unpublished master thesis
Poulou, M., Norwich, B. (2010) Teachers' causal attributions, cognitive, emotional and behavioural responses to students with emotional and behavioural difficulties. British Journal of Educational Psychology, 70(4): 559-581
Psacharopoulos, G. (2007) The cost of school failure: A feasibility study. European Expert Network on Economics of Education
Range, B.G., Yonke, D.A.D., Young, S. (2011) Preservice Teacher Beliefs about Retention: How do They Know What They Don't Know?. Journal of Research in Education, 21(2): 77-99
Raths, J. (2001) Teacher's beliefs and teaching belief. Early Childhood Research and Practice, 3(1). Retrieved June 4, 2018, from http://ecrp.uiuc.edu/v3n1/raths.html
Reyna, C., Weiner, B. (2001) Justice and utility in the classroom: An attributional analysis of the goals of teachers' punishment and intervention strategies. Journal of Educational Psychology, 93(2): 309-319
Riley, T., Ungerleider, C. (2012) Self-fulfilling Prophecy: How Teachers' Attributions, Expectations, and Stereotypes Influence the Learning Opportunities Afforded Aboriginal Students. Canadian Journal of Education, 35(2): 303-333
Rothenberg, J.J. (1994) Memories of schooling. Teaching and Teacher Education, 10(4): 369-379
Seeley, K. (2004) Gifted and talented students at risk. Focus on Exceptional children, 37(4): 11-18
Soodak, L.C., Podell, D.M. (1994) Teachers' Thinking About Difficult-to-Teach Students. Journal of Educational Research, 88(1): 44-51
Stuart, C., Thurlow, D. (2000) Making It Their Own: Preservice Teachers' Experiences, Beliefs, and Classroom Practices. Journal of Teacher Education, 51(2): 113-121
Tabachnick, B.G., Fidell, L.S. (2007) Using multivariate statistics. Upper Saddle River, NJ: Pearson Allyn & Bacon, 5th ed
Tryggvason, M. (2009) Why is Finnish teacher education successful? Some goals Finnish teacher educators have for their teaching. European Journal of Teacher Education, 32(4): 369-382
Vaughn, S., Bos, C.S., Schumm, J.S. (1997) Teaching Mainstreamed, Diverse, and AtRisk Students in the General Education Classroom. Boston: Allyn & Bacon
Weiner, B. (1980) The Role of Affect in Rational (Attributional) Approaches to Human Motivation. Educational Researcher, 9(7): 4
Weiner, B. (1985) An attributional theory of achievement motivation and emotion. Psychological Review, 92(4): 548-573
Weiner, B., Graham, S., Reyna, C. (1997) An attributional examination of retributive versus utilitarian philosophies of punishment. Social Justice Research, 10(4): 431-452
Wynn, J.L. (2010) A study of selected teachers' perceptions of grade retention in a Florida School District. Florida: University of South Florida, doctoral dissertation
Zeichner, K.M., Tabachnick, B. R. (1981) Are the Effects of University Teacher Education 'Washed Out' by School Experience?. Journal of Teacher Education, 32(3): 7-11
Zeidner, M., Boekaerts, M., Pintrich, P.R. (2000) Self-Regulation. u: Handbook of Self-Regulation, Elsevier, 749-768
Zohar, A., Degani, A., Vaaknin, E. (2001) Teachers' beliefs about low-achieving students and higher order thinking. Teaching and Teacher Education, 17(4): 469-485