Method of work of teachers and accepting teaching in the third and fourth grade of the primary school

Ранка Р. Перућица, Универзитет у Источном Сарајеву, Медицински факултет Фоча, Република Српска, имејл: rankaskrkar78@gmail.com
Иновације у настави, XXXI, 2018/1, стр. 125–133

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doi: 10.5937/inovacije1801125P

 

Резиме: Полазећи од схватања да је наставник један од важнијих чинилаца васпитнообразовног процеса, у овом раду настојали смо сагледати колико његов начин рада утиче на избор приступа учењу код ученика завршних разреда основне школе. Циљ проведеног истраживања био је да испитамо да ли постоји повезаност између стила рада наставника и приступа учењу код ученика. При избору подјеле стилова рада наставника пошли смо од теоријске основе коју је дао амерички истраживач Адријан Андерхил (Adrian Underhill), говорећи о трима стиловима, и то: стилу објашњавања, стилу укључивања и стилу подстицања. У истраживању су учествовала осамсто два ученика завршних разреда основне школе. Ученици су испуњавали Упитник приступа учењу преузет од Бигса, Kембера и Леунга, који је преведен за потребе овог истраживања, прилагођен узрасту и нашем говорном подручју (Biggs, Kember & Leung, 2001). Упитник о стиловима рада наставника конструисали смо за потребе овог истраживања на основу теоријске основе коју је дао поменути истраживач. Према резултатима корелационе анализе, постоји значајна корелација свих трију стилова рада наставника са приступима учењу, и то позитивна корелација између свих трију стилова са дубинским приступом, а негативна између стила укључивања и површинског приступа учењу. У складу са наведеним резултатима које смо добили у овом истраживању можемо рећи да адекватним избором приступа учењу наставници могу битно утицати на смањивање површинског и подржавање дубинског приступа као пожељног код ученика.

Кључне ријечи: стил рада наставника, дубински приступ учењу, површински приступ учењу.

 

Summary: Starting from the understanding that the teacher is one of the most important factors in the educational process, in this paper, we tried to see how his method of work influenced the choice of approach to learning in the pupils of the final grades of the elementary school. The aim of the research was to examine whether there was a connection between teacher style and student learning. In choosing the division of teacher styles, we proceeded from the theoretical basis given by American researcher Adrian Underhill (Adrian Underhill), speaking about three styles: the style of explanation, the style of inclusion and the style of stimulation. The research involved 802 primary school of the last year. Students completed the Learning Learning Questionnaire taken from Biggs, Kember, Leung, translated for the purposes of this research, adapted to age and our speaking area (Biggs, Kember, Leung, 2001). The questionnaire on teachers’ styles was constructed for the needs of this research based on the theoretical basis given by the researcher. According to the results of the correlation analysis, there is a significant correlation between all three styles of teacher work with learning approaches, a positive correlation between all three styles with a deeper approach, and a negative one between the inclusion style and the surface learning approach. In accordance with the results obtained in this research, we can say that in order to adequately select the approach to learning, teachers can significantly influence the reduction of the surface and the support of a deeper approach as a preferred student code.

Keywords: teacher style, deep approach to learning, superficial approach to learning.

 

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Copyright © 2018 by the authors, licensee Teacher Education Faculty University of Belgrade, SERBIA. This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original paper is accurately cited.

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