Competences Teachers of Primary School

Fata Zilić

doi:10.59519/mper3034

Authors

Fata Zilić Zavod za odgoj i obrazovanje osoba sa smetnjama u psihičkom i tjelesnom razvoju, Tuzla, Bosna i Hercegovina Author

DOI:

https://doi.org/10.59519/mper3034

Keywords:

competencies, teachersage, level of education, length of service, age, level of education, length of service

Abstract

The competencies of teachers in accordance with the time and needs of students should be multiple and numerous, because in this way they directly affect the quality of education of students in primary schools. The sample consisted of 50 teachers from 7 primary schools. For the purposes of this paper, a customized Questionnaire consisting of two parts was used. The first part of the questionnaire referred to the age of teachers, years of service and the level of education of teachers. The second part of the questionnaire related to the teacher’s self-assessment and contained 30 questions. The aim of the research was to determine the competencies of teachers in primary schools and to determine whether there are differences between the competencies of teachers in relation to age, age and level of education. To test the research hypotheses, we used one-way analysis of variance (ANOVA) as a parametric statistical method level of reliability 95%, ie. with 5% risk. The results of the research showed that there are no statistically significant differences in the population in terms of competence levels between different levels of education (F = 0.608, p <0.549). Also, with a risk of 5%, one-way analysis of variance did not prove statistically significant differences between the tested age groups of teachers (F = 0.245, p ><0.784) or in terms of length of service (F = 0.311, p ><0.734).

References

1. Dimić-Vrkić, J. (2014). Kompetencije učenika i nastavnika za 21. stoljeće. Zadar: Odjel za pedagogiju Univerzitet u Zadru.

2. Donaldson, G. (2013). Profesionalac za 21. vek. “Nastavnička profesija za 21 vek”, Zbornik radova (str.13 – 23). Beograd: Centar za obrazovne politike.

3. Juričić, M. (2014). Kompetentnost nastavnika – pedagoške i didaktičke dimenzije. Zagreb: Filozfski fakultet Sveučilišta u Zagrebu - odsjek za pedagogijska istraživanja, 11 (1), 77 – 93.

4. Mujkanović, E., Mujkanović E. (2018). Djeca s teškoćama u razvoju u inkluzivnom okruženju. Mostar: Sveučilište Hercegovina.

5. Račić, M. (2013). Modeli kompetencija za društvo znanja. Suvremene teme: Međunarodni časopis za društvene i humanističke znanosti. Veleučilište Vern,Vol. 6 No. 1, 88-100.

6. Radišić, J. (2012). Umesto zaključka: Kompetencije nastavnika za sprovođenje promena i unapređivanje sistema obrazovanja. Nastavnici u Srbiji: Stavovi o profesiji i o reformama u obrazovanju, Zbornik radova (str. 74 – 90). Beograd: Centar za obrazovne politike.

7. Topić, A. (2016). Pedagoške kompetencije učitelja primarnog obrazovanja. Osijek: Fakultet za odgojne i obrazovne zananosti.

8. Velkovski, Z. (2013). Okvir nastavničkih kompetencija - regionalne implikacije. “Nastavnička profesija za 21 vek”, Zbornik radova (str. 40 – 44). Beograd: Centar za obrazovne politike.

9. Internet izvori: https://mirzapecikoza.wordpress.com/2017/03/21/pedagoskekompetencije-nastavnika/

10. https://pisa.ncvvo.hr/wp-content/uploads/2018/05/Definiranje-i-odabirklju%C4%klju%C4%8Dnih-kompetencija_Final-version.pdf