Future Primary and Preschool Teachers between a Tendency to Adjust and a Tendency to Innovate

Миа Р. Марић, Универзитет у Новом Саду, Педагошки факултет у Сомбору, имејл: natasa.brankovic@pef.uns.ac.rs
Наташа П. Бранковић, Универзитет у Новом Саду, Педагошки факултет у Сомбору
Весна Н. Родић Лукић, Универзитет у Новом Саду, Педагошки факултет у Сомбору
Иновације у настави, XXXI, 2018/3, стр. 61–73

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doi: 10.5937/inovacije1803061M

 

Резиме: Наставници на свим нивоима образовања морају поседовати предузетнички начин размишљања, бити отворени ка иновацијама и новим идејама и умети да подрже иновативност и креативност ученика, али и умети да раде у оквирима постављених стандарда. Циљ истраживања у овом раду био је да се утврди и анализира структура груписања будућих учитеља и васпитача у категорије адаптори, иноватори и тзв. бриџери КАИ модела, те да се испитају фактори изражености димензије иновативности/адаптивности. Истраживањем су обухваћена двеста четири студента – будућа учитеља и васпитача. Резултати су показали да скоро половина испитаника припада бриџерима, односно особама које истовремено поседују карактеристике иновативног и адаптивног когнитивног стила. Показало се да студенти са вишим успехом постижу и више резултате, крећући се у правцу пола адаптивности. Констатована је, такође, мала разлика у корист студената виших година студија у порасту адаптираности, односно смањењу степена иновативности. Закључено је да је већина испитаника доследна у обављању радних задатака, систематична, савесна, одговорна и стреми ка поштовању социјалних норми, правила и принципа. Ипак, са друге стране, код будућих учитеља и васпитача треба подстицати спремност да направе искорак из познатих оквира и подрже промену када околности то налажу.

Кључне речи: KAИ модел, иноватори, адаптори, бриџери, будући учитељи и васпитачи.

 

Summary: Teachers at all levels of education must have an entrepreneurial mindset, be open to innovations and new ideas and skills to support the innovation and creativity of students, but also to work in the framework of the set standards. The goal of the research presented in this paper was to determine and analyse the structure of the grouping of future primary and preschool teachers into categories of adaptors, innovators and the so-called bridgers according to the KIA model, as well as to examine the factors of representation of the innovativeness/adaptability dimension. The sample comprised 204 students – future primary and preschool teachers. According to the results, almost a half of the respondents fall into the category of bridgers, namely persons who possess the characteristics of both innovative and adaptive cognitive styles. It was also established that students with higher academic achievement achieve better results, leaning towards adaptability. Similarly, senior year students ranked slightly higher in terms of the increased adaptability i.e. the lower the level of innovativeness. Our conclusion is that most respondents are consistent in performing their tasks; they are systematic, conscientious, responsible and committed to respecting social norms, rules and principles. On the other hand, future primary and preschool teachers should be encouraged to go beyond the set frameworks and support the change when the circumstances so require.

Кeywords: KAI model, innovators, adaptors, bridgers, future primary and preschool teachers.

 

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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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