Информационо-комуникационе технологије у усавршавању наставника средњих стручних школа

Кристинка Ч. Овесни, Универзитет у Београду, Филозофски факултет, имејл1: kovesni@f.bg.ac.rs; имејл2: kovesni@gmail.com
Јелена J. Станојевић, Универзитет у Београду, Студијски програм Рачунарство у друштвеним наукама
Вера Ж. Радовић, Универзитет у Београду, Учитељски факултет
Иновације у настави, XXXII, 2019/3, стр. 61–73

| PDF | | Extended summary PDF |
doi: 10.5937/inovacije1903061O

 

Резиме: У раду се расправља о стручном усавршавању наставника средњих стручних школа путем информационо-комуникационих технологија. Представљено је квалитативно истраживање у којем је учествовало двадесет наставника средњих стручних школа са територије Републике Србије. Основни циљ истраживања био је да испитамо стручно усавршавање наставника средњих стручних школа путем информационо-комуникационих технологија и дамо одговор на питања: Каква је образовна припремљеност наставника средњих стручних школа за коришћење информационо-комуникационих технологија у сопственом стручном усавршавању? Какав је однос наставника средњих стручних школа према коришћењу информационо-комуникационих технологија у сопственом стручном усавршавању? Посредством којих форми наставници користе информационо-комуникационе технологије у сопственом стручном усавршавању? Налази указују на постојање више типова наратива наставника о постављеним питањима, и они варирају с обзиром на дужину радног искуства. Сви наставници имају позитиван однос према коришћењу информационо-комуникационих технологија у сопственом стручном усавршавању, оспособљени су за њихову примену, али се обим и интензитет, као и префериране форме коришћења информационо-комуникационих технологија у сопственом стручном усавршавању међу њима разликују.

Кључне речи: наставници средњих стручних школа, стручно усавршавање наставника, информационо-комуникационе технологије.

 

Summary: The paper elaborates on the professional development of the vocational school teachers by using the information and communication technologies. It describes a qualitative research which included 20 teachers of vocational schools in the territory of the Republic of Serbia. The main aim of the research was to explore the vocational teachers’ professional development which involves using the information and communication technologies and to provide answers to the following questions: To what extent are the vocational school teachers prepared in terms of their education for using the information and communication technologies in their professional development? What are the opinions of these teachers regarding the use of the information and communication technologies in their professional development? What are the forms of using these technologies in the vocational school teachers’ professional development?
The research findings indicate that there are several types of teachers’ narratives regarding the above-mentioned questions and that these types vary relative to teachers’ years of work experience. All teachers expressed positive attitudes towards using the information and communication technologies in their professional development. They have been trained to use these technologies, but the scope and intensity, as well as the preferred forms, of using these technologies for the purpose of professional development vary among the teachers.

Кeywords: vocational school teachers, professional development, information and communication technologies.

 

Литература

  • Albion, P. R., Tondeur, J., Forkosh-Baruch, A. & Peeraer, J. (2015). Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice. Education and Information Technologies. 20 (4), 655–673. DOI: 10.1007/s10639–015–9401–9
  • Antonijević, R., Tadić, A., Nikolić, N. (2016). Nastavnikova percepcija vrednovanja efekata seminara stručnog usavršavanja. Andragoške studije. 2, 95–110. DOI: 10.5937/andstud1602095A
  • Apeanti, W. O. (2016). Contributing factors to pre-service mathematics teachers’ e-readiness for ICT integration. International Journal of Research in Education and Science. 2 (1), 223–238. DOI: 10.21890/ijres.29797
  • Castaño-Muñoz, J., Kreijns, K., Kalz, M. & Punie, Y. (2017). Does digital competence and occupational setting influence MOOC participation? Evidence from a cross-course survey. Journal of Computing in Higher Education. 29 (1), 28–46. DOI: 10.1007/s12528–016–9123–z
  • Drent, M. & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education. 51 (1), 187–199. DOI: 10.1016/j.compedu.2007.05.001 Drossel, K. & Eickelmann, B. (2017). Teachers’ participation in professional development concerning the implementation of new technologies in class: a latent class analysis of teachers and the relationship with the use of computers, ICT self-efficacy and emphasis on teaching ICT skills. Large-scale Assessments in Education. 5 (1), 19–32. DOI: 10.1186/s40536–017–0053–7
  • Ertmer, P. A. & Ottenbreit-Leftwich, A. (2013). Removing obstacles to the pedagogical changes required by Jonassen’s vision of authentic technology–enabled learning. Computers & Education. 64, 175–182. DOI:10.1016/j.compedu.2012.10.008
  • Ferrari, A. (2012). Digital competence in practice: An analysis of frameworks. Seville, ES: Joint Research Centre.
  • Floyd, J. & Fowler, J. R. (2009). Survey research methods (4th ed.). Thousand Oaks, CA: SAGE Publications, Inc.
  • Helling, K. & Petter, C. (2010). Collaborative knowledge construction in virtual learning environments: A good practice example of designing online courses in Moodle. In: Ertl, B. (Еd.). Technologies and practices for constructing knowledge in online environments: Advancements in learning (25–45). Hershey, PA & New York, NY: Information Science Reference.
  • Huijser, H. & Bronnimann, J. (2014). Exploring the opportunities of social mediato build knowledge in learner–centeredindigenous learning spaces. In: Feller, S. & Yengin, I. (Eds.). Educating in Dialog: Constructing meaning and building knowledge with dialogic technology (97–110). Amsterdam, NL & Philadelphia, PA:John Benjamins Publishing Company.
  • Hull, B. (2003). ICT and social exclusion: the role of libraries. Telematics and informatics. 20 (2), 131–142. DOI: 10.1016/S0736–5853(02)00020–5
  • Mäkitalo, Å. (2012). Professional learning and the materiality of social practice. Journal of Education and Work. 25 (1), 59–78. DOI: 10.1080/13639080.2012.644905
  • Mandić, D. (2008). Nastavnik i multimedijalno učenje. Inovacije u nastavi. 21 (4), 59–68.
  • Mijanović, N. (2017). Obrazovno-tehnološka kompetentnost nastavnika kao faktor organizovanja savremene nastave i učenje. Inovacije u nastavi. 30 (2), 15–28. DOI: 10.5937/inovacije1702015M
  • Mushayikwa, E. & Lubben, F. (2009). Self-directed professional development – Hope for teachers working in deprived environments? Teaching and Teacher Education. 25 (3), 375–382. DOI: 10.1016/j.tate.2008.12.003
  • Nonaka, I. & Takeuchi, H. (1995). The knowledge-creating company. New York, NY: Oxford University Press, Inc.
  • Ovesni, K. (2014). Organizacija koja uči: andragoška perspektiva. Beograd: Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu.
  • Peterson, P., Tierney, R., Baker, E. & McGaw, B. (2010). International Encyclopedia of Education (3rd edition). Amsterdam, NL: Elsevier Science.
  • Pont, B. (2004). Improving Access to and Participation in Adult Learning in OECD Countries. European Journal of Education. 39 (1), 31–45. DOI: 10.1111/j.0141–8211.2004.00165.x
  • Punie, Y. (2007). Learning Spaces: an ICT–enabled model of future learning in the knowledge-based society. European Journal of Education. 42 (2), 185–199. DOI: 10.1111/j.1465–3435.2007.00302.x
  • Qiu, L. (2010). Computer support in e-collaborative learning-by-doing environments. In: Ertl, B. (еd.). Technologies and practices for constructing knowledge in online environments: Advancements in learning (1–24). Hershey, PA & New York, NY: Information Science Reference.
  • Saldaña, J. (2015). The coding manual for qualitative researchers. Thousand Oaks, CA: SAGE Publications, Inc.
Language selection
Open Access Statement
345 Open access declaration can be found on this page

Information about copyright 345 Teaching Innovations are licensed with Creative Commons Attribution License (CC BY 4.0). Information about copyright can be found on this page.
Open Access Journal
345
Indexed by
345 This journal was approved on 2018-01-22 according to ERIH PLUS criteria for inclusion. Download current list of ERIH PLUS approved journals.
Indexed by
345 University of Belgrade, Teacher Education Faculty has entered into an electronic licensing relationship with EBSCO Information Services, the world's most prolific aggregator of full text journals, magazines and other sources. The full text of Teaching Innovations / Inovacije u nastavi is available now on EBSCO's international research databases.
Indexed by
345
Ethics statement
345 Publication ethics and publication malpractice statement can be found on this page.
Follow Teaching Innovations
345   345   345