Zaznana raziskovalna kompetenca magistrskih študentov, vpisanih v študijske programe, ki izobražujejo prihodnje učitelje
Povzetek
V prispevku preučujemo zaznano raziskovalno kompetenco magistrskih študentov, vpisanih v študijske programe različnih visokošolskih ustanov v Sloveniji, ki izobražujejo prihodnje učitelje. Zaradi pomanjkanja ustreznih instrumentov smo razvili in validirali nov instrument v slovenskem jeziku, namenjen merjenju raziskovalne kompetence prihodnjih učiteljev. Uporaba tega instrumenta nam je omogočila primerjavo zaznane raziskovalne kompetence magistrskih študentov, ki so na prvi stopnji končali pedagoški študijski program, in tistih, ki so končali nepedagoški študijski program. Rezultati kažejo, da se magistrski študentje ocenjujejo kot dobro usposobljeni za oblikovanje raziskovalnih ciljev, hipotez in za teoretično utemeljitev pridobljenih rezultatov, nižje pa ocenjujejo svojo usposobljenost poznavanja in izvajanja statističnih postopkov ter uporabe orodij, namenjenih statistični obdelavi podatkov, kot je SPSS. Prav tako se ocenjujejo manj usposobljeni za vrednotenje veljavnosti in zanesljivosti merskih instrumentov ter za izvajanje akcijskega raziskovanja. Analiza razlik med študenti pa razkriva, da tisti, ki so na prvi stopnji končali nepedagoški študijski program, višje ocenjujejo svoje poznavanje raziskovalnega področja ter izkazujejo višjo samozavest pri večini statističnih in metodoloških vidikov. Študentje, ki so na prvi stopnji končali pedagoški študijski program, bolj poznajo statistične postopke, značilne za pedagoško področje, višje ocenjujejo svoje znanje o akcijskem raziskovanju in izražajo pozitivnejši odnos do praktične uporabe raziskovanja v izobraževalnem okolju. Na osnovi teh ugotovitev se predlagata spodbujanje raziskovanja pedagoške prakse in oblikovanje raziskovalne skupnosti, ki bi lahko prispevala k višji ravni vključenosti, samozavesti in raziskovalne kompetence prihodnjih učiteljev.
Prenosi
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