engleski

Teacher beliefs as determinants of self- regulation and creativity of students in the STEM field of education

The development of the education system needs to follow the needs of modern society based on innovation, creativity, collaboration and life - long learning. For such a step, an interdisciplinary approach to all aspects and processes of competency development from the perspectives of learners and students in a wider, inclusive educational context are necessary. A limited number of studies in the educational sciences simultaneously consider the perspectives of the educational programme students, teachers and pupils, with the aim of testing the effects of teachers' beliefs on changes in approaches to teaching and students' creativity, motivation and self - regulated learning skills. The motivational outcomes of teaching and self - regulation differ across groups of teaching courses. Given the strategic priorities, the emphasis has been placed on the STEM area of education and the inclusive education of pupils with special needs, which in this research refers explicitly to gifted students with specific learning disabilities. This research will broaden the previous segmented research findings through the integration of the research conducted on educational programme students, teachers and pupils, in the context of the natural sciences teaching subjects. From the broader structure of teacher competencies, teachers' beliefs are defined as a critical determinant of teachers' readiness to adopt new approaches to teaching. Given that similar learning approaches are needed for the development of creativity and self - regulation, these two constructs are the main focus. The research will cover the unexplored perspective of twice-exceptional children (e.g. dyslexia), considering indications that these children have above - average abilities and unrecognised creative potential. The results obtained will point to necessary changes in the initial education and professional development of teachers.

Motivation ; Learning ; Science ; Mathematics ; Physics ; Gifted students with specific learning disabilities ; Twice-exceptional children ; Teaching ; Professional development of teachers

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