engleski

Student’s experiences with university professors and perception of pre-school teacher study

The study of students' experiences with university professors and perception of the pre-school teacher study is part of a larger ongoing research project Methods and models in the education of pre-school children in kindergartens designed to reach pre-school teacher students’ opinion, motivation, satisfaction, expectation and attitudes toward their work. Previous studies have shown that students have positive attitudes concerning the preparation for the teacher profession (Tok, 2011). Some research findings suggest there is the difference between the first year and senior students’ attitudes indicating that senior students have more positive attitudes. The main goal of this research has been to assess student’s perception of perceived support and respect by their university professors as well as their perceptions of usefulness of various teaching methods (lectures, seminars, methodical exercises and practice). Also, we were interested in whether there is the difference in perception of the first and the third (final) year students. The sample in this study consists of N=109 first- year and N=101 third-year pre-school teacher students at the Faculty of Teacher Education, University of Zagreb, Croatia. Students assessed perceived support and respect by professors and usefulness of different teaching methods. Assessments were made at the end of a school year through the set of 12 variables from the questionnaire on the scale from 1(not at all) to 5 (completely). Principle component analysis with the Warimax rotation, on 12 variables from questionnaire, revealed 3 main components: perceived support by professors, respect and usefulness of various teaching methods. Results indicate that students in general highly score usefulness of the teaching and practice (M=4, 2, std.dev.= , 686) and somewhat lower they score professors’ support (M=3, 53, std.dev.= , 760) and respect (M=3, 5, std.dev.= , 706). T-test analysis showed no statistically significant difference between the first and the final year students’ perceptions on any of mentioned issues. At the variable level the first year students estimate higher teachers’ willingness to encourage students to open discussion and expression of their opinions, as well as teachers’ willingness to consult students about the way and schedule of taking exams (p<, 05). Statistically significant differences were also found in variables for estimation of methodical exercises and practice in kindergartens. Third year students give higher estimates on usefulness of methodical exercises, while first year students estimate higher usefulness of findings obtained through the practice in kindergartens (p<, 01). However, the conclusion about the difference between the first and third year students’ perception regarding issues on methodical exercises and practice in kindergartens should be taken with reserve because the within group variances are bigger then between groups. Results therefore indicate students’ positive perception of study concerning the preparation for teacher profession and a need for improvement in the field of teachers-students relationship.

students; professors; students' evaluations

nije evidentirano