engleski

Lifelong Learning and Changes in Preschool Teacher Education – Croatian Experiences

As regards the initiation and implementation of the Differential Programme of Lifelong Learning of Preschool Teachers, it was necessary to carry out its objective evaluation. This implied the investigation and analysis their satisfaction with the quality of the Programme which was measured by 6 basic components: Communication with students, Professor preparedness, Information availability, Work organization, Complexity of courses and Method of evaluation. A total of 326 assessments were indicated on a 5-point Likert scale. In general, student assessments of all the components, regardless of individual courses, are fairly positive. The most significant predictor for all the other was found to be the component Communication with students. Namely, it was determined that a communicative relation with a professor was given precedence over all the other quality dimensions of teaching. This result considerably differs from results obtained by several researches on quality of teaching within full-time academic education. Therefore, the emphasis is very much on students of higher education programmes and their important role in creation of teaching, implying that their assessments are to be seen as important predictors for programme improvement at the level of every single course as well as the programme as a whole.

evaluation ; preschool teacher ; quality assurance ; study programme

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