Naslov
Primary School Teachers’ Readiness for Online Professional Development

Autori
Batarelo Kokić, Ivana ; Blažević, Ines ; Kurz, Terri

Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni

Izvornik
E-Learning: Unlocking the Gate to Education Around the Globe / Beseda, Jan ; Rohlíková, Lucie ; Duffek, Václav - Prag : Centre for Higher Education Studies, 2019, 370-379

ISBN
978-80-86302-85-0

Skup
International conference DisCo 2019: E-learning - Unlocking the Gate to Education around the Globe

Mjesto i datum
Prag, Češka Republika, 20.06.2019. - 21.06.2019

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
primary school teachers ; teachers’ professional development ; readiness for online learning

Sažetak
A growing number of universities currently conduct their academic courses through an online environment and a significant number of online courses are part of the preservice and in-service teacher training programs. This study investigates primary school teachers' readiness for online professional development. This research study is situated in the context of current literature on teacher professional development and the use of online learning in teacher education. The survey questionnaire was administered to 350 primary school teachers from two municipalities in the southern part of Croatia. The selection process was random and the sample of participants represented 32% of the primary school teacher population in the two municipalities. The questionnaire consisted of demographic questions and two validated scales. For the purpose of this study, we used: the Learner Readiness for Online Learning scale (LROL) (Hung, Chou, Chen & Own 2010) and the Readiness for Professional Development of Teachers (RPDT) scale (Beara & Okanović, 2010). LROL situates survey items in an online environment and estimates a person’s attitude toward self-directed learning, motivation for learning, computer/Internet self- efficacy, learner control, and online communication self- efficacy. RPDT focuses on the external motivation for professional development, the importance of teacher professional training, the impact of professional development on teaching quality, the importance of continuous professional development and teachers’ initiative in professional development. The results of the statistical correlation indicated that primary school teachers positively value the importance of professional development and teachers’ initiative for professional development. Conversely, they do not recognize external motivation as a feature that has a high impact on professional development. Primary school teachers greatly value their own ability for self- direction, motivation for learning, learner control and technological self-efficacy. The research findings may benefit further professional development planning for primary school teachers.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija

POVEZANOST RADA