Naslov
Elementary school teachers as lifelong learners: Relation between lifelong learning tendencies and self-efficacy beliefs

Autori
Batarelo Kokić, Ivana : Jakeljić, Željka

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
6. Međunarodna konferencija: Ključne kompetencije u obrazovanju odraslih / 6th International conference - 2013: International conference on adult education - Key competences in adult learning / - , 2013

Skup
6. Međunarodna konferencija: Ključne kompetencije u obrazovanju odraslih / 6th International conference - 2013: International conference on adult education - Key competences in adult learning

Mjesto i datum
Zagreb, Hrvatska, 03.10.2013. - 04.10.2013

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
cjeloživotno učenje; samoučinkovitost nastavnika; nastavnici osnovnih škola; obrazovne politike; stručno usavršavanje nastavnika
(lifelong learning; teachers self-efficacy; elementary school teachers; educational policy; teachers’ professional development)

Sažetak
In the scope of lifelong education, the national educational policies should consider changing role of elementary school teachers. The literature review on lifelong learning and teachers’ professional development reveals studies focusing on approaches, experiences and resources that facilitate teachers’ learning. While the psychological research indicates relation between self-efficacy and academic achievements (Bandura et al. 1996), teachers’ self-regulation and its influences on lifelong learning is rarely explored issue. Jarvis (2004) emphasizes that in teacher training considerable emphasis are placed on teaching methods, rather than on the personality of the teachers. In this survey study, we were primarily focusing on teachers’ lifelong learning tendencies and self-efficacy beliefs. In addition, the study results are explained in the scope of its possible influences on the implementation of lifelong education. In gathering the data, questionnaires were administered to 380 elementary school teachers and school professionals from the Split metropolitan area. The survey included general demographic questions (gender, age, teaching area, and work experience), lifelong learning scale (Bath & Smith, 2009) and general self-efficacy scale (Sherer et al. 1982). The results of regression analysis for predicting teachers’ lifelong learning are presented. Implications of the study findings on the educational policy and practice conclude the paper.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija

POVEZANOST RADA