Naslov
Sustavni pregled literature kao istraživačka metoda: primjer stručnog usavršavanja učitelja matematike
(Systematic Review as a Research Method: A Case of Professional Development of Mathematics Teachers)

Autori
Jukić Matić, Ljerka ; Bognar, Branko

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

Izvornik
Suvremene teme u odgoju i obrazovanju – STOO/Contemporary Themes in Education - CTE / Kolar Billege, Martina - Zagreb : Učiteljski fakultet Sveučilišta u Zagrebu, 2019, 178-179

ISBN
978-953-8115-65-3

Skup
Međunarodna znanstvena i umjetnička konferencija Suvremene teme u odgoju i obrazovanju – STOO 2019

Mjesto i datum
Zagreb, Hrvatska, 15.11.2019. - 17.11.2019

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
veličina učinka ; stručno usavršavanje ; sustavni pregled ; učitelji matematike
(effect size ; mathematics teachers ; professional development ; systematic review)

Sažetak
This study utilized a systematic review of literature as the main research method. The systematic review consists of precisely defined steps to ensure research rigor. First, we formulated appropriate research questions. Second, we defined the search terms and selected databases. Third, we used inclusion and exclusion criteria, which guided us in the further literature search. Fourth, we evaluated the scientific quality of the obtained publications using predefined quality criteria. Only studies that met the quality requirements were included in this review. Finally, data answering the research questions were extracted. Our aim was to identify studies that examined the professional development of mathematics teachers with an influence on student achievements. In this process, we identified 22 studies connected with our research question. In the reviewed studies, we examined whether professional development influenced student achievements, the effect size of achievement, and we classified the models used in professional development according to the autonomy given to the teacher in the professional development. Most professional development models were transmissive, some combined features of malleable and transmissive models, while characteristics of only malleable models were present in few studies. Half of the studies described professional development that did not impact student achievements. Our review showed that many studies had small effect size on student achievements in comparison with the effect size of 0.40, Hattie’s “hinge point” for educational interventions.

Izvorni jezik
Engleski

Znanstvena područja
Matematika, Pedagogija

POVEZANOST RADA