Naslov
Incentives and obstacles in the process of teachers' professional development

Autori
Čepić, Renata ; Šteh, Barabara ; Kalin, Jana

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

Izvornik
Education beyond the crisis: new skills, children's rights and teaching contexts / Mihăescu, Diana ; Andron, Daniela - Sibiu : “Lucian Blaga” University Publishing House, 2019, 129-133

ISBN
978-606-12-1659-8

Skup
The 19th Biennial Conference of International Study Association on Teachers and Teaching (ISATT 2019) "Education beyond the crisis: new skills, children's rights and teaching contexts"

Mjesto i datum
Sibiu, Rumunjska, 01.07.2019. - 05.07.2019

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
elementary school teachers, professional development, incentives, obstacles

Sažetak
This article aimed to examine the most important incentives and obstacles teachers face in the process of their professional development and the possible differences between Croatian and Slovenian elementary school teachers according to the years of their teaching experience. Within the framework of the project Teachers' Professional Development, Status, Personality and Transversal Competencies, we designed a questionnaire that was applied to a representative, stratified sample. The study included a total of 1, 867 Slovenian and Croatian elementary school classroom and subject teachers. As the greatest incentive, teachers expressed their desire for personal development and professional advancement, while they view the overload with professional tasks and obligations as their greatest obstacle. The research results show similarity in ranking the strongest incentives and obstacles to the professional development of Croatian and Slovenian teachers. Teachers with less work experience more commonly refer to harmonization of personal and professional life as the greatest obstacle, while generalized discouragement (resignation) is more frequently highlighted by teachers with more work experience, which points to the importance of years of service as an important factor in planning a continuous professional development (CPD) program for teachers.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija, Pedagogija, Obrazovne znanosti (psihologija odgoja i obrazovanja, sociologija obrazovanja, politologija obrazovanja, ekonomika obrazovanja, antropologija obrazovanja, neuroznanost i rano učenje, pedagoške discipline)

POVEZANOST RADA