samoprocjena...sadr projekt je financirala europska unija iz europskog socijalnog fonda. žaj ove...

Projekt je financirala Europska unija iz Europskog

socijalnog fonda.

Sadržaj ove publikacije isključiva je odgovornost

Filozofskog fakulteta u Splitu.

Više o EU projektima: www.strukturnifondovi.hr

Samoprocjena

kompetentnosti, motivacije i

samoefikasnosti nastavnika u

obrazovanju odraslih

---------------------------------

Self-evaluation of

competence, motivation and

self-efficacy of teachers in

adult education

Istraživački izvještaj / Research report

IZRADA STANDARDA ZANIMANJA I STANDARDA KVALIFIKACIJE

STRUČNJAKA ZA OBRAZOVANJE ODRASLIH

Više o projektu: www.standardi-obrazovanjeodraslih.eu/

Nositelj projekta: Filozofski fakultet u Splitu

Sinjska 2

21 000 Split

Republika Hrvatska

tel. 021 384 144; fax. 021 32 92 88; www.ffst.hr

Posrednička tijela:

Ministarstvo znanosti, obrazovanja i sporta, e-mail: [email protected]; www.mzos.hr

Agencija za strukovno obrazovanje i obrazovanje odraslih, Organizacijska jedinica za

upravljanje strukturnim instrumentima, e-mail: [email protected]; www.asoo.hr/defco/

U izradi izvješća sudjelovali su:

doc. dr. sc. Marita Brčić Kuljiš, voditeljica projekta

Toni Popović, projektni administrator

te

stručni tim projekta:

doc. dr. sc. Ina Reić Ercegovac

doc. dr. sc. Morana Koludrović

izv. prof. dr. sc. Maja Ljubetić

prof. dr. sc. Dijana Vican

prof. dr. sc. Jurica Pavičić

izv. prof. dr. sc. Renata Relja

Mile Živčić, prof.

Mario Vučić, mag. oec.

ISBN 978-953-98811-5-1

http://www.standardi-obrazovanjeodraslih.eu/

http://www.ffst.hr/

mailto:[email protected]

http://www.mzos.hr/

mailto:[email protected]

Izdavač

Hrvatsko andragoško društvo

Za nakladnika

Ivan Vavra, predsjednik

Lektura (hrvatski jezik)

Mia Kožul

Prevoditeljica

Tihana Zorotović

Recenzenti

prof. dr. sc. Milena Ivanuš Grmek

doc. dr. sc. Tihomir Žiljak

dr. sc. Goran Lapat

Grafička obrada

Toni Popović, mag. soc.

Naklada

600 primjeraka

Tisak

Redak, Split

Zagreb, 2016.

CIP zapis je dostupan u računalnome katalogu Nacionalne i sveučilišne knjižnice u Zagrebu pod

brojem 000931343.

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SADRŽAJ

SAŽETAK ............................................................................................................................................. 3

1. UVOD ............................................................................................................................................ 4

2. METODA ISTRAŽIVANJA .................................................................................................... 10

2.1. Uzorak i postupak istraživanja .................................................................................................. 10

2.2. Instrument istraživanja ............................................................................................................... 12

3. REZULTATI ................................................................................................................................... 18

3.1. Procjena kompetentnosti za obavljanje posla nastavnika u obrazovanju odraslih ............. 18

3.2. Ključni poslovi nastavnika u obrazovanju odraslih ................................................................ 21

3.2.1. Priprema nastave ...................................................................................................................... 22

3.2.2. Izvođenje nastave ..................................................................................................................... 24

3.2.3. Praćenje, ocjenjivanje i (samo)vrednovanje ......................................................................... 27

3.2.4. Stručno usavršavanje ............................................................................................................... 30

3.2.5. Suradnja s unutarnjim i vanjskim dionicima ........................................................................ 32

3.3. Generičke kompetencije ............................................................................................................. 35

4. ZAKLJUČAK ................................................................................................................................. 38

5. LITERATURA ............................................................................................................................... 40

3

SAŽETAK

Pod okriljem Europskog socijalnog fonda organiziran je projekt pod nazivom Izrada

standarda zanimanja i standarda kvalifikacije stručnjaka za obrazovanje odraslih čiji je cilj

na sustavan i cjeloviti način definirati skupine kompetencija nastavnika koji rade u sustavu

obrazovanja odraslih kako bi se njihovo zanimanje i standard kvalifikacije mogli upisati u

registar Hrvatskog kvalifikacijskog okvira. Smatra se kako bi to bio značajan korak u osi-

guranju kvalitete sustava obrazovanja odraslih za čije programe postoji značajan interes u

Republici Hrvatskoj. S ciljem dobivanja što relevantnijih pokazatelja, na temelju kojih će biti

moguće oblikovati standard zanimanja i standard kvalifikacije nastavnika u obrazovanju

odraslih i razraditi kurikulumske jezgre namijenjene stjecanju kompetencija nastavnika za

obrazovanje odraslih, bilo je potrebno ispitati i utvrditi potrebe tržišta rada (rezultati prezen-

tirani u prvom istraživačkom izvješću ovoga projekta) i nastavnika zaposlenih u navedenom

sustavu (sadržaj ovoga izvješća) za kompetencijama i kvalifikacijama nastavnika u sustavu

obrazovanja odraslih te analizirati kurikulume namijenjene osposobljavanju stručnjaka za

obrazovanje odraslih u zemljama koje već imaju ovakva iskustva (rezultati će biti dostavljeni

u trećem izvješću).

Podaci prezentirani u ovome izvješću dobiveni su online istraživanjem u kojem su

sudjelovala 353 sudionika – nastavnici koji rade u sustavu obrazovanja odraslih u Republici

Hrvatskoj. Istraživanje je provedeno tijekom prosinca 2015. godine. Primijenjen je instrument

za ispitivanje nekih značajki rada nastavnika u obrazovanju odraslih – ključnih poslova, spe-

cifičnih i generičkih vještina i kompetencija te samoefikasnosti i motivacije nastavnika.

Dobiveni rezultati pokazuju kako nastavnici najvažnijim poslovima smatraju pripremu

i izvođenje nastave unutar kojih su prepoznali neka od osnovnih načela obrazovanja odraslih i

to: osmišljavanje i ostvarivanje nastavnoga procesa koji uvažava recentne znanstvene spozna-

je iz područja andragogije s jedne strane, te razvojne osobitosti i prethodna iskustva polaznika

s druge. Većina se ispitanika procjenjuje dovoljno kompetentnima za obavljanje posla na-

stavnika u obrazovanju odraslih iako veliki dio njih smatra da kompetencije potrebne za

obavljanje toga posla nisu u dovoljnoj mjeri stekli tijekom svoga formalnog obrazovanja. Za

procjenu osobne kompetentnosti, kao jedini značajni prediktor, izdvojena je intrinzična moti-

vacija nastavnika. Upravo se ta varijabla pokazala prediktivnom i za procjenu važnosti svih

znanja i vještina koji su nastavniku potrebni da bi uspješno obavljao sve ključne poslove – od

nastavnog procesa do suradnje s unutarnjim i vanjskim dionicima.

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1. UVOD

Posljednjih desetljeća pitanje nastavničkih kompetencija nastavnika na svim razinama

odgoja i obrazovanja u fokusu je interesa znanstvene, stručne i laičke javnosti koja je, izravno

i neizravno, zainteresirana za kvalitetu odgojno-obrazovnoga procesa (Matijević i Lapat,

2016). Dok su značajni pomaci u sustavnome promišljanju, zagovaranju i omogućavanju

stjecanja i unaprjeđivanja kompetencija nastavnika u odgojno-obrazovnoj vertikali uglavnom

učinjeni, u području obrazovanja nastavnika koji obrazuju odrasle i dalje se uočava deficit.

Razlog neopravdane marginalizacije ovoga dijela populacije vrlo vjerojatno leži u činjenici da

još uvijek ne postoji standard zanimanja ni standard kvalifikacije koji definiraju potrebne

kompetencije nastavnika koji rade u sustavu obrazovanja odraslih, a shodno tome ne postoje

ni studiji andragogije ili na nacionalnoj razini ujednačeni programi andragoško-psihološko-

didaktičko-metodičkoga obrazovanja i permanentnoga stručnog usavršavanja koji bi omo-

gućili stjecanje specifičnih kompetencija nastavnika potrebnih za kvalitetno provođenje

obrazovanja odraslih.

Razumijevajući potrebu i važnost upravo ovoga segmenta obrazovanja kako za po-

jedinca tako i za društvo u cjelini, pristupilo se sustavnomu istraživanju andragoških i

nastavničkih kompetencija nastavnika u okviru projekta Izrada standarda zanimanja i stan-

darda kvalifikacije stručnjaka za obrazovanje odraslih (HR.3.1.15-0014; poziv: Unapre-

đivanje kvalitete u visokom obrazovanju uz primjenu Hrvatskog kvalifikacijskog okvira –

Europski socijalni fond), i to iz perspektive poslodavaca te iz perspektive nastavnika u

obrazovanju odraslih što je sadržaj ovoga izvješća.

Specifična dob odrasle i starije populacije koja se obrazuje, kao i njihove razvojne

značajke (kognitivne, motivacijske, socijalne i zdravstvene), pred nastavnika u obrazovanju

odraslih postavljaju specifične izazove te zahtijevaju specifične kompetencije (znanja, vje-

štine, vrijednosti i stavove) kako bi se na te izazove primjereno odgovorilo. Nadalje, nastav-

nici u obrazovanju odraslih suočeni su s potrebom traganja za strategijama, metodama i

oblicima rada usklađenim s potrebama, sposobnostima i interesima odrasle populacije koju

obrazuju, ali također trebaju imati i relevantna znanja o kretanjima i potrebama tržišta rada te

ulozi cjeloživotnoga obrazovanja i učenja u osobnome, gospodarskom i općem razvoju poje-

dinca i društva.

Razvidno je kako se pred nastavnike u obrazovanju odraslih postavljaju mnogobrojni

zahtjevi i očekivanja s jedne strane, kako od pojedinaca tako i od društva, dok s druge ne

postoji formalno obrazovanje koje bi ih osposobilo za primjereno odgovaranje na postavljene

zahtjeve i očekivanja. Moguće je reći kako su nastavnici u obrazovanju odraslih trenutačno u

procjepu između stvarnih potreba i mogućnosti, a prvi korak u premošćivanju toga procjepa

jest stjecanje potrebnih andragoških kompetencija.

Za potrebe ove studije, o kompetenciji se govori u terminima znanja, sposobnosti,

vještina i stavova, a usmjerena je na ključne zadaće uključene u konkretnu praksu pojedinoga

zanimanja (Gonczi i sur., 1990; Biggs, 1994). Ovaj pristup definira glavne atribute kompe-

tencije kao što su: kognitivne (znanje, kritičko mišljenje, strategije rješavanja problema),

interpersonalne vještine (umijeće jasne i precizne komunikacije, vještina upravljanja kon-

5

fliktima, pregovaračke vještine, vještine podučavanja i delegiranja i sl.), te afektivne (dostu-

pnost, osjetljivost za potrebe, empatija) i psihomotorne sposobnosti potrebne za kompetentno

izvršenje ključnih zadaća nekoga područja. U ovome ćemo se izvješću usmjeriti na uporišne

točke andragoških kompetencija nastavnika u obrazovanju odraslih, s obzirom na to kako su

kompetencije općenito detaljnije elaborirane u prethodnome izvješću.

Odgojno-obrazovni proces (na svim razinama obrazovanja, uključujući i obrazovanje

odraslih) shvaća se kao dinamičan, promjenjiv, nelinearan i nepredvidljiv fenomen (Capra,

1986; Fullan, 1999, 2005; Senge, 2003; Klapan, 2004; Žiljak, T., 2005, 2007; Žiljak, O.,

2011) kojega može uspješno voditi nastavnik čije profesionalne i osobne kompetencije jamče

kvalitetno planiranje i pripremu, izvedbu, praćenje i vrednovanje suvremenih kurikuluma

obrazovanja odraslih, osobno i profesionalno usavršavanje, suradnju s unutarnjim i vanjskim

dionicima te postizanje akademskoga uspjeha polaznika. U vezi s tim, Cornell i Mayer (2010.,

11) naglašavaju da „akademski uspjeh studenata počinje odnosom međusobnog povjerenja i

poštovanja između studenta i nastavnika, nastavlja se u učionici, kako bi kulminirao u sigur-

nom i podupirućem školskom ozračju“. Ovakvo razmišljanje autora upućuje na temeljne

postulate nezaobilazne u kreiranju uspješnoga obrazovnog procesa za odrasle: odnosi –

učenje/facilitacija - ozračje.

Nastavno ozračje moguće je shvaćati kao multidimenzionalno ustrojstvo sastavljeno

od niza čimbenika (komunikacije, interakcija, psiholoških značajki nastavnika i učenika, stila

vođenja nastave, životne filozofije nastavnika i učenika, vrijednosti i uvjerenja te niza drugih

aspekata) koji su u neprestanome međudjelovanju i ovisnosti. Razumijevanje i uvažavanje

pojedinih dimenzija koje doprinose stvaranju nastavnoga ozračja omogućuju razumijevanje

cjelokupnoga ozračja kao rezultata njihova međudjelovanja. Povratnim svezama, cjelokupno

ozračje djeluje istodobno na pojedine sastavnice. Multidimenzionalnoj prirodi ozračja u ko-

jem se odvija obrazovanje odraslih doprinose i visoka očekivanja polaznika od učenja i

nastavnika, njihovo životno iskustvo te istaknuta potreba za uključenošću u sve odluke u vezi

s njihovim učenjem (Knowles, 1980; Mezirow, 1997; 2000). Istodobno, odrasli i stariji uče-

nici su, kao i oni mlađi, anksiozni u novim situacijama, umara ih dugotrajno sjedenje, strah ih

je da „ne ispadnu glupi“, žele sjediti do poznatih osoba i sl. (Knowles i sur., 2005). Uvaža-

vajući te činjenice, Tileston (2000) naglašava kako je dizajniranje okruženja i ozračja za

učenje odraslih krucijalno za uspjeh polaznika pa sve metode i tehnike koje nastavnik koristi

u radu neće biti učinkovite ako nije zadovoljen ovaj temeljni uvjet. Primjereno okruženje koje

nastavnik dizajnira mora biti i fizički i psihološki prilagođeno odraslim učenicima (Merriam i

Brockett, 2007; Jarvis, 2012) jer „emocionalno i kognitivno učenje nisu odvojeni, već rade u

tandemu jedno s drugim“ (Tileston, 2000, 1). Uvažavajući navedeno, Heimstra (1991) nudi

definiciju okruženja i ozračja za učenje koje čine fizičko okruženje, psihološki ili emocionalni

uvjeti te socijalni i kulturni utjecaji koji djeluju na rast i razvoj angažiranosti i poduzetnosti

odraslih u procesu učenja (Heimstra, 1991, 8).

Knowles (1980) ističe posebnosti učenja odraslih koje je potrebno uvažavati pri struktu-

riranju nastave za odrasle i to:

1. Ciljno orijentirano učenje – polaznici znaju koji cilj žele postići kada se uključuju u

nastavni proces, stoga su dobra organizacija nastave i jasno definirani elementi nasta-

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vnoga procesa poželjni. Zadaća je nastavnika uvjeriti polaznika o važnosti nastave u

dosezanju postavljenih ciljeva s čime treba biti pravodobno upoznat putem preze-

ntiranja jasnoga i detaljnog syllabusa.

2. Relevantnost – polaznici moraju uvidjeti važnost učenja nečega novog. Ta znanja tre-

baju biti primjenjiva u njihovu poslu ili prema odgovornostima koje imaju. Stoga

nastavnik treba složene znanstvene teorije i koncepte približiti potrebama odraslih

učenika i učiniti ih razumljivima te omogućiti polaznicima odabir projekata koji refle-

ktiraju njihove vlastite interese.

3. Praktičnost – moguća je nezainteresiranost polaznika za pojedine nastavne sadržaje.

Stoga je zadaća nastavnika ukazati na primjenjivost tih sadržaja u poslu kojega pola-

znik obavlja.

4. Poštovanje – nastavnik treba prepoznati dobrobit iskustva koje polaznik donosi sa so-

bom i treba ga tretirati kao ravnopravnog u iskustvu i znanju.

5. Temelj za učenje: životno iskustvo i znanje – polaznici trebaju povezati novo učenje s

postojećim iskustvom i znanjem (obiteljski odnosi, profesionalni život, prethodno

akademsko iskustvo itd.). Stoga nastavnik treba istražiti i otkriti iskustva i znanja o-

draslih učenika relevantna za temu koju obrađuje, povezivati teorije i koncepte sa

životom polaznika te prepoznati i naglasiti vrijednost njegovih iskustava u učenju.

Jarvis (2012, 1) naglašava kako živimo u socijalnome kontekstu („život-svijetu“) u

kojem učimo te dodaje da je svakodnevni život čudno neistražen u kontekstu učenja.

Želimo li zaista razumjeti cjeloživotno učenje, potrebno je prepoznati njegov značaj.

6. Autonomnost i samousmjereno učenje – polaznici preferiraju usmjeravanje, a ne vo-

đenje, stoga ih nastavnici trebaju aktivno uključiti u proces njihova učenja i biti im

facilitatori. Pritom je potrebno uvažavati perspektive odraslih o sadržajima učenja te

im omogućiti rad na projektima za koje pokazuju interes, dozvoliti polaznicima da

preuzmu odgovornost za prezentiranje i grupno vođenje, voditi ih prema stjecanju vla-

stita znanja radije nego im nuditi činjenice te im pokazati kako će im sudjelovanje u

nastavi omogućiti dosizanje njihovih ciljeva.

Ideja o tome kako odrasli uče različito od mlađih učenika u literaturi je dobro doku-

mentirana (Knowles, 1980; Mezirow, 1997; 2000; Terehof, 2002; Knowles i sur., 2005;

Forrest III i Petreson, 2006; Taylor i Kroth, 2009). Stoga nastavnici koji obrazuju odrasle

razvoj svojih kompetencija trebaju temeljiti na znanjima, teorijama i konstruktima koji se o-

dnose na specifičnosti učenja odraslih te izvoditi nastavu primjerenu njihovim potrebama.

Promjena paradigme u percepciji nastavnika u obrazovanju odraslih rezultat je promjena

razumijevanja suvremene prakse i načela na kojima se ona razvija. Takva paradigma podra-

zumijeva obrazovanje utemeljeno na kompetencijama, cjeloživotnome i aktivnom učenju koje

promiče i potiče kritičko mišljenje i rješavanje problema te pomicanje fokusa od nastavnikova

poučavanja prema učenju sudionika. Od nastavnika se očekuje poznavanje i uvažavanje

specifičnih načina organiziranja nastavnoga procesa. Kao naročito važni, ističu se učinkovito

komuniciranje s polaznicima u obrazovanju odraslih, osiguravanje pozitivnoga nastavnog

okruženja i ozračja te sposobnost motiviranja pojedinca na daljnje učenje uz poticanje sura-

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dničkoga učenja (Merriam i Brockett, 2007; Professional Standards for Teachers in Adult

Education Self-Assesement, 2008; Kako uspješno poučavati odrasle?, 2012). Zbog osigu-

ravanja primjerenoga nastavnog konteksta, nastavnici u sustavu obrazovanja odraslih trebaju

imati navedene kompetencije podložne kontinuiranome usavršavanju.

Neke se od temeljnih kompetencija nastavnika u obrazovanju odraslih odnose na gene-

ričke vještine, kao što su: donošenje odluka, odgovornost, upravljanje ljudima i resursima,

timski rad, suosjećanje, uvjeravanje i utjecanje, prezentacijske i analitičke vještine, kreati-

vnost i inovativnost, organiziranje i planiranje, korištenje digitalnih medija, usmjerenost na

potrebe polaznika i rezultate rada, prilagodljivost, nošenje s pritiskom (emocionalna samo-

kontrola) te svjesnost o važnosti očuvanja okoliša. Stalne i vrlo turbulentne promjene na

tržištu rada aktualnima čine posebice inicijativnost i poduzetnost, društvene, građanske i digi-

talne kompetencije te kulturnu osviještenost i kreativno izražavanje stručnjaka u obrazovanju

odraslih.

Pored generičkih kompetencija i ključnih poslova nastavnika u obrazovanju odraslih,

samoefikasnost nastavnika te intrinzična motivacija od naročitog su interesa za ovu studiju.

Samoefikasnost, kao procjena pojedinca o sposobnostima (samo)organiziranja i obavljanja

određenih akcija potrebnih za ostvarivanje željenih ishoda (Bandura, 1999), važna je odre-

dnica uspješnosti u akademskom i profesionalnom kontekstu. Veća percipirana samoefika-

snost rezultira većom akademskom motivacijom, osigurava pojedincu odabiranje izazovnijih

ciljeva i zadataka, veću predanost radu i veće akademsko postignuće (Bandura, 1993, 1999;

Schunk, 1991; Ferla i sur., 2009; Pajares, 1996; Chemers i sur., 2001). Visoka samoefikasnost

nastavnika doprinosi kvaliteti nastavnoga procesa, a može imati pozitivan utjecaj i na visoka

vjerovanja o samoefikasnosti polaznika. Pored toga, samoefikasnost je pozitivno povezana i

sa stupnjem samoregulacije kao i korištenjem učinkovitih strategija učenja i poučavanja

(Schunk i Pajares, 2001). Nastavnici u obrazovanju odraslih trebali bi poticati polaznike na

aktivno sudjelovanje i smisleno razumijevanje te im omogućiti osjećaj uspješnosti i samouvje-

renosti u radu. Također, trebali bi osiguravati socijalno okružje koje pogoduje stvaranju

ugodnoga ozračja, suradnje i komunikacije (Pew, 2007; Nielsen, 2009; Beavers, 2009), za što

je nastavnicima u obrazovanju odraslih potrebno omogućiti razvijanje kompetencija koje se

odnose upravo na motivacijsko-socijalne aspekte nastavnoga rada.

Motivacija je odavno prepoznata kao jedna od najvažnijih odrednica akademskih i

profesionalnih postignuća u perspektivi cjeloživotnoga učenja, a poima se kao unutarnje

stanje koje izaziva, održava i usmjerava ponašanje pojedinca ka postizanju nekoga cilja. Ona

je ključna za početak učenja te ustrajnost pri učenju, odnosno, obavljanju nekoga posla.

Suvremeni sukonstruktivistički pristup izgradnje kurikuluma podupire kreiranje kurikuluma

koji će uvažavati i poticati motivaciju svakoga pojedinca. Prepoznato je kako organizacija

nastavnoga procesa na temelju takvih kurikuluma doprinosi većem uključivanju pojedinaca u

nastavne aktivnosti te utječe na kvalitetu i količinu stečenoga znanja (Weissman i Boning,

2003; Vizek Vidović i sur., 2003; Glynn i sur., 2005). U tom se smislu čini važnim prihvaćati

suvremenije teorije motivacije koje ističu važnost povoljnoga socio-emocionalnog okružja

koje podržava samousmjereno učenje, visoku regulaciju kontrole, odnosno, autonomnost po-

jedinca pri obavljanju nekoga zadatka ili aktivnosti (Ryan i Deci, 2000; Zimmerman, 1990,

2000; Pintrich, 2003; Vizek Vidović i sur., 2003). Jedna od takvih suvremenih teorija moti-

8

vacije jest teorija samodeterminacije, čiji se kontinuum proteže od amotivacije (kao potpune

neangažiranosti i izostanka interesa za obavljanje neke zadaće, pri čemu je ponašanje najma-

nje regulirano) do intrinzične motivacije koja je pobuđena unutarnjim interesima i ciljevima

pojedinca koje on prepoznaje osobno važnima (Vansteenkiste i sur., 2006; Gagne i Deci,

2005). Poznato je kako intrinzično motivirani pojedinci u akademskome kontekstu imaju

brojne dobrobiti (veća percipirana kompetentnost, autonomnost, veća psihološka dobrobit i

osjećaj zadovoljstva pri obavljanju posla), što ističe niz autora (Ryan i Deci, 2000; Eccles i

Wigfield, 2002; Gagne i Deci, 2005; Wlodkowski, 2008; Isiksal, 2010). Motivacijski opti-

malno okružje za učenje je ono u kojemu je kurikulum strukturiran tako da pojedincima

omogućava stjecanje onih znanja, vještina i sposobnosti koji su pojedincima bliski i koji su

primjenjivi u stvarnim životnim situacijama. To je posebno važno kod učenja odraslih i često

se cilju orijentirano učenje, relevantnost učenja i praktičnost ističu kao ključne odrednice

učenja odraslih (Knowles, 1980). Teorijska polazišta, kao i rezultati istraživanja u cjelokupnoj

vertikali obrazovnoga sustava, pokazuju kako intrinzična motivacija nastavnika, kvaliteta

nastavnoga procesa i kurikuluma, aktivno učenje i podržavajuće nastavno ozračje pozitivno

utječu na motivaciju sudionika nastavnoga procesa te na njihovu ustrajnost u obavljanju

akademskih zadaća (Wlodkowski, 2008; Koludrović, 2013; Sogunro, 2015). U kontekstu

obrazovanja odraslih, Wlodkowski (2008) navodi motivaciju kao jedan od ključnih preduvjeta

za početak učenja i ustrajnost u učenju. Pri tome je motivacija nastavnika i polaznika uza-

jamna, odnosno nastavnik motivira polaznike, a motivirani polaznici ponovno motiviraju

nastavnika na daljnji i još uspješniji nastavni rad. Od nastavnika u obrazovanju odraslih se

stoga očekuje pronalaženje načina održavanja visoke razine vlastite unutarnje motivacije te

poticanje motivacije svojih polaznika.

***

Iz svega navedenog proizlazi da uspješan suvremeni nastavnik u sustavu obrazovanja

odraslih treba imati niz nastavničkih, odnosno andragoško-psihološko-didaktičko-metodičkih

kompetencija koje su nužne za uspješno obavljanje toga posla. Ipak, u nedostatku formalnih i

neformalnih programa obrazovanja nastavnika u obrazovanju odraslih u Republici Hrvatskoj,

postavlja se pitanje kakve su stvarne kompetencije nastavnika koji rade u sustavu te kakvi su

njihovi stavovi i razmišljanja o sposobnostima, znanjima, vještinama i vrijednostima potre-

bnim nastavnicima u obrazovanju odraslih.

Prvo istraživanje provedeno u okviru projekta Izrada standarda zanimanja i standarda

kvalifikacije stručnjaka za obrazovanje odraslih (HR.3.1.15-0014; poziv: Unapređivanje

kvalitete u visokom obrazovanju uz primjenu Hrvatskog kvalifikacijskog okvira – Europski

socijalni fond) prezentirano je u prvome istraživačkom izvještaju Kompetencije nastavnika u

obrazovanju odraslih - perspektive tržišta rada (Brčić Kuljiš i sur., 2015). To je istraživanje

pokazalo kako ravnatelji i voditelji obrazovanja odraslih u Republici Hrvatskoj nastavnika u

obrazovanju odraslih vide kao osobu sa završenim sveučilišnim diplomskim studijem ili po-

slijediplomskim specijalističkim studijem koja će se stručno osposobljavati u trajanju do 12

mjeseci te koja ima visoko razvijene kompetencije poučavanja, inicijativnosti i poduzetnosti,

kreativnost, kao i komunikacije te suradnju s drugima. Procjene ravnatelja i voditelja obrazo-

vanja odraslih pokazale su njihovo razumijevanje suvremenih znanstvenih i stručnih spoznaja

9

iz područja obrazovanja odraslih, s obzirom na to da su prepoznali važnost upravo onih

kompetencija koje zagovaraju suvremena znanost i praksa.

Cilj je ovoga istraživanja dobiti „sliku“ nastavnika u obrazovanju odraslih iz perspe-

ktive samih nastavnika koji rade u tome sustavu, odnosno istražiti njihove stavove o važnosti

znanja i vještina potrebnih za obavljanje ključnih poslova te ispitati njihove stavove o

važnosti generičkih kompetencija koje se odnose na socijalne odnose, komunikaciju, cjelo-

životno učenje i osobne značajke nastavnika. Konačno, jedan od problema istraživanja je

utvrditi razinu unutarnje motivacije i samoefikasnosti ispitanika kao važne odrednice kompe-

tentnosti nastavnika u obrazovanju odraslih.

10

2. METODA ISTRAŽIVANJA

2.1. Uzorak i postupak istraživanja

Istraživanje je provedeno u suradnji Agencije za strukovno obrazovanje i obrazovanje

odraslih, Filozofskoga fakulteta u Splitu, Ekonomskoga fakulteta u Zagrebu, Sveučilišta u

Zadru i Hrvatskoga andragoškog društva. Dio primijenjenih instrumenata razvijen je u sura-

dnji s Ministarstvom rada i mirovinskoga sustava RH, Ministarstvom znanosti, obrazovanja i

sporta RH te Hrvatskim zavodom za zapošljavanje. Istraživanje je provedeno tijekom pro-

sinca 2015. godine.

U ispitivanju su sudjelovala 353 nastavnika zaposlena u sustavu obrazovanja odraslih,

što sačinjava približno 5% populacije nastavnika u obrazovanju odraslih u Republici Hrva-

tskoj. Od toga broja, njih 142 ili 40,23% bili su muškarci, a 211 ili 59,77% žene. S obzirom

na razinu obrazovanja koju posjeduju, najviše je visokoobrazovanih (visoka ili diplomska

razina te magistri struke), a značajno manje nastavnika s ostalim razinama obrazovanja. Ra-

spodjela uzorka s obzirom na razinu obrazovanja prikazana je na slici 1.

2,835,95

71,39

11,058,78

0

10

20

30

40

50

60

70

80

srednjoškolsko

obrazovanje

viša škola ili

prvostupnik

visoko

obrazovanje

poslijediplomsko

obrazovanje

(spec./sc.)

doktorat znanosti

% o

dg

ov

ora

Slika 1. Razina obrazovanja nastavnika u obrazovanju odraslih

Udio ispitanika prema duljini radnoga iskustva u odgojno-obrazovnom sustavu te su-

stavu obrazovanja odraslih prikazan je na Slici 2. Vidljivo je da preko 50% sudionika ima

radno iskustvo u obrazovanju odraslih u trajanju do 10 godina, dok je značajno manje onih s

duljim radnim iskustvom. Kada je riječ o načinu zapošljavanja ili angažiranja u sustavu obra-

zovanja odraslih te radnome opterećenju sudionika, vidljivo je kako je nešto više od 40%

sudionika angažirano temeljem ugovora o radu na puno radno vrijeme u organizaciji koja se

bavi obrazovanjem odraslih, dok je nešto više od 5% sudionika vezano ugovorom o radu na

pola radnog vremena (Slika 3.). Ostali sudionici rade u obrazovanju odraslih kao vanjski sura-

dnici, bilo da je riječ o stalnoj vanjskoj suradnji (gotovo 20%) ili pak povremenoj vanjskoj

suradnji (25%).

11

2,56

20,4518,75

14,215,34

10,89,94

5,11

2,840,85

32,3

27,19

15,3

11,61

6,23

1,982,83

1,13

0

5

10

15

20

25

30

35

<1 god. 1-5 god. 6-10 god. 11-15

god.

16-20

god.

21-25

god.

26-30

god.

31-35

god.

>35 god.

% o

dg

ovo

ra

radno iskustvo u odgojno-obrazovnom sustavu radno iskustvo u obrazovanju odraslih

Slika 2. Duljina radnog iskustva nastavnika u obrazovanju odraslih

40,79

5,95

19,26

25,5

8,5

0

5

10

15

20

25

30

35

40

45

puno radno

vrijeme

pola radnog

vremena

redovita vanjska

suradnja

povremena vanjska

suradnja

ostalo

% o

dg

ov

ora

Slika 3. Način zapošljavanja i radno opterećenje nastavnika u obrazovanju odraslih

Najviše nastavnika u uzorku dolazi iz pučkih otvorenih učilišta ili centara za obrazova-

nje te škola stranih jezika (nešto manje od 45%), zatim slijede nastavnici srednjih škola kojih

je gotovo 40%, te nastavnici visokih učilišta (fakulteti, instituti, akademije, visoke škole),

kojih ima oko 15%. Vrlo su malo zastupljeni nastavnici koji rade u sustavu obrazovanja odra-

slih u udrugama ili tvrtkama, a koji sačinjavaju nešto više od 1% uzorka (Slika 4.).

12

39,6

43,59

15,38

0,57 0,850

5

10

15

20

25

30

35

40

45

50

srednja škola pučko učilište,

centri za

obrazovanje

odraslih

visoko učilište udruga tvrtka

% o

dg

ovo

ra

Slika 4. Vrsta organizacije u kojoj rade nastavnici u obrazovanju odraslih

S obzirom na broj programa u obrazovanju odraslih u kojima su ispitanici dosad radili

(Slika 5.), većina ih je odgovorila kako se radi o dva ili tri programa (40%), odnosno više od

pet programa (32%).

Slika 5. Broj programa na kojima su dosada radili nastavnici u obrazovanju obraslih

2.2. Instrument istraživanja

U istraživanju je primijenjen instrument za ispitivanje nekih značajki rada nastavnika u

sustavu obrazovanja odraslih – ključnih poslova, vještina i kompetencija te samoefikasnosti i

motivacije nastavnika. Instrument služi ispitivanju nastavnika u sustavu obrazovanja odraslih,

a izrađen je u okviru projekta.

13

Prvi dio instrumenta uključivao je nekoliko općih pitanja, uglavnom zatvorenoga tipa,

kojima su prikupljeni osnovni sociodemografski podaci, i to o spolu, dobi, razini obrazovanja,

radnome iskustvu u odgojno-obrazovanom sustavu, duljini radnoga iskustva u obrazovanju

odraslih, sektoru rada, broju programa obrazovanja odraslih na kojima su dosad radili te vrsti

organizacije u kojoj nastavnici rade u sustavu obrazovanja odraslih. Podaci prikupljeni ovim

pitanjima upotrijebljeni su za opis uzorka te predstavljeni u potpoglavlju 2.1.

Drugi dio instrumenta sadržava pitanja u vezi s ključnim poslovima nastavnika u sustavu

obrazovanju odraslih, a to su:

1. priprema nastave;

2. izvođenje nastave;

3. ocjenjivanje i (samo)vrednovanje;

4. stručno usavršavanje u andragoškim kompetencijama;

5. suradnja s unutarnjim i vanjskim dionicima.

Zadatak je sudionika bio procijeniti važnost svakoga od navedenih ključnih poslova za

nastavnike u obrazovanju odraslih na skali od 1 do 5, pri čemu je 1 značilo nije važan, 2 –

važan u manjoj mjeri, 3 – osrednje važan, 4 – važan u znatnoj mjeri, 5 – najvažniji posao.

Potom se od sudionika tražilo da za svaki od pet navedenih ključnih poslova procijene va-

žnost nekoliko ponuđenih znanja i vještina potrebnih za obavljanje toga posla. Pri tome su

koristili skalu procijene od 1 do 5, gdje je 1 značilo uopće nije važno, 2 – malo je važno, 3 –

osrednje je važno, 4 – vrlo je važno, 5 – gotovo najvažnije.

Znanja i vještine ponuđene za ključni posao priprema nastave bili su:

osmišljavati nastavni proces u skladu s recentnim znanstvenim, stručnim i andrago-

škim izvorima;

samostalno strukturirati izvedbene programe;

poznavati prednosti i nedostatke socijalnih oblika i metoda rada (frontalni rad, grupni

rad, rad u paru, individualni rad, individualizirani rad), koristiti ih u nastavi te uvaža-

vati specifičnosti nastavnih jedinica;

osmišljavati nastavu na načelima aktivnoga učenja (problemsko i projektno učenje,

istraživačka nastava);

strukturirati sadržaje poučavanja uvažavajući prethodna iskustva polaznika i njihove

specifične potrebe;

planirati nastavu temeljenu na (su)konstruktivističkome i kompetencijskom pristupu te

očekivanim ishodima učenja;

organizirati nastavu na humanističkim načelima i refleksivnoj praksi.

Znanja i vještine ponuđene za ključni posao izvođenje nastave bili su:

primjenjivati različite metode i oblike rada te strategije učenja i poučavanja ovisno o

potrebama, afinitetima i sposobnostima polaznika;

osiguravati podržavajuće nastavno ozračje;

poticati odgovornost polaznika za aktivno sudjelovanje u nastavi;

14

osvješćivati odgovornost polaznika za rezultate učenja;

poticati polaznike na aktivno slušanje, suradnju i timski rad;

poticati nastavnike na daljnje cjeloživotno učenje (informalni i neformalni kontekst);

stvarati situacije za rješavanje problema, kreativno i kritičko mišljenje;

koristiti suvremene tehnologije u nastavi;

organizirati nastavu izvan učionice u skladu sa sadržajima učenja i poučavanja;

poticati (samo)refleksiju svih dionika tijekom nastavnoga procesa.

Znanja i vještine ponuđene za ključni posao praćenje, ocjenjivanje i (samo)vrednovanje

bili su:

poznavati ključne pojmove iz područja praćenja, vrednovanja i ocjenjivanja postignu-

ća polaznika;

primjenjivati holistički pristup u praćenju i procjenjivanju postignuća polaznika;

uključivati i osposobljavati polaznike za proces (samo)vrednovanja vlastitih postignu-

ća i kvalitete nastave;

znati izrađivati zadatke objektivnoga tipa;

znati i prevenirati pogreške nastavnika u ocjenjivanju;

koristiti različite oblike praćenja i vrednovanja postignuća polaznika;

poznavati zakonske propise iz područja obrazovanja odraslih;

znati voditi andragošku dokumentaciju;

izrađivati osobni portfolio o napredovanju polaznika.

Znanja i vještine ponuđene za ključni posao stručno usavršavanje u andragoškim kom-

petencijama bili su:

poznavati načela cjeloživotnoga učenja i njihovo poticanje kod polaznika;

poznavati i primjenjivati suvremene teorije motivacije u obrazovanju odraslih;

poznavati suvremene andragoške teorije i primjere dobre prakse;

pisati i objavljivati iskustva dobre prakse u stručnim časopisima;

pohađati edukacije iz područja andragogije;

stjecati uvjete za licenciranje.

Znanja i vještine ponuđene za ključni posao suradnja s unutarnjim i vanjskim dionici-

ma bili su:

razvijati refleksivne prakse kroz dijalog sa stručnjacima;

surađivati s poduzetnicima na razini lokalne zajednice i šire;

surađivati s ravnateljem i ostalim zaposlenicima u ustanovi;

surađivati s akademskom zajednicom s ciljem unapređivanja andragoških kompeten-

cija;

surađivati s andragoškim društvom;

surađivati s nadležnom agencijom za obrazovanje odraslih;

informirati javnost o različitim mogućnostima obrazovanja odraslih.

15

Treći dio instrumenta uključivao je 24 generičke kompetencije čiju su potrebnu razinu

razvijenosti za nastavnika u obrazovanju odraslih sudionici procjenjivali na skali Likertova

tipa od 1 do 5 pri čemu je 1 značilo uopće nije potrebna, 2 – potrebna u maloj mjeri, 3 –

potrebna u srednjoj mjeri, 4 – potrebna u velikoj mjeri, 5 – izrazito potrebna. Kako bi se

provjerila struktura kompetencija provedena je eksploratorna faktorska analiza metodom glav-

nih komponenata uz varimax normaliziranu rotaciju čiji su rezultati prikazani u Tablici 1.

Tablica 1. Faktorska struktura skale generičkih kompetencija i psihometrijske značajke

formiranih podskala

Kompetencije F1 F2 F3

spremnost za učenje .78

unutarnja motivacija za učenjem .82

samoinicijativnost i poduzetnost .63

uspješno komuniciranje i suradnja s drugima .61

otvorenost za različite običaje i kulture .68

poštivanje različitosti .78

socijalna osjetljivost .76

uvažavanje dostojanstva, prava i slobode izbora svakog

polaznika

.78

moralnost i etičnost .74

solidarnost .72

odgovorno ponašanje .72

empatičnost .75

interkulturalne kompetencije .60

kreativno mišljenje i izražavanje .59

Inovativnost .52

donošenje odluka .73

vođenje ljudi .77

upravljanje resursima .83

timski rad .76

prezentacijske vještine .60

analitičke vještine .69

organiziranje i planiranje .61

nošenje s pritiskom i emocionalna samokontrola .56

samoprocjenjivanje (vlastita djelovanja) .34

Cronbach α .94 .92 .88

M (sd) 44.28 (5.48) 34.70 (4.64) 26.45 (3.18)

Raspon rezultata 10-50 8-40 6-30

Prosječna r među česticama .60 .58 .55

16

S obzirom na faktorska zasićenja, sadržaj kompetencija i visoku pouzdanost, formi-

rane su tri podskale i ukupni rezultati za socijalne kompetencije (F1), radno-organizacijske

kompetencije (F2) te motivacijsko-kreativne kompetencije (F3) i to kao linearne kombi-

nacije procjena na česticama koje čine pojedine podskale.

Četvrti dio instrumenta sastojao se od skale unutarnje motivacije, konstruirane za

potrebe ovoga istraživanja. Skala se sastojala od sedam tvrdnji kojima se ispitala unutarnja

motivacija sudionika za posao nastavnika u obrazovanju odraslih. Tvrdnje se konceptualno

oslanjaju na teoriju samodeterminacije, odnosno intrinzičnu motivaciju i autonomnu regu-

laciju unutar pristupa samodeterminacije (Deci i Ryan, 2000; 2008; Gagne i Deci, 2005).

Zadatak je sudionika bio procijeniti stupanj slaganja sa svakom tvrdnjom na skali procjene od

1 do 5, gdje je 1 značilo uopće se ne slažem, 2 – uglavnom se ne slažem, 3 – osrednje se

slažem, 4 – uglavnom se slažem i 5 – potpuno se slažem. Eksploratorna faktorska analiza

metodom glavnih komponenata uz varimax normaliziranu rotaciju potvrdila se kao najbolje

jednofaktorsko rješenje pa je, s obzirom na takvu strukturu, visoku pouzdanost i sadržaj tvr-

dnji, formiran ukupan rezultat kao linearna kombinacija procjena na svim tvrdnjama skale.

Faktorska struktura skale i psihometrijske značajke formiranih rezultata prikazani su u tablici

2.

Tablica 2. Faktorska zasićenja i psihometrijske značajke skale unutarnje motivacije

Tvrdnje F1

Spreman sam na učenje i usavršavanje u području obrazovanja odraslih. .71

Motiviran sam za usavršavanje svojih nastavničkih kompetencija. .79

Ustrajan sam u stjecanju i usavršavanju svojih nastavničkih kompetencija. .86

Učim i usavršavam se jer želim dodatno obogatiti svoje kompetencije. .86

Samostalno učim koristeći različite izvore (knjige, Internet, časopise i sl.) .57

Vješt sam u samoprocjenjivanju vlastita djelovanja. .60

Rezultate samoprocjene koristim za promjene i unaprjeđivanje sebe. .71

Cronbach α .86

M (sd) 30.52 (3.81)

Raspon rezultata 5-35

Prosječna r među česticama .47

Posljednji dio instrumenta bila je adaptirana i prevedena inačica Skale opće samoefika-

snosti (Schwarzer i Jerusalem, 1995) koja se sastoji od 10 tvrdnji, a namijenjena je mjerenju

opće ili generalne samoefikasnosti pojedinca. Zadatak sudionika bio je procijeniti stupanj

slaganja sa svakom tvrdnjom, odnosno procijeniti koliko je svaka od tvrdnji točna za nje-

ga/nju na skali procjene od 1 do 4, gdje je 1 značilo potpuno netočno, 2 – djelomično netočno,

3 – djelomično točno i 4 – potpuno točno. Eksploratorna faktorska analiza metodom glavnih

komponenata uz varimax normaliziranu rotaciju potvrdila je jednofaktorsko rješenje uz

visoku pouzdanost te je formiran ukupan rezultat kao linearna kombinacija procjena na svim

tvrdnjama skale (tablica 3).

17

Tablica 3. Faktorska zasićenja i psihometrijske značajke Skale opće samoefikasnosti

Tvrdnje F1

Ako se dovoljno potrudim, uvijek mogu prebroditi teške probleme. .66

Kada mi se netko suprotstavi mogu pronaći sredstva i načine da dobijem što želim. .73

Lako mi je dostići svoje ciljeve i ostvariti svoje namjere. .70

Siguran/na sam da mogu uspješno izaći na kraj s neočekivanim događajima. .76

Znam kako savladati neočekivane situacije zahvaljujući mojoj snalažljivosti. .75

Ako uložim dovoljno napora, mogu riješiti većinu problema. .71

Kada se susretnem s poteškoćama, mogu ostati pribran/a jer znam da se mogu osloniti

na svoje sposobnosti.

.75

Kada se suočim s problemom, obično pronađem nekoliko mogućih rješenja. .71

Kada sam u nevolji, obično mogu smisliti neko rješenje. .78

Obično mogu izaći na kraj sa svime što mi se nađe na putu. .77

Cronbach α .90

M (sd) 34.32 (4.38)

Raspon rezultata 15-40

Prosječna r među česticama .48

18

3. REZULTATI

3.1. Procjena kompetentnosti za obavljanje posla nastavnika u obrazovanju

odraslih

Na pitanje o potrebnoj razini obrazovanja za nastavnike u sustavu obrazovanja odra-

slih, ispitanici su uglavnom odgovorili kako je to sveučilišni diplomski studij, poslijediplom-

ski studij ili doktorat znanosti (54,39%), što ne iznenađuje budući da više od 70% sudionika

istraživanja ima visoku stručnu spremu (Slika 1.). Stručne studije čijim se završetkom stječe

manje od 180 ECTS bodova, strukovno specijalističko usavršavanje i osposobljavanje te pro-

grame za majstore, uz dvije godine vrednovanoga radnog iskustva, potrebnim smatra 26,06%

sudionika, dok sveučilišne preddiplomske studije ili stručne preddiplomske studije potrebnim

smatra 16,15% sudionika (Slika 6.). Zanimljivo je što ispitanici procjenjuju kako su u praksi

potrebni i nastavnici koji imaju nižu razinu obrazovanja od visoke stručne spreme. Moguće je

da se razlog tomu nalazi u činjenici da sudionici istraživanja dolaze iz prakse te prepoznaju

kako je u sustavu srednjoškolskoga i andragoškog obrazovanja potreban niz suradnika u

nastavi, odnosno učitelja stručnih predmeta koji nemaju završene studije (jer takvi ni ne po-

stoje), a koji su ključni za stjecanje kompetencija iz područja struke (primjerice, frizeri,

pedikeri, mesari, kuhari itd.). Najmanje sudionika, njih 3,4% za posao nastavnika u sustavu

obrazovanja odraslih smatra potrebnim srednjoškolsko obrazovanje (trogodišnje strukovno

obrazovanje), dok ni jedan sudionik ne smatra dovoljnom osnovnoškolsku razinu.

0,28 1,134,25

35,13

59,21

0

10

20

30

40

50

60

70

uopće ne uglavnom ne osrednje uglavnom da potpuno

% o

dg

ov

ora

Slika 6. Slaganje s tvrdnjom „Smatram se kompetentnim nastavnikom u obrazovanju

odraslih.“

Na pitanje smatraju li se kompetentnima za posao nastavnika u obrazovanju odraslih,

nastavnici su uglavnom odgovorili potvrdno, pri čemu ih gotovo 60% navodi kako se potpuno

slažu s tom tvrdnjom, a njih 35% navodi kako se uglavnom slažu s tom tvrdnjom, što sugerira

da se gotovo svi nastavnici smatraju dostatno kompetentnima za obavljanje toga posla (Slika

6.). Ipak, kada je riječ o stjecanju znanja o obrazovanju odraslih tijekom formalnoga obrazo-

19

vanja nastavnika (Slika 7), uočljivo je da se većina nastavnika tek osrednje slaže s navedenom

tvrdnjom. Uzmemo li u obzir da ih se velika većina procjenjuje kompetentnima za taj posao

(95%), za pretpostaviti je da su znanja i kompetencije potrebne za rad u sustavu obrazovanja

odraslih stekli ili dodatnim (ne)formalnim obrazovanjem ili samostalnim učenjem.

Kako bi se ispitalo koje varijable značajno predviđaju procjenu osobne kompetentnosti

nastavnika u obrazovanju odraslih, izračunata je regresijska analiza s procjenom osobne kom-

petentnosti kao kriterijem. Rezultati su pokazali da varijable zajedno objašnjavaju gotovo

29% varijance kriterija (R= .537; R2=.288; F=13.845, df=10,341; p=.000), pri čemu se kao

značajan samostalni prediktor izdvojila tek samoprocjena intrinzične motivacije (β=.458;

p<.01), dok se spol, dob, razina obrazovanja, duljina radnoga iskustva u sustavu odgoja i

obrazovanja i sustavu obrazovanja odraslih te samoefikasnost nisu pokazale značajnim predi-

ktorima procjene osobne kompetentnosti nastavnika. Moguće je kako rezultat djelomice

odražava i iskustva samih nastavnika koji su stjecali kompetencije kroz praksu u sustavu

obrazovanja odraslih, samostalnim učenjem ili nekim neformalnim oblicima obrazovanja, za

što je preduvjet razvijenost unutarnje motivacije pojedinca. Dobiveni rezultati ohrabruju jer

upućuju na činjenicu da nastavnici, iako nemaju stečena formalna znanja i kompetencije iz

područja motivacije odraslih i općenito rada s odraslima, iskazuju visoku intrinzičnu motivira-

nost za rad što je u osnovi najvažniji prediktor osiguranja kvalitetnoga nastavnog procesa te

uspješnosti polaznika programa obrazovanja odraslih. To potvrđuju i neka od dosadašnjih

istraživanja koja sugeriraju kako je vrlo vjerojatno da će visoko motivirani nastavnici podrža-

vati i unaprjeđivati razinu motiviranosti svojih učenika, što će u konačnici rezultirati njihovim

većim zadovoljstvom i uključenošću u procesu učenja (Ryan i Deci, 2000; Thoma i Getzel,

2005).

Slika 7. Slaganje s tvrdnjom „Stekao sam dovoljno znanja o obrazovanju odraslih tijekom

svog formalnog obrazovanja.“

Nadalje, sudionike se upitalo o tome smatraju li kako su tijekom svojega formalnog

obrazovanja stekli dovoljno znanja o obrazovanju odraslih. Sudionici su procijenili stjecanje

20

znanja o obrazovanju odraslih tijekom svoga formalnog obrazovanja osrednjim ocjenama, što

ukazuje na potrebu sustavnoga dodatnog obrazovanja koje bi omogućilo stjecanje nastavni-

čkih kompetencija u području obrazovanja odraslih. Dobiveni rezultati su iznad očekivanja s

obzirom na činjenicu da na hrvatskim sveučilištima samo neki od studija (uglavnom pedago-

gije) i programi pedagoško-psihološko-didaktičko-metodičkoga obrazovanja u svojim kuriku-

lumima imaju uključene kolegije iz područja andragogije.

Slika 8. Slaganje s tvrdnjom „Smatram da je sustav obrazovanja odraslih u RH dobro

uređen.“

S obzirom na činjenicu da je u sustavu obrazovanja odraslih zastupljeno oko 500 insti-

tucija u kojima je angažirano, povremeno ili stalno, preko 10000 nastavnika, te da u Republici

Hrvatskoj ne postoji ni studij namijenjen nastavnicima koji rade u sustavu obrazovanja odra-

slih, ni program, odnosno studij namijenjen voditeljima takvih programa, te uvažavajući

činjenicu da još uvijek ne postoji standard zanimanja ni kvalifikacija za takve profile stru-

čnjaka, sudionike ovoga istraživanja se upitalo o tome smatraju li da je sustav obrazovanja

odraslih u Republici Hrvatskoj dobro uređen. Na Slici 8. prikazana je raspodjela odgovora na

pitanje o uređenosti sustava obrazovanja odraslih u RH pri čemu se vidi da se radi o gotovo

normalnoj raspodjeli pa je moguće zaključiti da većina sudionika ipak smatra kako postoji

dosta prostora za poboljšanje u sustavu obrazovanja odraslih. Procjeni sustava obrazovanja

odraslih u RH značajno doprinose dvije od ukupno deset varijabli uvrštenih u regresijsku ana-

lizu, i to intrinzična motivacija nastavnika (β=.334; p<.01) te samoprocjena samoefikasnosti

nastavnika (β=.177; p<.01). Svi prediktori zajedno objašnjavaju gotovo 20% varijance (R=

.44; R2= .193; F=8.194, df=10,341; p=.000), no samo su se unutarnja motivacija i samo-

efikasnost pokazale značajnim samostalnim prediktorima. Moguće je zaključiti kako, unatoč

neuređenosti sustava obrazovanja odraslih na razini kako su uređeni sustavi osnovnog i

srednjoškolskog obrazovanja, motiviranost nastavnika za rad i visoka procjena njihove učin-

kovitosti u popriličnoj mjeri umanjuju manjkavosti samog sustava obrazovanja odraslih. Vrlo

je vjerojatna pretpostavka kako bi kvalitetnije uređen sustav obrazovanja odraslih ne samo

održao nego i unaprijedio unutarnju motivaciju nastavnika i njihovu učinkovitost te tako po-

digao na višu razinu cjelokupan proces obrazovanja odraslih.

21

3.2. Ključni poslovi nastavnika u obrazovanju odraslih

Radi utvrđivanja pokazatelja u didaktičko-metodičkome smislu ključnih za osmišlja-

vanje i realizaciju nastavnoga procesa, od sudionika se tražilo da procijene koliko su pojedini

segmenti nastavnoga procesa koji se odnose na pripremu i izvođenje nastave, (samo)vredno-

vanje, stručno usavršavanje i suradnju s unutarnjim i vanjskim dionicima sustava obrazovanja

odraslih važni za kvalitetno obrazovanje odraslih. Slika 9. prikazuje raspodjelu odgovora ispi-

tanika o procjeni važnosti ključnih poslova za nastavnika u sustavu obrazovanja odraslih.

Slika 9. Procjena važnosti ključnih poslova za nastavnika u obrazovanju odraslih

U najvećem postotku, nastavnici procjenjuju izvođenje nastave najvažnijim poslom

(74,22%). Slijedi priprema nastave (54,96%), što ne iznenađuje s obzirom na činjenicu kako

je kvalitetna priprema nastave preduvjet za njenu kvalitetnu izvedbu. (Samo)vrednovanje,

praćenje i ocjenjivanje te stručno usavršavanje u andragoškim kompetencijama i suradnju s

unutarnjim i vanjskim dionicima nastavnici uglavnom procjenjuju važnim poslovima u zna-

tnoj mjeri. Dobiveni rezultati ukazuju na nastavničku percepciju povezanosti svih navedenih

dimenzija relevantnih za kvalitetu nastavnoga procesa obrazovanja odraslih.

22

3.2.1. Priprema nastave

Za ključni posao priprema nastave, sudionicima je ponuđeno nekoliko znanja i vje-

ština za koje su procjenjivali važnost pri njegovu uspješnom obavljanju. Rezultati su prikazani

na Slici 10.

Slika 10. Procjena važnosti znanja i vještina za uspješno obavljanje posla – priprema nastave

Strukturiranje sadržaja poučavanja, uvažavajući prethodna iskustva polaznika i nji-

hove potrebe te osmišljavanje nastavnoga procesa u skladu s recentnim znanstvenim, stručnim

i andragoškim izvorima, sudionici procjenjuju najvažnijim aspektima pripreme nastave. Zna-

čajnim se smatra i usmjerenost prema osmišljavanju nastave utemeljene na načelima aktiv-

noga učenja što znači da nastavnici prepoznaju važnost suvremenoga osmišljavanja nastavnog

procesa u obrazovanju odraslih koje odmiče od tradicionalnog predavačko-prikazivačkog

pristupa izvođenja nastavnoga procesa. Dobiveni su rezultati u skladu s polazištima obrazo-

vanja odraslih gdje se naglašava aktivno učenje usmjereno na rješavanje problema. Upravo je

to jedan od najprimjerenijih načina organiziranja nastavnoga procesa koji će zadovoljavati

potrebe učenja odraslih (Knowles, 1980; Professional Standards for Teachers in Adult Educa-

tion Self-Assesement, 2008; Kako uspješno poučavati odrasle?, 2012; Cator i sur., 2014).

Regresijske analize provedene posebno za svaki aspekt pripreme nastave pokazale su

kako je intrinzična motivacija nastavnika najvažnija odrednica procjene važnosti različitih

znanja i vještina pripreme nastave. Rezultati provedenih analiza prikazani su u Tablici 4.

23

Tablica 4. Prediktori procjena važnosti znanja i vještina pripreme nastave

Osmišljavati nastavni proces u skladu s recentnim znanstvenim, stručnim i andragoškim izvorima

R= .42, R2=.18, F=10.81; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno obrazovnom

sustavu

radno iskustvo u

sustavu obrazovanja

odraslih

samoefikasnost intrinzična

motivacija

.09 .10 .08 .04 .02 .12* .32**

Samostalno strukturirati izvedbene programe

R= .35, R2=.12, F=6.83; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno obrazovnom

sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.11* .02 .04 .09 .05 .20* .15*

Poznavati prednosti i nedostatke socijalnih oblika i metoda rada (fronatalni rad, grupni rad, rad u paru,

individualni rad, individualizirani rad), koristiti ih u nastavi te uvažavati specifičnosti nastavnih jedinica

R= .40, R2=.16, F=9.63; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno obrazovnom

sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.04 -.09 -.06 .22** -.04 .08 .33**

Osmišljavati nastavu na načelima aktivnog učenja (problemsko i projektno učenje, istraživačka nastava)

R= .41, R2=.17, F=9.76; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno obrazovnom

sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

-.06 -.16* .03 .19* -.04 .10 .34**

Strukturirati sadržaje poučavanja uvažavajući prethodna iskustva polaznika i njihove specifične potrebe

R=.27, R2=.07, F=3.91; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno obrazovnom

sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.08 -.02 -.02 .07 -.02 .07 .20**

Planirati nastavu temeljenu na (su)konstruktivističkom i kompetencijskom pristupu te očekivanim

ishodima učenja

R=.34, R2=.12, F=6.62; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno obrazovnom

sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.18** .06 .03 .04 -.01 .11* .19**

Organizirati nastavu na humanističkim načelima i refleksivnoj praksi

R=.45, R2=.21, F=12.79; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno obrazovnom

sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.19** .12 -.05 .11 -.08 .05 .34**

*p<.05; **p<.01

24

Prema rezultatima u Tablici 4, intrinzična se motivacija nastavnika istaknula kao zna-

čajan prediktor procjene važnosti svih analiziranih znanja i vještina realizacije nastave, a što

je u skladu s istraživanjima Wlodkowskog (2008) koji ističe motivaciju nastavnika kao jedan

od najvažnijih preduvjeta kako za početak učenja, tako i za ustrajnost odraslih u učenju.

Nadalje, spol se pokazao značajnim prediktorom u procjeni važnosti samostalnoga stru-

kturiranja izvedbenih programa, planiranju nastave temeljene na (su)konstruktivističkome i

kompetencijskom pristupu te očekivanim ishodima učenja, kao i za organizaciju nastave na

humanističkim načelima i refleksivnoj praksi. Pritom, žene su, u odnosu na muškarce, ta zna-

nja i vještine pripreme nastave procijenile važnijima. Duljina radnoga iskustva u sustavu

odgoja i obrazovanja značajan je prediktor procjene važnosti poznavanja prednosti i nedo-

stataka socijalnih oblika i metoda rada (frontalni rad, grupni rad, rad u paru, individualni rad,

individualizirani rad) te njihova korištenja u nastavi uvažavajući specifičnosti nastavnih jedi-

nica, kao i osmišljavanja nastave na načelima aktivnoga učenja (problemsko i projektno

učenje, istraživačka nastava). S druge strane, duljina radnoga iskustva u obrazovanju odraslih

nije se pokazala prediktivnom za procjenu ni jedne vještine pripreme nastave. S obzirom na

činjenicu kako prijašnja istraživanja provedena na nastavnicima u sustavu općeg i obveznog

obrazovanja kod nas pokazuju da zadovoljstvo nastavničkim poslom opada u razdoblju oko

desete godine radnoga staža u struci (Koludrović i sur., 2009), te s obzirom na to da sudionici

ovoga istraživanja u najvećoj mjeri imaju manje od 10 godina radnoga staža, ali i da je dina-

mika njihova nastavničkog rada znatno drugačija od one u primarnome i sekundarnom

sustavu odgoja i obrazovanja, dobiveni rezultati o odnosu duljine radnog staža i pripreme

nastave ne iznenađuju. Samoprocjena efikasnosti značajan je prediktor procjena važnosti

osmišljavanja nastavnoga procesa u skladu s recentnim znanstvenim, stručnim i andragoškim

izvorima, samostalnoga strukturiranja izvedbenih programa, planiranja nastave temeljene na

(su)konstruktivističkom i kompetencijskom pristupu te očekivanim ishodima učenja, što je

bilo i za očekivati s obzirom na to da pojedinci s visokom razinom samoefikasnosti ustraju u

radu i žele biti što kompetnentniji pri obavljanju posla kojim se bave.

Zaključno, moguće je reći kako je unutarnja motivacija nastavnika najvažniji prediktor

procjene važnosti svih ispitanih znanja i vještina pripreme nastave što ima dvojake implika-

cije. S jedne strane, pri organizaciji rada nastavnika u sustavu obrazovanja odraslih potrebno

je osigurati pozitivno ozračje koje će podržavati visoku razinu unutarnje motivacije nasta-

vnika, dok je, s druge strane, pri formalnim i neformalnim oblicima andragoških usavršavanja

potrebno permanentno osnaživati nastavnike u pravcu autonomnoga i (samo)refleksivnog

djelovanja.

3.2.2. Izvođenje nastave

Drugi ključni posao ispitan u ovome istraživanju odnosio se na specifične poslove u

vezi s izvođenjem nastave. Rezultati procjena važnosti znanja i vještina za uspješno izvođenje

nastave prikazani su na Slici 11. Uočljivo je kako poticanje polaznika na aktivno slušanje,

timski rad i suradnju, poticanje odgovornosti polaznika za aktivno sudjelovanje u nastavi i

primjenjivanje različitih metoda i oblika rada te strategija učenja i poučavanja ovisno o po-

trebama, sposobnostima i afinitetima polaznika, sudionici ovoga istraživanja procjenjuju

25

najvažnijim elementima izvođenja nastave u obrazovanju odraslih.

Slika 11. Procjena važnosti znanja i vještina za uspješno obavljanje posla – izvođenje nastave

U literaturi u kojoj je obrađena kvaliteta nastavnoga procesa i uloga nastavnika u na-

stavnome procesu, brojni autori ističu da je uloga nastavnika upravo biti facilitator koji

uvažava ranija iskustva, navike i stavove polaznika, koji umije poticati atmosferu ugodnoga i

suradničkog nastavnog ozračja, koji potiče polaznike na samorefleksiju, kritičko mišljenje,

timski rad i rješavanje problema (Knowles i sur., 2005; Esposito, 2005; Professional Stan-

dards for Teachers in Adult Education Self-Assesement, 2008; Beavers, 2009; Kako uspješno

poučavati odrasle?, 2012; Cator i sur., 2014). Najnižom ocjenom, ispitanici u ovom istraži-

vanju procijenili su organiziranje nastave izvan učionice u skladu sa sadržajima učenja i

poučavanja.

Regresijske analize provedene posebno za svaki aspekt izvođenja nastave pokazale su

kako je najvažnija odrednica procjene važnosti različitih znanja i vještina izvođenja nastave

intrinzična motivacija nastavnika. Rezultati analize prikazani su u Tablici 5.

26

Tablica 5. Prediktori procjena važnosti znanja i vještina izvođenja nastave

Primjenjivati različite metode i oblike rada te strategije učenja i poučavanja ovisno o potrebama,

afinitetima i sposobnostima polaznika

R= .40, R2=.16, F=9.55; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno obrazovnom

sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.07 -.08 -.08 .14 -.10 .13* .30**

Osiguravati podržavajuće nastavno ozračje

R= .44, R2=.20, F=12.09; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno obrazovnom

sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.10 -.08 -.08 .06 .00 .14* .32**

Poticati odgovornost polaznika za aktivno sudjelovanje u nastavi

R= .42, R2=.17, F=10.27; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno

obrazovnom sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.11* -.13 .04 .06 -.03 .17** .24**

Osvješćivati odgovornost polaznika za rezultate učenja

R= .37, R2=.13, F=7.61; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno

obrazovnom sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.15** -.14 .01 .09 .05 .08 .22**

Poticati polaznike na aktivno slušanje, suradnju i timski rad

R=.41, R2=.17, F=9.74; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno

obrazovnom sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.09 -.09 .05 .06 -.06 .10 .29**

Poticati nastavnike na daljnje cjeloživotno učenje (informalni i neformalni kontekst)

R=.38, R2=.15, F=8.45; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno

obrazovnom sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.01 -.02 -.05 .05 .06 .01 .37**

Stvarati situacije za rješavanje problema, kreativno i kritičko mišljenje

R=.39, R2=.15, F=8.68; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno

obrazovnom sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.00 -.04 .08 .09 -.05 .07 .34**

27

Koristiti suvremene tehnologije u nastavi

R=.35, R2=.13, F=8.68; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno

obrazovnom sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.07 -.05 -.07 .16* -.08 .10 .26**

Organizirati nastavu izvan učionice u skladu sa sadržajima učenja i poučavanja

R=.21, R2=.05, F=2.32; df=7,344; p=.026

spol dob razina

obrazovanja

radno iskustvo u

odgojno

obrazovnom sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.04 .07 -.01 .01 -.01 .07 .16**

Poticati (samo)refleksiju svih dionika tijekom nastavnog procesa

R=.39, R2=.15, F=9.04; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno

obrazovnom sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.07 -.08 -.00 .19* -.13* .10 .30**

*p<.05; **p<.01

Razumljivo je što se intrinzična motivacija u analizama povezanima s izvođenjem na-

stave također pojavila kao ključni prediktor pri obavljanju nastavničkoga posla, osobito uzme

li se u obzir kako je intrinzična motivacija i pri pripremanju nastave bila najvažnija odrednica

za obavljanje toga posla.

3.2.3. Praćenje, ocjenjivanje i (samo)vrednovanje

Praćenje, vrednovanje i ocjenjivanje postignuća polaznika također je važan dio nasta-

vničkoga posla. Na razini primarnoga, sekundarnog i fakultetskog obrazovanja kontinuirano

se ulaže u poboljšanje ovoga sustava koji je u osnovi i najizloženiji kritikama i žalbama. Ipak,

obrazovanje odraslih specifičan je sustav u kojem dio polaznika ima ranija iskustva o nekim

sadržajima koji se uče u nastavnome procesu. Posebice se to odnosi na prekvalifikacije poje-

dinca iz jednoga zanimanja u drugo gdje su ta dva zanimanja često povezana pa je moguće da

polaznik već ima golemo praktično iskustvo u pojedinome poslu, ali mu je potrebna svje-

dodžba kako bi mogao obavljati taj određeni posao. Način praćenja i vrednovanja postignuća

takvoga polaznika može se razlikovati od iskustva polaznika koji je upisao program za koji

nema nikakve ranije stečene kompetencije. Stoga se čini kako nastavnici trebaju biti vrlo po-

zorni pri vrednovanju postignuća polaznika. U tom smislu, praćenje i vrednovanje postignuća

polaznika važno je temeljiti na holističkom pristupu praćenju i poticanju napretka svakog

pojedinca, odnosno, pozornost je potrebno usmjeriti na polaznikovu osobnost i postignuća

kako je to zamišljeno u Nacionalnom okvirnom kurikulumu (2011). Pritom, naglašava se va-

žnost odgovornosti, samorefleksije i samoregulacije u cjelokupnome procesu ocjenjivanja

postignuća. U ovome istraživanju, za uspješno praćenje, ocjenjivanje i (samo)vrednovanje,

28

sudionici su najvažnijima procijenili poznavanje ključnih pojmova iz područja praćenja, vre-

dnovanja i ocjenjivanja postignuća, poznavanje izrade zadataka objektivnoga tipa te upotrebu

različitih oblika praćenja i vrednovanja postignuća polaznika. Sve se navedeno odnosi na

specifična dokimološka znanja, koja se mogu steći na sustavan način tijekom nastavničkoga

studija odnosno pohađanjem nekog od pedagoško–psihološko–didaktičko–metodičkih progra-

ma. Uz navedeno, pri formalnome stjecanju andragoških kompetencija iznimno se važnim

čini poučavati o pogreškama koje čine nastavnici pri ocjenjivanju te ih obrazovati tako da

znaju kako i osobne karakteristike polaznika mogu utjecati na kvalitetu iskazanih znanja,

vještina i kompetencija. Shodno tome, potrebno je osposobljavati nastavnike za upotrebu

različitih strategija koje će omogućiti polaznicima dosezanje optimalne razine ekspresije

vlastitih postignuća. U prilog tome govore i Rivombo i Mogashoa (2014) koji ističu kako su

nastavnici u sustavu obrazovanja odraslih suočeni s različitim izazovima u svomu obrazo-

vanju, a s obzirom na dobne, rodne, jezične, kulturne i religijske razlike te razlike u dinamici

razumijevanja sadržaja i učenja njihovih učenika kao i njihovih prethodnih iskustava. Stoga,

nastavnici u obrazovanju odraslih trebaju stalno tragati za primjerenim strategijama pouča-

vanja među kojima je i strategija „jedan-na-jedan“, odnosno individualizirani pristup u radu s

odraslim polaznicima. Upravo ta strategija omogućit će bolje upoznavanje polaznika, njegovo

kontinuirano praćenje i objektivn(iju)u evaluaciju njegovih postignuća.

Zanimljivo, sudionici istraživanja procijenili su najmanje važnim izrađivanje osobnih

portfolija o napredovanju polaznika. Razlog tomu može biti što nastavnici nisu ni upoznati s

prednostima izrade portfolija, kao ni o važnosti samovrednovanja u nastavnom procesu opće-

nito (Glasser, 2001). Čini se kako bi se u programima obrazovanja odraslih, čijemu ususta-

vljivanju pripada i ovo izvješće, trebala značajna pažnja posvetiti upravo tom ključnom poslu,

ne zaboravljajući kako je vođenje andragoške dokumentacije važan dio nastavničkoga posla.

4,4

4,16

4,21

4,34

4,23

4,31

4,15

4,12

3,71

3,20 3,40 3,60 3,80 4,00 4,20 4,40 4,60

poznavati ključne pojmove iz područja praćenja,

vrednovanja i ocjenjivanja postignuća

primjenjivati holistički pristup praćenju i

procjenjivanju postignuća polaznika

uključivati i osposobljavati polaznike za proces

(samo)vrednovanja vlastitih postignuća

znati izrađivati zadatke objektivnog tipa

znati i prevenirati pogreške nastavnika u

ocjenjivanju

koristiti različite oblike praćenja i vrednovanja

postignuća polaznika

poznavati zakonske propise iz područja

obrazovanja odraslih

znati voditi andragošku dokumentaciju

izrađivati osobni portfolio o napredovanju

polaznika

Slika 12. Procjena važnosti znanja i vještina za uspješno obavljanje posla – praćenje,

ocjenjivanje i (samo)vrednovanje

29

Provedeno je niz regresijskih analiza s varijablama znanja i vještina praćenja, ocjenji-

vanja i (samo)vrednovanja kao kriterijima, a rezultati su prikazani u Tablici 6.

Tablica 6. Prediktori procjena važnosti znanja i vještina praćenja, ocjenjivanja i

(samo)vrednovanja

Poznavati ključne pojmove iz područja praćenja, vrednovanja i ocjenjivanja postignuća polaznika

R= .49, R2=.24, F=15.15; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno obrazovnom

sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.08 -.03 -.15* .09 -.10 .08 .40**

Primjenjivati holistički pristup praćenju i procjenjivanju postignuća polaznika

R= .43, R2=.19, F=11.39; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno obrazovnom

sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.10 .06 -.08 .20** -.16* .09 .33**

Uključivati i osposobljavati polaznike za proces (samo)vrednovanja vlastitih postignuća i kvalitete nastave

R= .47, R2=.22, F=14.17; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno

obrazovnom sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.06 -.01 -.03 .08 -.02 .15* .37**

Znati izrađivati zadatke objektivnog tipa

R= .41, R2=.17, F=10.03; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno

obrazovnom sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.07 -.06 -.12* .10 .01 .08 .32**

Znati i prevenirati pogreške nastavnika u ocjenjivanju

R=.38, R2=.14, F=8.10; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno

obrazovnom sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.06 -.04 -.02 .14 -.07 .15* .27**

Koristiti različite oblike praćenja i vrednovanja postignuća polaznika

R=.46, R2=.21, F=13.29; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno

obrazovnom sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.09 -.08 .03 .09 .06 .15* .33**

Poznavati zakonske propise iz područja obrazovanja odraslih

R=.37, R2=.14, F=7.89; df=7,344; p=.000

30

spol dob razina

obrazovanja

radno iskustvo u

odgojno

obrazovnom sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.11* -.04 -.02 .13 -.08 .09 .27**

Znati voditi andragošku dokumentaciju

R=.37, R2=.14, F=7.70; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno

obrazovnom sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.12* -.05 -.01 .10 -.04 .14* .24**

Izrađivati osobni portfolio o napredovanju polaznika

R=.42, R2=.17, F=10.34; df=7,344; p=.026

spol dob razina

obrazovanja

radno iskustvo u

odgojno

obrazovnom sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.10 .12 -.06 .10 -.07 .18** .30**

*p<.05; **p<.01

Prema Tablici 6, ponovno je unutarnja motivacija ključni prediktor svih kriterijskih

varijabli, te u nešto manjoj mjeri samoefikasnost. Zanimljivo, duljina se radnoga iskustva nije

pokazala prediktivnom s obzirom na to da bi nastavnici s duljim radnim stažem trebali imati

ili više kompetencija ili pak dilema i problema u vezi s praćenjem, vrednovanjem i ocjenjiva-

njem postignuća polaznika.

Zaključno, neki autori ističu da nije moguće niti je potrebno pri praćenju, (samo)vre-

dnovanju i ocjenjivanju postignuća u obrazovanju odraslih razviti jedinstveni model, već je

nužno, uvažavajući potrebe polaznika i specifičnosti programa te nastavnoga procesa, kom-

binirati formativno i sumativno vrednovanje, kao i samovrednovanje pri čemu je osobito zna-

čajno staviti naglasak na suradnju, refleksiju, dijalog i samovrednovanje (McNamara i sur.,

2010; McNamara i O'Hara, 2004).

3.2.4. Stručno usavršavanje

U Republici Hrvatskoj još uvijek ne postoji sustavno obrazovanje nastavnika za rad u

obrazovanju odraslih pa je bilo važno dobiti procjene ispitanika o ovome ključnom poslu. Taj

je ključni posao i zakonski reguliran jer andragoški djelatnici imaju pravo i obvezu stručnoga

i andragoškog usavršavanja, pri čemu Agencija za strukovno obrazovanje i obrazovanje odra-

slih ima obvezu organizirati i provoditi takva usavršavanja (Zakon o obrazovanju odraslih,

2007; Kako uspješno poučavati odrasle?, 2012). S obzirom na potencijalno stručno usavrša-

vanje, kao neke od ključnih znanja i vještina nastavnika u sustavu obrazovanja odraslih,

sudionici su procijenili poznavanje i primjenjivanje suvremenih teorija motivacije u obrazo-

vanju odraslih, zatim poznavanje suvremene andragoške teorije i primjera dobre prakse te

31

poznavanje načela cjeloživotnoga učenja i njihovo poticanje kod polaznika.

4,27

4,34

4,26

3,56

4,04

4

3,00 3,50 4,00 4,50 5,00

poznavati načela cjeloživotnog učenja i njihovo

poticanje kod polaznika

poznavati i primjenjivati suvremene teorije

motivacije u obrazovanju odraslih

poznavati suvremene andragoške teorije i

primjere dobre prakse

pisati i objavljivati iskustva dobre prakse u

stručnim časopisima

pohađati edukacije iz područja andragogije

stjecati uvjete za licenciranje

Slika 13. Procjena važnosti znanja i vještina za uspješno obavljanje posla – stručno

usavršavanje u andragoškim kompetencijama

Rezultati regresijskih analiza za ispitivanje prediktora procjena važnosti znanja i vje-

ština stručnoga usavršavanja prikazani su u Tablici 7.

Tablica 7. Prediktori procjena važnosti znanja i vještina stručnog usavršavanja

Poznavati načela cjeloživotnog učenja i njihovo poticanje kod polaznika

R= .49, R2=.24, F=15.41; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno obrazovnom

sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.10* .02 -.14** .11 -.03 .10* .39**

Poznavati i primjenjivati suvremene teorije motivacije u obrazovanju odraslih

R= .46, R2=.21, F=13.32; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno obrazovnom

sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.02 -.04 -.07 .21** -.16* .06 .41**

Poznavati suvremene andragoške teorije i primjere dobre prakse

R= .49, R2=.24, F=15.62; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno

obrazovnom

sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.04 -.06 -.08 .11 .03 .12* .40**

32

Pisati i objavljivati iskustva dobre prakse u stručnim časopisima

R= .39, R2=.15, F=8.90; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno

obrazovnom

sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.02 .22* .02 .03 -.09 .11 .30**

Pohađati edukacije iz područja andragogije

R=.48, R2=.23, F=14.80; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno

obrazovnom

sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.13* .04 -.11* .10 -.08 .03 .41**

Stjecati uvjete za licenciranje

R=.41, R2=.17, F=10.18; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno

obrazovnom

sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.01 .05 -.05 .06 -.04 .10 .36

*p<.05; **p<.01

I kod tvrdnji koje se odnose na stručno usavršavanje, kao i ostalih ključnih poslova,

najvažnijim prediktorom u svim tvrdnjama ponovno se pokazala intrinzična motivacija. Takav

rezultat ne iznenađuje jer je mnogo puta dokazano kako su intrinzično motivirani pojedinci

voljni dodatno se usavršavati u poslu koji obavljaju, kao i da su spremni na kontinuirano uče-

nje i stjecanje novih znanja i vještina. Zanimljivo je pak kako se varijabla radnoga iskustva u

sustavu obrazovanja odraslih kod ovoga ključnog posla nije pokazala prediktivnom. Bilo bi

opravdano očekivati da nastavnici s manje radnoga iskustva procjenjuju potrebnijim znanja i

vještine iz područja stručnoga usavršavanja, napose jer se kolegiji iz područja andragogije, a

posebno znanja o psihologiji odraslih mogu stjecati samo na rijetkim studijima u Republici

Hrvatskoj.

3.2.5. Suradnja s unutarnjim i vanjskim dionicima

U sukonstruktivističkome pristupu organiziranja nastavnoga procesa od iznimne je va-

žnosti suradnja s unutarnjim dionicima institucije u kojoj nastavnici rade, kao i povezivanje s

vanjskim dionicima koje se ponajprije odnose na tržište rada i lokalnu zajednicu. Na razini

institucije, sudionici su najvažnijom procijenili suradnju s ravnateljem i ostalim zaposlenicima

u ustanovi. Razumljivo je da je temeljna pretpostavka kvalitetnoga rada pozitivno ozračje, tj.

suradnja s ravnateljem i kolegama gdje se u podržavajućem, suradničkom i prijateljskom

ozračju preispituju iskustva iz prakse i ostvaruje refleksija vlastita rada. Istodobno, sudionici

33

istraživanja važnima su procijenili suradnju s Agencijom za strukovno obrazovanje i obra-

zovanje odraslih te s akademskom zajednicom, a sve u cilju unaprjeđivanja vlastita rada.

Također, važnim su procijenili i razvijanje refleksivne prakse kroz dijalog sa stručnjacima što

su vrlo ohrabrujući podaci koji upućuju da su nastavnici u velikoj mjeri motivirani za oba-

vljanje svoga posla, a što je još važnije, da su voljni usavršavati se u daljnjem stjecanju

andragoških kompetencija. Dobiveni rezultati sugeriraju to da nastavnici prepoznaju važnost

suradnje s poduzetnicima na razini lokalne, ali i šire zajednice, što je iznimno važno za sve

programe obrazovanja odraslih kojima je cilj praktično osposobljavanje polaznika za potrebe

tržišta rada. Najmanje važnom, sudionici istraživanja procijenili su suradnju s andragoškim

društvom.

Slika 14. Procjena važnosti znanja i vještina za uspješno obavljanje posla – suradnja s

unutarnjim i vanjskim dionicima

U Tablici 8. prikazani su rezultati regresijskih analiza s varijablama suradnje s unutar-

njim i vanjskim dionicima kao kriterijima.

Tablica 8. Prediktori procjena važnosti znanja i vještina suradnje s unutarnjim i vanjskim

dionicima

Razvijati refleksivne prakse kroz dijalog sa stručnjacima

R= .43, R2=.18, F=11.11; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno obrazovnom

sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.05 .10 -.04 .06 -.16* .14* .34**

Surađivati s poduzetnicima na razini lokalne zajednice i šire

R= .33, R2=.11, F=6.08; df=7,344; p=.000

spol dob razina radno iskustvo u radno iskustvo u samoefikasnost intrinzična

34

obrazovanja odgojno obrazovnom

sustavu

sustavu obrazovanja

odraslih

motivacija

.03 .12 .02 .05 -.16* .12* .24**

Surađivati s ravnateljem i ostalim zaposlenicima u ustanovi

R= .44, R2=.19, F=11.58; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno

obrazovnom sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.14** -.08 -.06 .08 -.14* .14** .27**

Surađivati s akademskom zajednicom s ciljem unapređivanja andragoških kompetencija

R= .44, R2=.19, F=11.92; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno

obrazovnom sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

-.01 .01 .03 .15 -.18** .08 .39**

Surađivati s andragoškim društvom

R=.46, R2=.21, F=13.26; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno

obrazovnom sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.03 .02 -.11* .18* -.10 .06 .40**

Surađivati s nadležnom agencijom za obrazovanje odraslih

R=.47, R2=.22, F=14.15; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno

obrazovnom sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.15** .01 -.08 .22** -.16* .07 .36**

Informirati javnost o različitim mogućnostima obrazovanja odraslih

R=.37, R2=.13, F=7.69; df=7,344; p=.000

spol dob razina

obrazovanja

radno iskustvo u

odgojno

obrazovnom sustavu

radno iskustvo u

sustavu obrazovanja

odraslih


motivacija

.15** -.01 -.05 .17* -.10 .03 .27**

*p<.05; **p<.01

Kao i kod ostalih ključnih poslova, intrinzična motivacija pokazala se najvažnijim pre-

diktorom za obavljanje ovoga posla, dok se uz motivaciju i samoefikasnost pokazala kao

značajan prediktor kod poslova koji se odnose na suradnju sa stručnjacima, kolegama te

lokalnom i širom zajednicom, što je i očekivano s obzirom na to kako će nastavnici koji se

procjenjuju samoefikasnima učinkovitije ostvarivati suradnju s različitim pojedincima odno-

sno institucijama.

35

3.3. Generičke kompetencije

Uz specifične andragoške i nastavničke kompetencije koje su prikazane ranije u izvje-

šću, za nastavnike općenito, a posebice za nastavnike u obrazovanju odraslih, zbog speci-

fičnosti polaznika koje obrazuju ključne su i generičke kompetencije nastavnika. Autori na

različite načine određuju skupine ovih kompetencija. Stoga su za potrebe ovog istraživanja, na

temelju brojne relevantne literature, izdvojene one generičke kompetencije koje su važne za

cjelokupan rad i dobrobit kako nastavnika tako i polaznika u sustavu obrazovanja odraslih.

4,5

4,46

4,34

4,52

4,28

4,46

4,31

4,5

4,63

4,37

4,65

4,33

4,22

4,42

4,35

4,36

4,26

4,1

4,37

4,53

4,21

4,47

4,39

4,41

4 4,2 4,4 4,6 4,8

spremnost za učenje

unutarnja motivacija za učenjem

samoinicijativnost i poduzetnost

uspješno komuniciranje i suradnja s drugima

otvorenost za različite običaje i kulture

poštivanje različitosti

socijalna osjetljivost

uvažavanje dostojanstva, prava i slobode izbora…

moralnost i etičnost

solidarnost

odgovorno ponašanje

empatičnost

interkulturalne kompetencije

kretaivno mišljenje i izražavanje

inovativnost

donošenje odluka

vođenje ljudi

upravljanje resursima

timski rad

prezentacisjke vještine

analitičke vještine

organiziranje i planiranje

nošenje s pritiskom i emocionalna samokontrola

samoprocjenjivanje

Slika 15. Procjena važnosti generičkih kompetencija za nastavnika u obrazovanju odraslih

36

S ciljem ispitivanja potrebne razine razvijenosti generičkih kompetencija nastavnika u

sustavu obrazovanja odraslih, provedene su analize za sve kompetencije uključene u istraži-

vanje, a daljnje su analize izvršene na kompozitnim rezultatima formiranima na temelju

provedenih faktorskih analiza i analiza pouzdanosti (str. 14/15). Na Slici 15. prikazani su re-

zultati procjena važnosti generičkih kompetencija svih sudionika.

Iako su sve generičke vještine procijenjene važnima za uspješno obavljanje posla na-

stavnika u obrazovanju odraslih (sve se procjene nalaze između vrijednosti 4 i 5 na skali od 1

do 5), valja istaknuti kako su sudionici najveću prosječnu ocjenu dali odgovornom ponašanju,

zatim moralnosti i etičnosti, prezentacijskim vještinama te uspješnome komuniciranju i sura-

dnji s drugima. Ovi su rezultati potpuno sukladni rezultatima sličnoga istraživanja provedenog

u okviru projekta na uzorku poslodavaca, odnosno ravnatelja i voditelja organizacija nami-

jenjenih obrazovanju odraslih (Brčić Kuljiš i sur., 2015). Kao najvažnije kompetencije

nastavnika u obrazovanju odraslih iz domene generičkih kompetencija, ravnatelji su proci-

jenili odgovorno ponašanje, moralnost/etičnost te suradnju s drugima. Kao jedna od ključnih

vrijednosti, odgovornost je također istaknuta u Nacionalnom okvirnom kurikulumu (2011,

22), a uključuje odgovorno djelovanje i ponašanje prema općem društvenom dobru, prirodi,

radu, samima sebi i drugima te predstavlja smislen i savjestan odnos između osobne slobode i

osobne odgovornosti. Uz odgovornost, moralnost i etičnost, ne čudi što sudionici ovoga

istraživanja procjenjuju prezentacijske vještine te uspješno komuniciranje i suradnju s drugi-

ma kao najvažnije generičke vještine. Naime, kvalitetna su komunikacija i suradnja s drugima

u sukonstruktivističkome pristupu realizacije nastavnoga procesa, uz intrinzičnu motivaciju,

prepoznati najvažnijim preduvjetima organizacije nastave usmjerene na aktivno učenje (Kno-

wles i sur., 2005; Esposito, 2005; Kako uspješno poučavati odrasle?, 2012). S obzirom na

ostale generičke vještine ispitane ovim istraživanjem, dobiveni rezultati uvelike ohrabruju te

pokazuju da nastavnici (sudionici ovoga istraživanja) uz visoku intrinzičnu motivaciju za

posao obrazovanja odraslih vrlo važnima procjenjuju i sve navedene generičke vještine koje

mogu doprinijeti kvaliteti nastave i dobrobiti polaznika u sustavu obrazovanja odraslih.

Kako bi se ispitao doprinos nekih sociodemografskih varijabli sudionika objašnjenju

individualnih razlika u procjenama važnosti generičkih kompetencija, provedeno je nekoliko

regresijskih analiza s trima skupinama generičkih kompetencija kao zavisnim varijablama

(socijalne kompetencije, organizacijsko-radne kompetencije, motivacijsko-kreativne kompe-

tencije) te varijablama spola, dobi i razine obrazovanja kao prediktorima. Rezultati tih analiza

prikazani su u Tablici 9.

37

Tablica 9. Rezultati regresijskih analiza s generičkim kompetencijama kao kriterijima

generičke kompetencije

prediktori

Socijalne organizacijsko-radne motivacijsko-kreativne

spol .34** .20** .26**

dob .004 .012 -.08

razina obrazovanja -.03 -.03 .053

duljina radnog iskustva u

odgojno-obrazovnom sustavu

.08 -.08 .01

duljina radnog iskustva u

sustavu obrazovanja odraslih

-.11 -.03 -.04

R .34 .21 .29

R2 .12 .05 .09

F (df=5,346) 9.32** 3.31** 6.67**

**p<.01

Prema Tablici 9, spol je jedini značajan prediktor procjena važnosti generičkih kompe-

tencija pri čemu žene, u odnosu na muškarce, procjenjuju važnijima sve navedene skupine

kompetencija za uspješno obavljanje posla nastavnika u obrazovanju odraslih. Odabrane va-

rijable objašnjavaju relativno skromni udio varijance kriterija, od 5% za organizacijsko-radne

do 12% za socijalne kompetencije. Neka ranija istraživanja sugeriraju kako se muškarci i žene

već od djetinjstva razlikuju na način da su žene bolje u poslovima povezanima s izražava-

njem, brigom za druge te kako im je više stalo do pozitivnih i povjerljivih odnosa s drugima,

dok su muškarci bolji u poslovima u vezi s kompeticijom (Zarevski i sur., 2007; Brajša Žga-

nec i sur., 2014).

38

4. ZAKLJUČAK

Provedeno istraživanje dio je projekta nastaloga u okviru Europskog socijalnog fonda

čiji je cilj standardizirati zanimanje nastavnika u obrazovanju odraslih i definirati potrebni

standard kvalifikacije za obavljanje toga posla. Cilj je izvješća bio ispitati stavove nastavnika

koji su već zaposleni u sustavu obrazovanja odraslih o tome koje ključne poslove, te andra-

goške, nastavničke i generičke kompetencije procjenjuju važnima za kvalitetno obavljanje

obrazovanja odraslih. Obrazovanje odraslih specifičan je sustav obrazovanja koji zahtijeva

bitno drugačiji pristup obrazovanju odraslih polaznika od onog u primarnom, sekundarnom,

ali i visokoškolskome obrazovanju. Razlog tomu je što u ovome sustavu više nego u ijednom

drugom u odgojno-obrazovnoj vertikali do izražaja dolaze ranija iskustva polaznika pa je va-

žno uvažavati njihova prethodna znanja, vještine, stavove i navike te na temelju njih osmisliti

i organizirati nastavni proces. Također, u motivacijskome smislu odrasli se polaznici razlikuju

od učenika mlađe i adolescentske dobi, a i sam sustav obrazovanja odraslih vrlo je raznolik s

obzirom na broj programa koje nudi, bilo da su oni formalnoga ili neformalnog karaktera.

Stoga je za izradu standarda zanimanja i standarda kvalifikacije nastavnika poduzet niz istra-

živanja kojima se željelo ispitati stavove ravnatelja i voditelja o kompetencijama nastavnika u

obrazovanju odraslih što je prezentirano u prvoj publikaciji izrađenoj u okviru spomenutoga

projekta. U istraživanju koje je sadržaj ovoga izvješća pristupilo se ispitivanju nastavnika o

potrebnim kompetencijama za obavljanje nastavničkoga posla u sustavu obrazovanja odraslih

s ciljem dobivanja što cjelovitije slike i mogućih smjernica o tome kako graditi kurikulumske

jezgre za kvalitetno obrazovanje nastavnika u obrazovanju odraslih, odnosno kako na što

kvalitetniji način definirati standard zanimanja, a potom i kvalifikacije stručnjaka iz nave-

denog područja.

Dobiveni rezultati ohrabruju u smislu da nastavnici prepoznaju sve ključne poslove u

vezi s nastavničkim djelokrugom rada te ih procjenjuju važnima: prepoznaju važnost suvre-

menoga i na polaznika usmjerenog organiziranja nastavnoga procesa te iznimno važnom

procjenjuju kvalitetu socijalnih odnosa između dionika u sustavu obrazovanja odraslih. Pri

tome je posebno važno istaknuti njihovu usmjerenost k aktivnom učenju polaznika, poticanje

suradničkoga učenja i organiziranje nastave usmjerene na zadovoljavanje potreba, interesa i

mogućnosti polaznika, što je kompatibilno s nalazima stručne literature koja te dimenzije

ističe kao glavne čimbenike kvalitete obrazovanja odraslih.

Osim visoke procjene svih ključnih poslova kao iznimno važnih za kvalitetno obavlja-

nje nastavničkog posla, nastavnici prepoznaju i važnost cijelog niza generičkih kompetencija,

pri čemu se u svim rezultatima intrinzična motivacija nastavnika ističe kao najvažniji pre-

diktor svakoga od njih. Vrlo je ohrabrujuće što se nastavnici procjenjuju visoko intrinzično

motiviranima za obavljanje svoga posla, i čini se kako bi ih sustavno obrazovanje i usavrša-

vanje u području andragoških kompetencija moglo i dalje osnaživati za kvalitetan nastavnički

rad. Zaključno, moguće je istaknuti kako kompetentnost i visoka razina motivacije nastavnika

doprinosi njihovu kvalitetnijem djelovanju u svih etapama nastavnoga procesa (od pripreme,

preko izvođenja do evaluacije), a istodobno doprinosi osjećaju zadovoljstva polaznika. Praksa

pokazuje kako zadovoljni polaznici obrazovanja odraslih, čija su očekivanja ispunjena i/ili

čak nadmašena te koji prepoznaju kvalitetan i entuzijastičan rad svojih nastavnika, pokazuju

39

više upornosti, ustrajnosti u učenju te snažniju motivaciju za savladavanjem postavljenih za-

daća. Slijedom navedenoga, mogli bismo prihvatiti razmišljanje autora Knowles, Holton i

Swanson, (2005., str. 61), koji popularizirajući i operacionalizirajući andragoški koncept

naglašavaju kako je obrazovanje odraslih „umjetnost i znanost pomaganja odraslima da uče“.

Dodali bismo, kako je potrebno cjelovito i primjereno obrazovati „umjetnike“ i „znanstve-

nike“ da zaista i budu pomagači odraslim učenicima.

40

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44

CONTENT

SUMMARY............................................................................................................................ 45

1. INTRODUCTION.............................................................................................................. 46

2. THE METHOD OF RESEARCH ...................................................................................... 52

2.1. Research sample and process.......................................................................................... 52

2.2. Research instrument ........................................................................................................ 54

3. RESULTS........................................................................................................................... 60

3.1. The assessment of competence to perform the work of teachers in adult education........ 60

3.2. The key tasks of teachers in adult education.................................................................... 63

3.2.1. Class preparation ...........................................................................................................64

3.2.2. Teaching ........................................................................................................................66

3.2.3. Monitoring, assessment and (self-) evaluation ..............................................................69

3.2.4. Professional training ......................................................................................................72

3.2.5. Cooperation with internal and external stakeholders .................................................... 75

3.3. Generic competencies ......................................................................................................77

4. CONCLUSIONS................................................................................................................. 81

5. REFERENCES................................................................................................................... 83

45

SUMMARY

Development of occupational standard and qualifications standard for adult education

professionals is a project organized under the auspices of the European Social Fund. Its goal

is to define systematically and comprehensively the competencies of teachers working in

adult education, so that their occupational standard and qualifications standard could be enro-

lled in the register of Croatian Qualifications Framework. It is considered to be a significant

step in ensuring the quality of adult education programmes, for which there is significant inte-

rest in the Republic of Croatia. The goal was to obtain more relevant indicators that would be

used to create occupational standard and qualifications standard of professionals in adult

education and develop a core curriculum enabling these professionals to acquire necessary

competencies. Therefore, it was necessary to examine and determine the needs of the labor

market (results presented in the first report of the project) and teachers working in the said

system of competencies and qualifications of professionals in adult education (the contents of

this report). The curricula for training professionals for adult education in the countries that

already have such experiences have also been analyzed (the results will be presented in the

third report). The results presented in this report were obtained through the online research

which involved 353 participants - teachers who work in adult education in the Republic of

Croatia. The survey was conducted during December 2015. It adopted the instrument for

testing some features of teachers' work in adult education - the key tasks, specific and generic

skills and competencies, and self-efficacy and intrinsic motivation of teachers.

The obtained results have shown that teachers consider lesson planning and teaching

to be the most important tasks. Within these they recognized some of the basic principles of

adult education: planning and implementing the teaching process that takes into account

recent scientific knowledge in the field of andragogy on the one hand, and developmental cha-

racteristics and previous experience of participants on the other. The majority of the teachers

have evaluated themselves as sufficiently competent to perform the work of teachers in adult

education, although a large part believes they have not acquired sufficient competencies requ-

ired for this job during their formal education. The intrinsic motivation of teachers is singled

out as the only significant predictor for the assessment of personal competence. It is precisely

this variable that has been shown as predictive of assessing the importance of knowledge and

skills that a teacher needs to successfully perform all the key tasks - from teaching process to

cooperation with internal and external stakeholders.

46

1. INTRODUCTION

In recent decades, the issue of teaching competence of teachers at all levels of educa-

tion has been in the focus of the scientific, professional and general public's interest. The

aforementioned public is directly or indirectly interested in the quality of the educational pro-

cess (Matijevic and Lapat, 2016). While a significant progress in the systematic reflection,

advocacy and facilitatating the acquisition and improvement of teachers' competence in the

vertically aligned education system have mainly been reached, there has still been a notable

deficit in the field of training adult education teachers. The reason for the unfair marginaliza-

tion of this part of the population most likely lies in the fact that there is still no occupational

standard or qualifications standard that would define the necessary competencies of teachers

working in adult education. Consequently, there are no andragogy studies at the national level

or uniform programmes of andragogical, psychological, didactic and methodical education

and permanent professional training, which would allow the acquisition of specific teachers'

competencies needed for the high-quality implementation of adult education.

Understanding the need and importance of this particular segment of education, both for

the individual and for society as a whole, we started a systematic research of andragogic and

teaching competencies of teachers in the project entitled Development of occupational stan-

dard and qualifications standard for Adult Education professionals (HR.3.1.15-0014; call:

Improving the quality in higher education with the implementation of the Croatian Quali-

fications Framework - European Social Fund) from the perspective of both, employers and

teachers in adult education, which is the content of this report.

The specific age of the adult and elderly population that is being educated, as well as

their development features (cognitive, motivational, social and health), represent specific

challenges for adult education teachers and require their specific competencies (knowledge,

skills, values and attitudes) in order to address these challenges adequately. Furthermore,

adult education teachers face the need to look for strategies, methods and forms of work com-

patible with the needs, abilities and the interests of the adult population they teach. They must

also possess relevant knowledge of trends, labor market needs and the role of lifelong edu-

cation and learning in personal, economic and general development of an individual and

society.

It is clear that adult education teachers face many requirements and expectations, both

of individuals and society. On the other hand, there is no formal education that would enable

them to adequately respond to those demands and expectations. It is possible to say that the

current adult education teachers have found themselves in the gap between the real needs on

the one hand and opportunities on the other. The first step in bridging this gap is to gain the

necessary andragogical competencies.

For the purposes of this paper, competence is discussed in terms of knowledge, skills,

abilities and attitudes, and it refers to the key tasks involved in the actual training for a parti-

cular profession (Gonczi et al., 1990; Biggs, 1994). This approach defines the main attributes

of a competence, such as cognitive skills (knowledge, critical thinking, problem solving stra-

47

tegies), interpersonal skills (the art of clear and accurate communication, conflict management

skills, negotiation skills, teaching and delegation skills etc.), affective skills (availability,

sensitivity to needs, empathy) and psychomotor skills needed to competently execute the key

tasks in a certain field. In this report the focus will be on the reference points of andragogical

competencies of teachers in adult education since competencies in general were elaborated in

the previous report.

The educational process (at all levels of education, including adult education) is under-

stood as a dynamic, variable, non-linear and unpredictable phenomenon (Capra, 1986; Fullan,

1999, 2005; Senge, 2003; Valve, 2004; Žiljak, T., 2005, 2007; Žiljak, O., 2011). That process

can successfully be lead by a teacher whose professional and personal competences ensure

quality planning and preparation, implementation, monitoring and evaluation of the contem-

porary curricula of adult education, personal and professional development, collaboration

with internal and external stakeholders and achieving academic success of students. In this re-

gard, Cornell and Mayer (2010, 11) point out that 'academic success for students begins with

a trusting and mutually respectful relationship between student and teacher, extends to class-

room order, and culminates in a safe and supportive school climate that is profoundly and

inextricably linked to learning outcomes'. Such reasoning of the authors points out the fu-

ndamental postulates that are indispensable in creating a successful educational process for

adults: relations - learning/facilitation - the atmosphere.

Teaching atmosphere can be understood as a multidimensional construct composed of

a number of factors (communication, interaction, psychological characteristics of teachers

and students, leadership style, their philosophy of life, values and beliefs, and a number of

other aspects) that are in constant interaction and are interdependent. Understanding and

appreciating particular dimensions that contribute to teaching atmosphere, provide the under-

standing of the overall atmosphere as a result of their interaction. At the same time, the whole

atmosphere affects the individual components in return. Contribution to multidimensional

nature of the atmosphere in which adult education takes place, is given by the high expecta-

tions of adult students learning and teachers, their life experiences and the emphasized need

for involvement in all decisions regarding their education (Knowles, 1980; Mezirow, 1997;

2000). At the same time, adults and older students are, as well as younger ones, anxious in

new situations, tired of sitting for longer periods, afraid they might "appear foolish", want to

sit next to a person they know and so on (Knowles et al., 2005). Acknowledging these facts,

Tileston (2000) points out that creating a good learning environment and the atmosphere for

adult students is crucial to the success of students, and that all methods and techniques that the

teacher uses will not be effective if they do not meet this basic requirement. The appropriate

environment created by a teacher must be both physically and psychologically adapted to

adult learners (Jarvis, 2012) as "emotional and cognitive learning are not separate entities;

they work in tandem with one another" (Tileston, 2000, p.1). Taking this into account, Hie-

mstra (1991) offers a definition of the environment for learning created by the physical

environment, psychological or emotional conditions and social and cultural influences that

affect the growth and development of the engagement and enterprise of adults in the learning

process (Hiemstra, 1991, 8).

48

Knowles (1980) points out the features of adult learning that must be taken into acc-

ount when structuring classes for adults as follows:

1. Goal-oriented learning - when getting involved in the learning process, adult learners know

what goal they want to attain. Therefore, a good organization and clearly defined elements of

the teaching process are much appreciated. The task of the teacher is to convince the adult

learners that classes will help the attain their goals. Adult learners need to be informed about

the goals on time and given a presentation of a clear and detailed syllabus.

2. Relevancy-oriented learning - adult learners must realize the importance of learning some-

thing new. This knowledge must be applicable to their work or responsibilities they have.

Therefore, a teacher should relate complex scientific theories and concepts to the needs of

adult learners, make them understandable and allow adult learners to choose the projects that

reflect their own interests.

3. Practicality - adult learners may not be interested in some lessons. Therefore, the task of the

teacher is to explain how to implement the acquired knowledgle to their work.

4. Respect - a teacher should aknowledge the benefit of experience that an adult learner posse-

sses. Adult learners should be treated as equal in experience and knowledge.

5. The foundation for learning: life experience and knowledge – adult learners need to make

connections between learning and their existing knowledge and experiences (family relation-

ships, professional life and previous academic experience). Hence a teacher should detect and

examine experiences and knowledge of adult learners relevant to the topic, relate theorries

and concepts to learners' lives and to recognize and emphasize the value of learners' experi-

ence in learning. Jarvis (2012, 1) points out that we all live in a social context ("life-world") in

which we learn, and adds that the everyday life has been strangely unexplored in the context

of learning. Therefore, if we really want to understand the lifelong learning, it is necessary to

recognize its importance.

6. Autonomy and self-directed learning - adult learners prefer to be free to direct themselves,

rather than be guided, so teachers should actively involve them in the learning process and

act as facilitators. In doing so, it is necessary to take into account the adult learners' perspe-

ctives about the content they learn, enable them to work on projects that reflect their interests,

allow them to take responsibility for presentations and group leadership, guide learners to

acquire knowledge on their own rather than just offer them the facts and show them how their

participation will help them reach their goals.

The idea that adults learn differently than younger students has been well-documented

(Knowles, 1980; Mezirow, 1997, 2000, Terehof, 2002; Knowles et al., 2005; Forrest III and

Petreson, 2006; Taylor and Kroth, 2009). Therefore, teachers who teach adult learners should

develop their competencies in adult education on the basis of knowledge, theories and con-

structs related to the specific aspects of adult education. Also, taking into consideration the

aforesaid aspects, teachers should conduct teaching sessions in accordance with the needs of

adult learners. Paradigm shift in the perception of adult education teachers is the result of

changes in the perception of contemporary practice and principles upon which it has been

developing. Such a paradigm stands for education based on competence, lifelong and active

49

learning that promotes and encourages critical thinking and problem solving, and directing

focus from teacher to learning participants. Accordingly, it is expected that a teacher knows

and respects the specific ways of the teaching process organization. It is particularly important

that a teacher communicates effectively with adult students, ensures a positive learning

environment and atmosphere and is able to motivate an individual to further education by

encouraging cooperative learning (Professional standards for Teachers in Adult Education

Self-Assesement, 2008; How to effectively teach adults?, 2012). In order to provide appro-

priate educational context, adult education teachers must have all of the previously mentioned

competences and they must continuously improve them.

Some of the basic competencies of teachers in adult education are related to generic

skills such as decision making, responsibility, people and resources management, teamwork,

empathy, persuasion and influence, presentation and analytical skills, creativity and innova-

tion, organization and planning, orientation towards students' needs and performance, flexi-

bility, dealing with pressure/emotional self-control and the awareness of the importance of the

environmental preservation. Due to permanent and very turbulent changes in the labour mar-

ket, competencies like initiative, entrepreneurship, social and civic competencies, cultural

awareness and creative expression have been very desirable for adult education professionals.

Teachers' self-efficacy and intrinsic motivation are of particular interest to this study,

in addition to generic competences and key tasks of adult education teachers. Self-efficacy, as

individual's evaluation of their own abilities in organizing and performing specific actions

required for achieving the desired outcomes (Bandura, 1999), is an important determinant of

success in the academic and the professional context as well. The higher the perceived self-

efficacy is, the greater academic motivation it results in, which ensures the selection of cha-

llenging goals and tasks, greater commitment to work and higher academic achievement for

an individual (Bandura, 1993; 1999; Schunk, 1991; Ferla et al., 2009; Pajares, 1996; Chemers

et al., 2001). Teacher's high self-efficacy contributes to the quality of the teaching process,

and can have a positive impact on high self-efficacy awareness of students. In addition, self-

efficacy is positively correlated with the degree of self-regulation as well as the use of effe-

ctive teaching and learning strategies (Schunk and Pajares, 2001). Teachers in adult education

should encourage active students participation, meaningful understanding and provide them

with a sense of success and confidence in their work. They should also ensure social environ-

ment granting pleasant atmosphere, cooperation and communication (Nielsen, 2009; Pew,

2007), for which it is necessary that teachers in adult education develop competencies related

precisely to the motivational and social aspects of teaching.

Motivation has long been recognized as one of the most important elements of aca-

demic and professional achievements in a lifelong learning perspective, and is seen as an

internal condition that initiates, maintains and directs the behavior of the individual towards

achieving a goal. Motivation is crucial to start learning and for the persistence in learning, i.e.,

work performance. Modern co-constructivist approach to curriculum development supports

the creation of a curriculum that would recognize and encourage the motivation of each

individual. It is recognized that the teaching process organization, which results from such

curriculum, contributes to a greater involvement of individuals in learning activities and a-

50

ffects the quality and quantity of acquired knowledge (Weissman and Boning, 2003; Glynn et

al., 2005; Vizek Vidovic et al., 2003). In this context it seems important to accept the contem-

porary motivation theories that emphasize the importance of a favorable socio - emotional

environment supporting self-directed learning and high control regulation, i.e., the autonomy

of an individual in performing a task or activity (Ryan and Deci, 2000; Zimmerman, 1990,

2000; Pintrich, 2003; Vizek Vidovic et al., 2003). One of those contemporary motivation

theories is self-determination theory. Its' continuum extends from amotivation (complete di-

sengagement and lack of interest in performing some tasks, with behavior poorly regulated) to

intrinsic motivation developed by internal interests and goals that an individual considers to

be important (Vansteenkiste et al., 2006; Gagne and Deci, 2005). It is known that intrisically

motivated individuals, in the academic context, have enormous benefits (higher perceived

competence, autonomy, greater psychological well-being and a sense of satisfaction with the

work they do), which has been pointed out by number of authors (Ryan and Deci, 2000;

Eccles and Wigfield, 2002 Isiksal, 2010; Gagne and Deci, 2005; Wlodkowski, 2008). When

speaking about motivation, the optimal learning environment is the one in which the curricu-

lum is structured so that it allows individuals to acquire those skills, knowledge and abilities

close to them and applicable to real life situations. This is especially important for adult lear-

ning, and as its' key determinants often stand out goal-oriented learning, relevancy-oriented

learning and practicality (Knowles, 1980). Theoretical starting points, as well as various

research results at all levels of education system, show that teachers' intrinsic motivation,

curriculum and teaching quality, active learning and supportive learning environment positi-

vely affect the motivation of participants and their perseverance in performing academic tasks

(Wlodkowski, 2008 ; Koludrović, 2013; Sogunro, 2015). In the context of adult education,

Wlodkowski (2008) specifies motivation as one of the key prerequisites to begin learning and

to be persistent in it. In addition, the motivation of teachers and students is mutual, i.e.,

teachers motivates students and the motivated participants re-motivate teachers to further and

more successful teaching. Therefore, teachers in adult education are expected to find ways to

maintain the high level of their own internal motivation and to increase the motivation of their

students.

***

In the light of the abovesaid, a successful contemporary teacher in adult education

should have a number of teaching competencies, i.e., andragogical-psychological-didactic-

methodological competencies that are necessary for the successful performance of teachers in

adult education. However, the absence of formal and informal education programmes for

adult education teachers in the Republic of Croatia raises the question about what the real

competencies of teachers who work in the system, their attitudes and opinions on the skills,

knowledge, abilities and values necessary for teachers in adult education are.

The first research, which was conducted in the framework of the project entitled

Devlopment of occupational standard and qualifications standard for adult education profe-

ssionals (HR.3.1.15-0014; call: Improving quality in higher education by applying Croatian

Qualifications Framework - European Social Fund), was presented in the first research report

Competencies of teachers in adult education - the perspective of the labor market (Brčić Ku-

51

ljiš et al., 2015). That research indicated that principals and heads in the adult education in the

Republic of Croatia see an adult education teacher as a person with a university graduate

degree or post-graduate specialist degree. Such a person should be professionally trained for

up to 12 months and should have highly developed learning competence, initiative, enter-

preneurship, creativity, and communication and cooperation competencies. Adult education

principals and heads' assessment shows their understanding of the contemporary scientific and

technical knowledge in the field of adult education because they recognize the importance of

those precise competencies advocated by modern science and practice.

The aim of this research is to get a picture of teachers in adult education as they, who

work in the system, see it. The reaserach also explores teachers' opinion on the importance of

a series of skills and knowledge necessary to carry out key tasks and to examine their attitudes

about the importance of generic competencies related to social relationships, communication,

lifelong learning and teachers' personality traits. Finally, one of the research objectives is to

determine the level of internal motivation and self-efficacy of participants, as important deter-

minants of teachers competence in adult education.

52

2. THE METHOD OF RESEARCH

2.1. Research sample and process

During December 2015, the research was conducted in collaboration with the Agency

for Vocational Edication and Training and Adult Education, Faculty of Humanities and Social

Sciences in Split, Faculty of Economics in Zagreb, the University of Zadar and the Croatian

Andragogy Society. Part of the instruments applied was developed in cooperation with the

Ministry of Labour and Pension System of Croatia, the Ministry of Science, Education and

Sports and the Croatian Employment Service.

The survey included 353 adult education teachers, which makes approx. 5% of the po-

pulation of adult education teachers in the Republic of Croatia. Out of 353 teachers, 142 or

40.23% were male, and 211 or 59.77% women. Given the education level, the majority of

teachers is highly educated (high or graduate level, master's degree holders), while there are

significantly fewer teachers with other levels of education. The distribution of the sample with

the respect to education level is shown in Figure 1.

Figure 1 Education level of teachers in adult education

Distribution of the survey participants, according to the length of work experience in

the educational system and adult education, is shown in Figure 2. It is evident that over 50%

of participants have experience in adult education for up to 10 years, while there are signi-

ficantly fewer of those with greater work experience. When it comes to the way of getting

employed or engaged in adult education and the amount of work assigned to participants, it is

clear that more than 40% of them are engaged under an full-time contract in an adult educati-

on organization. Slightly more than 5 % of participants are engaged under a part-time contract

(Figure 3). Other participants work in adult education as associates, whether it is a permanent

external cooperation (almost 20%) or occasional external collaboration (25%).

53

Figure 2 The length of work experience of teachers in adult education

Figure 3 Employment method and the amount of work teachers in adult education perform

Most teachers in the sample come from Public Open Universities or education centers

and foreign language schools (less than 45%), followed by almost 40% of secondary school

teachers and about 15% of teachers at higher education institutions (universities, institutes,

academies, colleges). There are very few, just over 1% of the sample, who work in adult edu-

cation in associations or companies (Figure 4).

54

Figure 4 Type of adult education organization in which teachers work

Given the number of the programs in adult education that research participants have

worked in so far (Figure 5), most of them replied that it was about two or three programs

(40%) or more than five programs (32%).

Figure 5 Number of the programmes that adult education teachers have worked in so far

2.2. Research instrument

An instrument was used in the research to test some features of the teachers work in

adult education - key tasks, skills and competencies, self-efficacy and intrinsic motivation of

teachers. The instrument is intended for testing teachers in adult education, and was develo-

ped within this project.

55

The first part of the instrument included a few general questions, mostly closed-ended

ones, which served to collect basic socio-demographic data on sex, age, level of education,

length of experience in education system, the length of work experience in adult education,

the labor sector, the number of adult education programs teachers have been working in so far

and the type of adult education organization teachers are currently working in. The data co-

llected by these questions were used to describe the sample and are presented in section 2.1.

The second part of the instrument consisted of questions related to the key tasks of tea-

chers in adult education, namely:

1. class preparation;

2. teaching;

3. monitoring, assessment and (self-) evaluation;

4. professional training in andragogical competencies;

5. cooperation with internal and external stakeholders.

The participants were asked to assess the importance of each of the above-mentioned

key tasks of adult education teachers, on a scale of 1 to 5, where 1 means not important, 2 –

important to a lesser extent, 3 – moderately important, 4 – important to a large extent, 5 – the

most important task. Then the participants were asked to assess the importance of several

suggested skills and knowledge needed to perform this work for each of the five key tasks.

For that purpose they were given the scale range of 1 to 5 where 1 means not important at all,

2 – little important, 3 – moderately important, 4 – very important, 5 – most important.

The knowledge and skills suggested for the class preparation as a key task were:

plan the teaching process in step with new scientific, professional and andragogical so-

urces;

independently design the operational programs;

know the advantages and disadvantages of social forms (frontal approach, group work,

pair work, individual work and individualized approach) and methods of work and

use them in the classroom by taking into account the specificities of teaching units;

prepare classes on the principles of active learning (problem-and project-based lear-

ning, research-informed teaching);

structure the teaching content taking into account students' previous experience and

their specific needs;

plan classes based on the (co-)constructivist and competence approach and the expe-

cted learning outcomes;

organize classes on humanistic principles and reflective practice.

The knowledge and skills suggested for teaching as a key task were:

apply various learning and teaching methods, styles and strategies based on students'

needs, preferences and abilites;

provide a supportive classroom environment;

56

encourage students' responsibility for active participation in classes;

raise students' awareness of the responsibility for learning outcomes;

encourage students' active listening, collaboration and teamwork;

encourage teachers to continue their lifelong learning (informal and non-formal con-

text);

create situations for solving problems, creative and critical reasoning;

use modern technology in the classroom;

organize classes outside the classroom in accordance with teaching and learning con-

tents;

encourage (self-)reflection of all patakers during the teaching process.

The knowledge and skills suggested monitoring, assessment and (self-) evaluation

as a key task were:

know the key concepts in monitoring, assessment and evaluation of students' achieve-

ments;

apply a holistic approach to monitoring and assessing students' achievements;

involve and train students for the process of (self-)evaluation of their own achieve-

ments and the quality of teaching;

know how to create objective type of task;

know and prevent teacher's mistakes when grading;

use different forms of monitoring and assessment of students' achievements;

know legislation in the field of adult education;

know how to keep andragogical records;

prepare a personal portfolio of students' individual progress.

The knowledge and skills suggested for professional training in andragogical com-

petencies as a key task were:

know the principles of lifelong learning and encourage students to apply them;

know and apply contemporary theories of motivation in adult education;

know the contemporary adult education theory and examples of good practice;

write about and publish the examples of good practice in professional journals;

attend trainings in andragogy;

meet the licensing requirements.

The knowledge and skills suggested for collaboration with internal and external

stakeholders as a key task were:

develop reflective practice through dialogue with experts;

cooperate with entrerpreneurs at the local level and beyond;

cooperate with the principal and other employees in the institution;

cooperate with the academic community in order to improve andragogical competen-

57

cies;

cooperate with Andragogy Society;

cooperate with the relevant agency for adult education;

inform the public about the various possibilities of adult education.

The third part of the instrument included 24 generic competencies. Participants evalu-

ated a necessary level of development of those competencies for adult education teachers on a

Likert-type scale of 1 to 5, where 1 means not at all necessary, 2 – necessary to a little extent,

3 – necessary to some extent 4 – necessary to a great extent, 5 – necessary to a very great

extent. In order to check the structure of competencies, the exploratory factor analysis was

conducted by a principal component method with varimax rotation with normalization. The

results are shown in Table 1.

Table 1 The factor structure scale of generic competencies and psychometric features of

formed subscales

Competence F1 F2 F3

Willingness to learn .78

Internal motivation for learning .82

Self-initiative and enterpreneurship .63

Effective communication and cooperation with others .61

Openness to different customs and culture .68

Respect for diversity .78

Social sensitivity .76

Respect for the dignity, rights and freedom of choice of

each student

.78

Morality and ethics .74

Solidarity .72

Responsible behavior .72

Empathy .75

Intercultural competence .60

Creative thinking and expression .59

Innovation .52

Decision-making .73

People management .77

Resource management .83

Teamwork .76

Presentation skills .60

Analytical skills .69

Organizing and planning .61

Dealing with pressure and emotional self-control .56

Self-Assessment ( of one's own activity) .34

Cronbach α .94 .92 .88

M (sd) 44.28 (5.48) 34.70 (4.64) 26.45 (3.18)

Range of results 10-50 8-40 6-30

The average r between particles .60 .58 .55

58

Considering the factor saturation, the content of competencies and high reliability, we

formed three subscales and total results for social competencies (F1), work-organizational

competencies (F2) and motivational and creative competencies (F3) as a linear combina-

tions of the assessment on particles making individual subscales.

The fourth part of the instrument consisted of the scale of internal motivation, created

for the purpose of this research. The scale consisted of seven claims that examine the inner

motivation of participants for the work of teachers in adult education. The claims conceptu-

ally rely on self-determination theory i.e. intrinsic motivation and autonomous regulation in

Self-Determination Theory (Deci and Ryan, 2000; 2008; Gagne and Deci, 2005). The task of

the participants was to assess the level of agreement with each claim on a scale evaluation

from 1 to 5, where 1 means strongly disagree, 2 – disagree, 3 – moderately agree, 4 – mostly

agree and 5 – strongly agree. Exploratory factor analysis by the method of principal compo-

nents with varimax normalized rotation has proved to be the best single factor solution. Due

to such a structure, high reliability and content claims, the total score has been formed as a

linear combination of the assessment of all claims of the scale. Factor structure and psycho-

metric characteristics of the formed results are shown in Table 2.

Table 2 Factor saturation and psychometric features of the Internal Motivation Scale

Claims F1

I'm ready to learn and improve in the field of adult education. .71

I am motivated to improve my teaching competencies. .79

I am persist in acquiring and improving their teaching competencies. .86

I learn and improve myself because I want to further improve my competencies. .86

I teach myself using different sources (books, the Internet, magazines and the like). .57

I am skilled at self-assessment of my own activity. .60

I use the results of self-assessment to change and improve myself. .71

Cronbach α .86

M (sd) 30.52 (3.81)

Range of results 5-35

Average r between particles .47

The last part of the instrument was an adapted and translated version of the General

self-efficacy scale (GCES) (Schwarzer and Jerusalem, 1995), which consists of 10 claims and

is intended for the measurement of general self-efficacy of an individual. The task of the par-

ticipants was to assess the level of agreement with each statement i.e. to estimate how much

each of the following statements was correct for him/ her assessment on a scale from 1 to 4

where 1 meant completely incorrect, 2 – partly incorrect, 3 – partly true and 4 – totally true.

Exploratory factor analysis, by method of principal components with varimax rotation with

normalization, has confirmed the one-factor solution with high reliability. The total score has

been formed as a linear combination of the assessment of all claims of the scale (Table 3).

59

Table 3 Factor saturation and psychometric features of the General Self-Efficacy Scale

Claims F1

If I try hard enough, I can always overcome difficult problems. .66

When somebody confronts me, I can find the means and ways to get what I want. .73

I find it easy to reach my goals and realize my intentions. .70

I am sure I can successfully cope with unexpected events. .76

I know how to overcome unexpected situations thanks to my resourcefulness. .75

If I put enough effort, I can solve most of the problems. .71

When I face difficulties, I can stay calm because I know that I can rely on my skills. .75

When facing a problem, I usually find a few possible solutions. .71

When in trouble, I can usually figure out a solution. .78

I can usually cope with everything that gets in my way . .77

Cronbach α .90

M (sd) 34.32 (4.38)

Raspon rez 15-40

Average r between particles .48

60

3. RESULTS

3.1. The assessment of competence to perform the work of teachers in adult

education

When asked about the necessary level of education for teachers in adult education, te-

achers generally responded that it is a university graduate, postgraduate or doctoral degree

(54.39%). This is not surprising considering that over 70% of participants in this study have

higher education qualifications (Figure 1). The results show that 26.6% of the survey parti-

cipants consider necessary specialist studies with less than 180 ECTS, vocational specialist

training and training programs for masters with two years of work experience. University un-

dergraduate studies or specialist undergraduate programs are deemed necessary by 16.15% of

participants (Figure 6). Interestingly, the participants in the study estimated that teachers who

do not have a university degree should also be included in adult education. The reason for this

could lie in the fact that the participants in the study possess work experience, and therefore

recognize that the system of secondary, as well as andragogical education, requires a number

of part-time teachers and vocational subjects teachers with no university degree for their

professions (as such do not exist), and who are the key to acquisition of the professional level

of competence (for example, hairdresssers, pedicurists, butchers, cooks, ...). Only 3.4% of the

participants for adult education teachers deem necessary the secondary education (three-year

vocational education and training). None of the participants consider primary school level to

be sufficient.

Figure 6 Participants' level of agreement with the statement "I consider myself to be a

competent teacher in adult education"

When asked whether they consider themselves to be competent for the job of adult

education teachers, the participants generally answered affirmatively. Almost 60% of them

claimed that they strongly agree with this statement, whereas 35% agree with this statement,

suggesting that nearly all teachers assess themselves as sufficiently competent to perform the

61

work of teachers in adult education (Figure 6). However, when it comes to acquiring know-

ledge on adult education during the formal education of teachers (Figure 7), its is noticeable

that the majority of teachers still neither agree nor disagree with the above-mentioned state-

ment. If we take into consideration that the vast majority of them (95%) assessed themselves

as competent for the job, we can assume that they had acquired the skills and competencies

necessary to work in adult education by additional (non-) formal education or independent

learning.

In order to examine the variables that significantly anticipate the assessment of personal

competence of teachers in adult education, a regression analysis was done with personal com-

petence assessment as a criterion. The results show that the variables together account for

nearly 29% of the variance criterion (R = .537; R 2 = .288; F = 13.845, df = 10.341, p = .000)

with only self-assessment of the intrinsic motivation as a significant independent predictor (β

= .458, p <.01), whereas gender, age, level of education, length of work experience in an edu-

cation system and adult education system, as well as self-efficacy, are shown as no significant

predictors of the assessment of personal competence of teachers. It is possible that this result

partly reflects the experience of teachers who have gained competencies in adult education by

independent learning or some informal education model, having the development of internal

motivation of the individual as a prerequisite for it. The results are encouraging because they

suggest that teachers, even if they do not possess formal knowledge and competencies in the

field of motivating and working with adults in general, show a high intrinsic motivation to

work. This is basically the most important predictor of the quality of the teaching process

assurance and the success of adult learners. All of this has been confirmed by some studies

that suggest it is very likely that highly motivated teachers will support and improve the mo-

tivation of their students, which will ultimately result in students' higher satisfaction and

engagement in the learning process (Ryan and Deci, 2000; Thoma and Getz, 2005).

6,23

17,85

37,39

26,91

11,61

0

5

10

15

20

25

30

35

40

strongly disagree disagree neither agree nor

disagree

agree strongly agree

% o

f an

sw

ers

Figure 7 Participants' level of agreement with the statement "I have acquired enough

knowledge of adult education during my formal education“

62

Furthermore, participants were asked whether they had gained enough knowledge of

adult education during their formal education. The participants assessed the acquisition of

knowledge on adult education during their formal education as mediocre, indicating need for

systematic additional education which would ensure the acquisition of teaching competencies

in the field of adult education. The results are above expectations despite the fact that only

few study programmes (mainly Pedagogy and pedagogical-psychological-didactic and

methodical education programmes) at Croatian universities have Andragogy course included

in their curricula.

Figure 8 Participants' level of agreement with the statement "I believe that the adult

education system in the Republic of Croatia is well-developed"

The fact is that in the Republic of Croatia there are currently about 500 institutions,

which engage (occasionally or permanently) over 10,000 teachers in the adult education sy-

stem, no study programmes for adult education teachers or a study programme aimed at adult

education leaders and still no qualification standard for the experts with such a profile. In

spite of the above-mentioned facts, the research participants were asked whether they believed

the adult education system in Croatia was well-developed. Figure 8 shows the distribution of

answers to the question about the organization of the of adult education system in Croatia. It

is obvious that the distribution of answers is almost normal, so it is possible to conclude that

the majority of participants believe that there is still room for improvement in the system of

adult education. Two out of ten variables listed in the regression analysis significantly contri-

bute to the assessment of the adult education system in Croatia, and they are the intrinsic mo-

tivation of teachers (β = .334, p <.01) and self-assessment of teachers' self-efficacy (β = .177,

p <.01). All predictors account for almost 20% of the variance (R = .44; R 2 = .193; F =

8.194, df = 10.341, p = .000), but the only significant independent predictors are internal

motivation and self-efficacy. It is possible to conclude that despite the lack of organization in

the adult education system, as there is in both primary and secondary education, teachers'

motivation to work and a high assessment of their effectiveness reduce the inconclusiveness

63

of the adult education system to a significant extent. It can be assumed that a better regulated

adult education system would not only maintain but also enhance the intrinsic motivation of

teachers and their effectiveness, and thus bring the entire process of adult education to a hig-

her level.

3.2. The key tasks of teachers in adult education

In order to identify the indicators that are didactically and methodically speaking the

key to planning and implementation of the teaching process, the research participants were

also asked to assess how important certain segments of the teaching process related to class

preparation, teaching, (self-)evaluation, training and cooperation with internal and external

stakeholders of adult education system are for the quality of adult education. Figure 9 shows

the distribution of the reasearch participants' answers on the assessment of the importance of

key tasks of teachers in adult education.

Figure 9 Participants' assessment of the importance of the key tasks of teachers in adult

education

It is evident that the majority of teachers consider teaching to be the most important

task (74.22%), followed by class preparation (54.96%), which is not surprising given the fact

that the quality of class preparation is a prerequisite for its' successful realization. Further-

more, (self-)assessment, monitoring and evaluation, professional training in andragogical

competencies and cooperation with internal and external stakeholders are estimated mainly as

relevant to a considerable extent by the participants. The results suggest teachers' perception

of the connection among all these dimensions relevant for the quality of the teaching process

in adult education.

64

3.2.1. Class preparation

For the key task class preparation, the reasearch participants were offered a few skills

and knowldege and were asked to assess their importance for successful performance of the

task – class preparation. The results of these assessments are shown in Figure 10.

Figure 10 Participants' assessment of the most important skills to successfully perform the

key task – class preparation

It is evident (Figure 10) that the participants consider structuring of the contents of te-

aching taking into account students' previous experience and their needs and the design of the

teaching process in line with new scientific, professional and andragogical sources, to be the

most important aspects of class preparation. The importance of preparing classes on the prin-

ciples of active learning is also stresses, which means that teachers recognize the importance

of the modern design of the teaching process in adult education abandoning the traditional

lecturing - screening approach in the teaching process. The results are in line with the key

principles of adult education that emphasize active learning focused on problem solving. This

is precisely one of the most appropriate ways of organizing the teaching process that will meet

the needs of adult learning (Knowles, 1980; Professional Standards for Teachers in Adult

Education Self-Assesement, 2008; Cator et al., 2014; How to teach adults successfully?,

2012).

The regression analyses, conducted separately for each aspect of class preparation,

have shown that teachers' intrisic motivation is the most important factor in assessing the

importance of knowledge and various skills needed for class preparation. The results of the

analyses are shown in Table 4.

65

Table 4 Assessment predictors of the importance of knowledge and skills for class

preparation

Design the teaching process in line with new scientific, professional and andragogical sources

R= .42, R2=.18, F=10.81; df=7,344; p=.000

gender age level of

education

work experience in

education system

work experience in

adult education

system

self-efficacy intrisic

motivation

.09 .10 .08 .04 .02 .12* .32**

Independently design the syllabi and operational programs

R= .35, R2=.12, F=6.83; df=7,344; p=.000

gender age level of

education

work experience in

education system

work experience in

adult education

system


motivation

.11* .02 .04 .09 .05 .20* .15*

Know the advantages and disadvantages of social forms (frontal approach, group work, pair work,

individual work and individualized approach) and methods of work, and use them in the classroom by

taking into account the specifics of teaching units

R= .40, R2=.16, F=9.63; df=7,344; p=.000

gender age level of

education

work experience in

education system

work experience in

adult education

system


motivation

.04 -.09 -.06 .22** -.04 .08 .33**

Prepare classes on the principles of active learning (problem- and project-based learning, research

teaching)

R= .41, R2=.17, F=9.76; df=7,344; p=.000

gender age level of

education

work experience in

education system

work experience in

adult education

system


motivation

-.06 -.16* .03 .19* -.04 .10 .34**

Structure the content of teaching taking into account students’ previous experience and their specific

needs

R=.27, R2=.07, F=3.91; df=7,344; p=.000

gender age level of

education

work experience in

education system

work experience in

adult education

system


motivation

.08 -.02 -.02 .07 -.02 .07 .20**

Plan classes based on (co-)constructivist and competence approach and the expected learning outcomes

R=.34, R2=.12, F=6.62; df=7,344; p=.000

gender age level of

education

work experience in

education system

work experience in

adult education

system


motivation

.18** .06 .03 .04 -.01 .11* .19**

Organize classes on humanistic principles and reflective practice

R=.45, R2=.21, F=12.79; df=7,344; p=.000

gender age level of

education

work experience in

education system

work experience in

the adult education

system


motivation

.19** .12 -.05 .11 -.08 .05 .34**

* P <.05; ** P <.01

66

Table 4 shows that the intrinsic motivation of teachers is highlighted as a significant

predictor of assessing the importance of all of the analysed skills and knowledge of executing

instruction, which is in accordance with Wlodkowski's research (2008). He points out that the

motivation of teachers is one of the most important prerequisites for both to start learning and

to be a persisten adult learner. Furthermore, gender has proved to be a significant predictor in

assessing the importance of independently designing the syllabi and operational programs,

planning classes based on (co-)constructivist and competence approach and the expected

learning outcomes, as well as organizing classes on humanistic principles and reflective

practice. When compared to men, women found the knowledge and skills needed for class

preparation more important than men did. The length of work experience in education system

has been a significant predictor of assessing the importance of knowing the advantages and

disadvantages of social forms and methods of work, and using them in classroom by taking

into account the specifics of teaching units. It has also been a significant predictor in assessing

the importance of preparing classes on the principles of active learning (problem-and project-

based learning, research teaching). On the other hand, the length of work experience in adult

education has not been a predictive factor for the evaluation of any of the above-mentioned

class preparation skills. The obtained results on the relationship between the length of work

experience and class preparation are not surprising due to the fact that the previous studies

conducted on teachers in the universal and compulsory education system in Croatia show that

teachers' job satisfaction decreases in the period around the tenth year of their professional

experience (Koludrović et al., 2009), and taking into consideartion that most of the par-

ticipants of this research have less than ten years of work experience and different teaching

dynamics than the one in primary and secondary education system. Self-efficacy is a signifi-

cant predictor of assessing the importance of designing the teaching process in line of new

scientific, professional and andragogical sources and planning classes based on (co-) constru-

ctivist and competence approach and the expected learning outcomes. Such a result was

expected given the fact that the individuals with high level of self-efficacy are persistent and

want to be as competent as they can at their job.

In conclusion, it is possible to say that the internal motivation of teachers is the most

important predictor of assessing the importance of all tested skills and knowledge for class

preparation, which has dual implications. On the one hand it is necessary to ensure a positive

climate that will support a high level of intrinsic motivation of teachers in the organization of

their work in adult education, and on the other hand it is necessary to support teachers'

autonomous and (self-)reflexive actions in both formal and informal forms of andragogical

training.

3.2.2. Teaching

Another key task analyzed in this research was related to the specific tasks relevant to

teaching. The results of the participants' assessment of the importance of knowledge and skills

for successful teaching performance are shown in Figure 11. It is clear that the research par-

ticipants evaluated the following elements as the most important ones for teaching in adult

67

education: encouraging students' active listening, collaboration and teamwork, encouraging

their responsibility for active participation in classes and applying various learning and tea-

ching methods, styles and strategies.

Figure 11 Participants' assessment of the importance of knowledge and skills to successfully

perform the key task - teaching

In the literature on the quality of the teaching process and the role of teachers in it,

many authors point out that the role of the teacher is to be a facilitator that respects previous

experiences, habits and attitudes of students, knows how to foster a pleasant and cooperative

teaching atmosphere and encourages students to self-reflection, critical reasoning, teamwork

and problem solving (Knowles et al., 2005; Esposito, 2005; Professional Standards for Tea-

chers in Adult Education Self-Assesement, 2008; Cator et al., 2014; How to successfully

teach adults ?, 2012). Furthermore, the research participant responds have shown the lowest

importance of organization of classes outside the classroom in line with the teaching and le-

arning contents.

The regression analyses, conducted separately for each aspect of teaching, have shown

that teachers' intrisic motivation is the most important factor in assessing the importance of

various skills and knowledge for teaching. The analyses results are presented in Table 5.

68

Table 5 Assessment predictors of the importance of the knowledge and skills for teaching

Apply various learning and teaching methods, styles and strategies based on students' needs,

preferences and abilites

R= .40, R2=.16, F=9.55; df=7,344; p=.000

gender dob razina

obrazovanja

work experience in

education system

work experience in

adult education

system


motivation

.07 -.08 -.08 .14 -.10 .13* .30**

Provide a supportive classroom environment

R= .44, R2=.20, F=12.09; df=7,344; p=.000

gender age level of

education

work experience in

education system

work experience in

adult education

system


motivation

.10 -.08 -.08 .06 .00 .14* .32**

Encourage students' responsibility for active participation in classes

R= .42, R2=.17, F=10.27; df=7,344; p=.000

gender age level of

education

work experience

in education

system

work experience in

adult education

system


motivation

.11* -.13 .04 .06 -.03 .17** .24**

Raise students' awareness of the responsibility for learning outcomes

R= .37, R2=.13, F=7.61; df=7,344; p=.000

gender age level of

education

work experience

in education

system

work experience in

adult education

system


motivation

.15** -.14 .01 .09 .05 .08 .22**

Encourage students' active listening, collaboration and teamwork

R=.41, R2=.17, F=9.74; df=7,344; p=.000

gender age level of

education

work experience

in education

system

work experience in

adult education

system


motivation

.09 -.09 .05 .06 -.06 .10 .29**

Encourage teachers to continue their lifelong learning (informal and non-formal context)

R=.38, R2=.15, F=8.45; df=7,344; p=.000

gender age level of

education

work experience

in education

system

work experience in

adult education

system


motivation

.01 -.02 -.05 .05 .06 .01 .37**

Create situations for solving problems, creative and critical reasoning

R=.39, R2=.15, F=8.68; df=7,344; p=.000

gender age level of

education

work experience

in education

system

work experience in

adult education

system


motivation

.00 -.04 .08 .09 -.05 .07 .34**

Use modern technology in the classroom

69

R=.35, R2=.13, F=8.68; df=7,344; p=.000

gender age level of

education

work experience

in education

system

work experience in

adult education

system


motivation

.07 -.05 -.07 .16* -.08 .10 .26**

Organize classes outside the classroom in accordance with teaching and learning contents

R=.21, R2=.05, F=2.32; df=7,344; p=.026

gender age level of

education

work experience

in education

system

work experience in

adult education

system


motivation

.04 .07 -.01 .01 -.01 .07 .16**

Encourage (self-)reflection of all patakers during the teaching process

R=.39, R2=.15, F=9.04; df=7,344; p=.000

gender age level of

education

work experience

in education

system

work experience in

adult education

system


motivation

.07 -.08 -.00 .19* -.13* .10 .30**

* P <.05; ** P <.01

It is quite expected that the intrinsic motivation has emerged again as a key predictor

of teaching if one takes into consideration that it was pointed out as a key predictor of the

assessment of the class preparation as well.

3.2.3. Monitoring, assessment and (self-) evaluation

An important part of being a teacher is the monitoring, assessment and (self-)eva-

luation of students' achievements. There has been a constant improvement in this system, at

the level of primary, secondary and university education, because it is the one most exposed

to criticism and complaints. However, adult education is a specific system in which some par-

ticipants already possess the previous experience of certain contents in the teaching process.

In particular, it relates to individuals' retraining from one occupation to another with two of

them often being linked, and it is possible that an individual already has a vast practical expe-

rience in a particular job, but needs a certificate to be able to perform it. The methods of

monitoring and assessing the achievements of such a participant may be different from the

one of the participant who enrolled in the programme having no previously acquired compe-

tences for it. Therefore, it seems that teachers need to be very careful when evaluating

students' achievements. To that extent, it is important that monitoring and evaluation of stu-

dents' achievements are based on a holistic approach to monitoring and assessing the progress

of each individual, i.e., the attention should be focused on the attendant's personality and

achievements as it has been suggested in the National Curriculum Framework (2011). At the

same time, the emphasis is also on the importance of responsibility, self-reflection and self-

regulation in the whole process of students' achievements evaluation. In this part of the

research, the participants assessed as the most important the following: knowledge of the key

70

concepts in the field of monitoring, assessing and evaluating students' achievements, knowle-

dge of the development of objective type of tasks and the use of different forms of monitoring

and assessing students' achievements. All of the above refers to the specific docimological

knowledge which can be systematically gained during a teaching specialized course or some

of the pedagogical-psychological- didactic-methodical programme. In addition, in the formal

acquisition of andragogical competencies, it seems essential to point out the errors that

teachers make when evaluating and explain how personal characteristics of participants may

affect the quality of the demonstrated knowledge, skills and competencies. Consequently, it is

necessary to train teachers to use various strategies that will enable students to reach optimal

level of the demostration of their own achievements. In support of this, Rivombo and Moga-

shoa (2014) point out that teachers face different challenges in education of adult learners,

considering the age, gender, linguistic, cultural and religious differences, different dynamics

of understanding the content, learning, and the previous experience of their students as well.

Therefore, adult education teachers should constantly look for appropriate teaching strategies

including the one to one strategy, i.e., individualized approach to working with adult learners.

It is precisely this strategy that will enable better understanding of participants and facilitate

continuous monitoring and (more) objective evaluation of their achievements.

Interestingly, the reasearch participants assessed creating a personal portfolio of stu-

dents' individual progress as the least important skill. The reason for this may be that teachers

are not familiar with the advantages of such portfolios, nor the importance of self-evaluation

in the teaching process in general (Glasser, 2001). It seems that in adult education progra-

mmes, whose part of the systematization is this report as well, a considerable attention should

be paid precisely to this crucial task, not forgetting to keep andragogical documetation as an

important part of being a teacher.


perform the key task - monitoring, assessment and (self-) evaluation

71

A series of regression analyses have been conducted with the variables of knowledge

and skills for monitoring, assessment and (self) evaluation as criteria, and the results are

shown in Table 6.

Table 6 Assessment predictors of the importance of knowledge and skills for monitoring,

assessment and (self-) evaluation

Know the key concepts in the field of monitoring, evaluating and assessing students achievements

R= .49, R2=.24, F=15.15; df=7,344; p=.000

gender age level of

education

work experience in

education system

work experience in

adult education

system


motivation

.08 -.03 -.15* .09 -.10 .08 .40**

Apply a holistic approach in monitoring and assessing students’ achievements

R= .43, R2=.19, F=11.39; df=7,344; p=.000

gender age level of

education

work experience in

education system

work experience in

adult education

system


motivation

.10 .06 -.08 .20** -.16* .09 .33**

Involve and train students in the process of (self-)evaluation of their own achievements and the quality of

teaching

R= .47, R2=.22, F=14.17; df=7,344; p=.000

gender age level of

education

work experience in

education system

work experience in

adult education

system


motivation

.06 -.01 -.03 .08 -.02 .15* .37**

Know how to design an objective type of task

R= .41, R2=.17, F=10.03; df=7,344; p=.000

gender age level of

education

work experience in

education system

work experience in

adult education

system


motivation

.07 -.06 -.12* .10 .01 .08 .32**

Know and prevent teacher’s errors when grading

R=.38, R2=.14, F=8.10; df=7,344; p=.000

gender age level of

education

work experience in

education system

work experience in

adult education

system


motivation

.06 -.04 -.02 .14 -.07 .15* .27**

Know and use different forms of monitoring and assessing students’ achievements

R=.46, R2=.21, F=13.29; df=7,344; p=.000

gender age level of

education

work experience in

education system

work experience in

adult education

system


motivation

.09 -.08 .03 .09 .06 .15* .33**

72

Know legislation in the field of adult education

R=.37, R2=.14, F=7.89; df=7,344; p=.000

gender age level of

education

work experience in

education system

work experience in

adult education

system


motivation

.11* -.04 -.02 .13 -.08 .09 .27**

Know how to keep teaching records

R=.37, R2=.14, F=7.70; df=7,344; p=.000

gender age level of

education

work experience in

education system

work experience in

adult education

system


motivation

.12* -.05 -.01 .10 -.04 .14* .24**

Create a personal portfolio of students’ individual progress

R=.42, R2=.17, F=10.34; df=7,344; p=.026

gender age level of

education

work experience in

education system

work experience in

adult education

system


motivation

.10 .12 -.06 .10 -.07 .18** .30**

* P <.05; ** P <.01

Table 6 shows that the inner motivation, as self-efficacy but to a lesser extent, is again

a key predictor of all the criterion variables. Interestingly, the length of work experience has

not been chosen as predictive if we take into consideration that teachers with bigger work

experience should possess more competencies, or dilemmas and issues related to monitoring,

assessment and evaluation of students' achievements.

In conclusion, some authors point out that it is not possible nor necessary to develop a

unique model for monitoring, assessment and (self-) evaluation of achievements in adult

education. On the other hand, it is necessary to take into account the participants' needs and

specifics of the programme and the teaching process, combine the formative and summative

evaluation and self-evaluation, with a strong emphasis on cooperation, reflection, dialogue

and self-evaluation (McNamara et al., 2010; McNamara and O'Hara, 2004).

3.2.4. Professional training

Given the fact that in the Republic of Croatia there is still no systematic training of

teachers who work in adult education, it was important to get the reasearch participants' a-

ssessment of it. This crucial type of task has been regulated by law with regard to the fact that

adult educators have the right and the obligation of professional and andragogical training

with the Agency for Vocational Education and Training and Adult Education having the obli-

gation to organize and carry out such training (Adult Education Act, 2007; How to teach

73

adults successfully?, 2012). When it comes to professional training, which is one of the key

tasks of teachers in adult education, the research participants have assessed that the most

important skill is to know and apply contemporary theories of motivation in adult education.

The next important knowledge is being familiar with adult education theory and examples of

good practice, followed by knowing the principles of lifelong learning and encouraging stu-

dents to apply them.


perform the key task - professional training in andragogy competence

The results of regression analyses used to examine the predictors in assessing the im-

portance of the knowledge and skills for professional training are presented in Table 7.

Table 7. Assessment predictors of the importance of the knowledge and skills for professional

training

Know the principles of lifelong learning and encourage students to apply them

R= .49, R2=.24, F=15.41; df=7,344; p=.000

gender age level of

education

work experience

in education

system

work experience in

adult education

system


motivation

.10* .02 -.14** .11 -.03 .10* .39**

Know and apply contemporary theories of motivation in adult education

R= .46, R2=.21, F=13.32; df=7,344; p=.000

gender age level of

education

work experience

in education

system

work experience in

adult education

system


motivation

74

.02 -.04 -.07 .21** -.16* .06 .41**

Know the contemporary adult education theory and examples of good practice

R= .49, R2=.24, F=15.62; df=7,344; p=.000

gender age level of

education

work experience

in education

system

work experience in

adult education

system


motivation

.04 -.06 -.08 .11 .03 .12* .40**

Write about and publish the examples of good practice in professional journals

R= .39, R2=.15, F=8.90; df=7,344; p=.000

gender age level of

education

work experience

in education

system

work experience in

adult education

system


motivation

.02 .22* .02 .03 -.09 .11 .30**

Attend trainings in andragogy

R=.48, R2=.23, F=14.80; df=7,344; p=.000

gender age level of

education

work experience

in education

system

work experience in

adult education

system


motivation

.13* .04 -.11* .10 -.08 .03 .41**

Meet the licensing requirements

R=.41, R2=.17, F=10.18; df=7,344; p=.000

gender age level of

education

work experience

in education

system

work experience in

adult education

system


motivation

.01 .05 -.05 .06 -.04 .10 .36

* P <.05; ** P <.01

As with other key tasks and claims related to professional training, the most important

predictor is intrinsic motivation again. This result is not surprising because it has been proven

many times that intrinsically motivated individuals are prone to further professional training,

continuous learning and acquisition of new skills and knowledge. However, it is interesting

that the variable of work experience in adult education system has not been predictive for

professional training. It would be reasonable to expect that teachers with less work experience

have estimated they need knowledge and skills in the field of professional training more,

especially because very few studies in Croatia concern the Andragogy course and the know-

ledge of the adut psychology.

75

3.2.5. Cooperation with internal and external stakeholders

Cooperation with the internal stakeholders of the institution in which teachers work, as

well as connection to external stakeholders primarily related to the labor market and the local

community, is of great importance in the co-constructivist approach to organizing the teaching

process. At the institutional level, the reasearch participants have given preference to coo-

peration with the director and other employees of the institution. This is understandable since

the fundamental premise of quality work is a positive atmosphere and cooperation with the

principal and colleagues. In such a supportive, cooperative and friendly atmosphere the indi-

viduals can examine practical experience and get the impression of their own work. At the

same time, the participants stressed the importance of teachers' cooperation with the relevant

agency for adult education and the academic community, with the aim of improving their own

work. The research respondents have also confirmed the importance of the development of

reflective practice through dialogue with experts, which is quite encouraging because it indi-

cates that teachers are largely motivated to do their job, but more importantly, they are willing

to improve their andragogical competencies by professional training. The obtained results

suggest that teachers recognize the importance of cooperation with entrepreneurs at the local

local level and beyond, which is extremely important for all adult education programs aimed

at the practical training of learners for the labor market needs. The cooperation with the Adult

Education Society was assessed as the least important.

4,08

4,12

4,41

4,08

3,77

4,15

4,26

3,40 3,60 3,80 4,00 4,20 4,40 4,60

develop reflective practice through dialogue with

experts

cooperate with entrerpreneurs at the local level

and beyond

cooperate with the principal and other employees

in the institution

cooperate with the academic community in order

to improve andragogical competencies

cooperate with Andragogy Society

cooperate with the relevant agency for adult

education

inform the public about the various possibilities of

adult education


perform the key task - cooperation with internal and external stakeholders

76

Table 8 presents the results of regression analyses with variables of collaboration with

internal and external stakeholders as criteria.

Table 8 Assessment predictors of the importance of the knowledge and skills for cooperation

with internal and external stakeholders

Develop reflective practice through dialogue with experts

R= .43, R2=.18, F=11.11; df=7,344; p=.000

gender age level of

education

work experience in

education system

work experience

in adult education

system


motivation

.05 .10 -.04 .06 -.16* .14* .34**

Cooperate with entrerpreneurs at the local level and beyond

R= .33, R2=.11, F=6.08; df=7,344; p=.000

gender age level of

education

work experience in

education system

work experience

in adult education

system


motivation

.03 .12 .02 .05 -.16* .12* .24**

Cooperate with the principal and other employees in the institution

R= .44, R2=.19, F=11.58; df=7,344; p=.000

gender age level of

education

work experience

in education

system

work experience

in adult education

system


motivation

.14** -.08 -.06 .08 -.14* .14** .27**

Cooperate with the academic community in order to improve andragogical

R= .44, R2=.19, F=11.92; df=7,344; p=.000

gender age level of

education

work experience

in education

system

work experience

in adult education

system


motivation

-.01 .01 .03 .15 -.18** .08 .39**

Cooperate with Andragogy Society

R=.46, R2=.21, F=13.26; df=7,344; p=.000

gender age level of

education

work experience

in education

system

work experience

in adult education

system


motivation

.03 .02 -.11* .18* -.10 .06 .40**

Cooperate with the relevant agency for adult education

R=.47, R2=.22, F=14.15; df=7,344; p=.000

gender age level of

education

work experience

in education

work experience

in adult education


motivation

77

system system

.15** .01 -.08 .22** -.16* .07 .36**

Inform the public about the various possibilities of adult education

R=.37, R2=.13, F=7.69; df=7,344; p=.000

gender age level of

education

work experience

in education

system

work experience

in adult education

system


motivation

.15** -.01 -.05 .17* -.10 .03 .27**

* P <.05; ** P <.01

Intrinsic motivation has come out again as the most important predictor of the success-

ful cooperation with the internal and external stakeholders, whereas the self-efficacy proved

to be another significant predictor for any work related to the cooperation with experts,

colleagues and the local and wider community, which was expected considering the fact that

self-efficient teachers achieve cooperation with various individuals and institutions more effe-

ctively.

3.3. Generic competences

Besides specific andragogical and teaching competencies which have been assessed

above, generic competences are also important for teachers, especially for those in adult edu-

cation due to the specifics of students who are taught. Different authors determine groups of

generic competencies in different ways. Therefore, in this research, and based on a number of

relevant literature, we isolated those generic competencies that are important for the overall

performance and the benefit of both teachers and students in the adult education system.

78

Figure 15 Participants' assessment of the importance of generic competencies for teachers in

adult education

79

The analyses were conducted separately for all the competencies included in the rese-

arch, with the aim of testing the required level of generic competencies development of

teachers in adult education. Subsequently, the further analyses were found on the composite

results formed the basis of the previously conducted factor and reliability analyses (p. 14/15).

Figure 15 shows the results of the assessment of the importance of generic competence of all

participants.

Even though all generic skills have been assessed important for successful perfor-

mance of teachers work in adult education (all assessments are between 4 and 5 on a scale of

1 to 5), it should be noted that the participants gave the highest average score to responsible

behavior, then morality and ethics, presentation skills and effective communication and

collaboration with others. These results are entirely consistent with the results of a similar

research conducted in the framework of the project on a sample of employers or principals

and heads of adult education institutions (Brcic Kuljiš et al., 2015). In the domain of generic

competencies, principals assessed that the most important competencies of teachers in adult

education are responsible behavior, morality/ethics and cooperation with others. Responsi-

bility is one of the key values emphasized in the National Curriculum Framework (2011, 22),

and it stands for responsible action and behavior towards the social good in general, nature,

work, ourselves and others, and is a meaningful and conscientious relationship between one's

personal freedom and personal responsibility. It is not surprising that the participants of this

research assessed the presentation skills and effective communication and collaboration with

others, including responsibility, morality and ethics, as the most important generic skills. In

fact, in the co-constructivist approach to the teaching process realization, good communi-

cation and cooperation with others have been recognized, together with intrinsic motivation,

as the most important preconditions of the organization of the classes focused on active lear-

ning (Knowles et al., 2005; Esposito, 2005; How to successfully teach adults ?, 2012). In

regard to other generic skills assessed in this research, the results are greatly encouraging. As

a matter of fact, they show that teachers (participants of this research) have evaluated all of

these generic skills that can contribute to the quality of teaching and welfare of learners in

adult education system, including high intrisic motivation, as very important.

Several regression analyses were carried out in order to examine the contribution of

some socio-demographic variables of participants to the explanation of individual differences

in the assessments of the importance of generic competences. These analyses included three

groups of generic competencies as dependent variables (social competencies, organizational

and work competencies, motivational and creative competences) and the variables of gender,

age and education levels as predictors. The results are shown in Table 9.

80

Table 9 Results of regression analyses with generic competencies as criteria

generic competencies

predictors

social organizational-work motivational-creative

gender .34** .20** .26**

age .004 .012 -.08

level of education -.03 -.03 .053

work experience in education

system

.08 -.08 .01

work experience in adult

education system

-.11 -.03 -.04

R .34 .21 .29

R2 .12 .05 .09

F (df=5,346) 9.32** 3.31** 6.67**

** P <.01

Table 9 shows that the only significant predictor of the assessment of the importance

of generic competencies is gender. When compared to men, women have assessed important

all of the groups of competencies for successful performance of teachers in adult education.

The chosen variables illustrate a relatively modest proportion of the variance criterion of 5%

for organizational-work competencies and 12% for social competencies. Some previous re-

search projects suggest that men and women differ since their childhood, in the way that

women are better at tasks associated with expressiveness, concern for others and that they ca-

re more about the positive and confidential relationships with others, while men are better at

tasks related to competition (Zarevski et al., 2007; Brajša Žganec et al., 2014).

81

4. CONCLUSION

The conducted research is part of a project carried out under the auspices of the Euro-

pean Social Fund, whose aim is to standardize the teaching profession in adult education, as

well as defining the required qualifications standard to perform this job. The aim of this report

has been to assess the attitude of teachers who are already employed in the adult education

system, the key tasks and andragogical, teaching and generic competencies they consider

important for the adult education quality. Adult education is a specific system of education

that requires significantly different approach to teaching adult students than teaching those in

primary, secondary and higher education system. It is because in this system, more than in

any other of the vertically aligned educational system, the emphasis is on students' earlier

experience. Therefore, it is important to take into consideration students' previous knowledge,

skills, attitudes and habits, and to develop, organize and base educational process on them.

Furthermore, adult students differ from young students and young adolescent in terms of

motivation, and the adult education system itself is quite diverse with respect to the number of

programmes it offers whether formal or informal. Therefore, a number of studies have been

undertaken for the development of occupational standard and qualifications standard of

professionals. Their task was to examine the views of principals and heads about teachers'

competencies in adult education, which was presented in the first publication in the frame-

work of the aforementioned project. In this report's research teachers were asked to assess the

necessary competencies to perform a teacher's job in adult education. The goal was to get a

more complete image and possible guidelines to build a core curriculum for the quality

training of teachers in adult education, i.e., to find a better way to define the occupational

standard, and then the qualifications of professionals in adult eduction.

The obtained results are encouraging, which means that teachers have recognized all

the key tasks associated with teachers' scope of work and assessed them as important: the

modern and the student-centered organization of the teaching process. Furthermore, the qua-

lity of social relationships between stakeholders in the adult education system has also been

assessed as very important. It is especially important to mention teachers' orientation towards

active learning of students, encouraging cooperative learning and organizing classes focused

on meeting the needs, interests and the abilities of students. Those results are compatible with

the findings in world publications, where those dimensions stand out as the main factors of

the adult education quality.

In addition to the high assessment of all the key tasks as extremely important for the

quality of teachers' work, teachers have also recognized the importance of a range of generic

competencies with the intrinsic motivation of teachers standing out as the most important

predictor of each of the key tasks. It is very encouraging that the research respondents have

evaluated themselves as highly intrinsically motivated to perform their work, and it seems that

they could be further encouraged for the quality teching by a systematic education and trai-

ning in the field of andragogical competencies. In conclusion, we could point out that the

competence and high level of motivation of teachers contribute to the quality of their activi-

ties at all stages of the teaching process (from planning, through teaching to evaluation), as

82

well as to participants' satisfaction. Practice has shown that satisfied students in adult educa-

tion, whose expectations have been met and/or even exceeded and who recognize the quality

and the enthusiastic work of their teachers, show more persistence, perseverance in learning

and stronger motivation to fulfill a given task efficiently. Accordingly, we could agree with

the argument of the authors Knowles, Holton, and Swanson (2005, p. 61) who, by popula-

rizing and operationalizing the concept of andragogy, point out that adult education is "the art

and science of helping adults learn". We would add that it is necessary to educate completely

and appropriately those "artists" and "scientists", so they could truly be facilitators to adult

learners.

83

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Cilj je studije dobiti „sliku“ nastavnika u obrazovanju odraslih iz perspektive samih nastavnika koji rade u tom sustavu, odnosno istražiti njihove stavove o važnosti znanja i vještina potrebnih za obavljanje ključnih poslova te ispitati stavove o važnosti generičkih kompetencija koje se odnose na socijalne odnose, komunikaciju, cjeloživotno učenje i osobne značajke nastavnika. Istraživane su unutarnja motivacija i samoefikasnost kao važne odrednice kompetentnosti nastavnika u obrazovanju odraslih. Rad je vrlo dobro koncipiran i otvara mogućnosti za daljnja istraživanja o tematici obrazovanja odraslih.

prof.dr.sc. Milena Ivanuš Grmek, Pedagoški fakultet Sveučilišta u Mariboru

Rad predstavlja rijedak primjer istraživanja motivacije i kompetencija nastavnika u sustavu obrazovanja odraslih. Posebno ga treba cijeniti jer je istraživanje ovog segmenta obrazovnog sustava mnogo složenije nego istraživanje redovnog obrazovnog sustava. Nema jasnih granica ove djelatnosti, nastavnici su heterogena skupina i nema dovoljno pouzdanih podataka o njihovu broju i strukturi. Istraživanje je izvorno jer nema sličnih istraživanja koja bi se bavila hrvatskim obrazovanjem odraslih, a vrlo su rijetka i na međunarodnoj razini.

doc.dr.sc. Tihomir Žiljak, Pučko otvoreno učilište Zagreb

Prema rezultatima koje sadrži, primijenjenoj metodologiji, sistematizaciji i znanstvenim činjenicama, teorijama i zaključcima, rad je aktualan za Republiku Hrvatsku. Studija sadrži relevantne i aktualne podatke o samoprocjeni nastavnika u obrazovanju odraslih te doprinosi razvoju teorije i prakse na području obrazovanja odraslih.

dr.sc. Goran Lapat, Učiteljski fakultet u Zagrebu

samoprocjena...sadr projekt je financirala europska unija iz europskog socijalnog fonda. žaj ove...

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