TEACHER EDUCATION STUDENTS' SELF-ASSESSMENT OF COMPETENCE FOR COOPERATION WITH PARENTS

Marina Đuranović, Siniša Opić, Irena Klasnić

Abstract


To be a teacher in the times of today is a great challenge. In order to respond to the needs of modern society, lifelong learning and mastery of numerous competences are expected of the teacher in various fields of work, wherein cooperation with parents is one of the extremely important areas. The goal of the research was to gain insight into self-assessment of competence of students at the Faculty of Teachers Education for future cooperation with parents. The research was implemented during October, 2020, on the sample of 416 students in their first, third and fifth year at the Faculty of Teacher Education of the University of Zagreb (Croatia). It is a futurological research for whose needs a questionnaire was designed with 26 manifest variables on an ordinal, five-degree Likert-type scale. From the manifest set of variables of competence for future cooperation with parents, three composite variables were formed: general cooperation competence, competence for cooperation directed to teaching efficacy, and competence for cooperation directed to communication with parents. The results show that the total student self-assessment of competences for future cooperation with parents is relatively positive, and the existence of statistically significant differences in all three composite variables. Faculties educating future teachers should introduce obligatory courses which would sensitise and capacitate them for future cooperation with parents.


Keywords


communication; competences; cooperation; parents; students; teaching efficacy

Full Text:

PDF

References


Alaçam, N., & Olgan, R. (2017). Pre-service early childhood teachers’ self-efficacy beliefs towards parent involvement. Teaching Education, 28(4), 1-14. DOI: https://doi.org/10.1080/10476210.2017.1324843

Avvisati, F., Gurgand, M., Guyon, N., & Maurin, E, (2014). Getting Parents Involved: A Field Experiment in Deprived Schools. The Review of Economic Studies, 81(1), 57-83. DOI: http://dx. doi.org/10.1093/restud/rdt027

Baum, A. C., & McMurray-Schwarz, P. (2004). Preservice teachers’ beliefs about family involvement: Implicatons for teacher education. Early Childhood Education Journal, 32(1), 57-61.

Blažević, I. (2016). Suvremeni kurikul i kompetencijski profil učitelja. Zbornik radova Filozofskog fakulteta u Splitu, 6-7, 189-210.

Burcu, S., & Sungur, S. (2009). Parental influences on Students’ Self-concept, Task Value Beliefs, and Achievement in Science. The Spanish Journal of Psychology, 12, 106-117.

Cheung, S. K., & Kam, C. S. (2019). Hong Kong pre-service early childhood teachers’ attitudes towards parental involvement and the role of their family relationship quality. Journal of Education for Teaching, 45(4), 417-433. DOI: https://doi.org/10.1080/02607476.2019.1639261

Cindrić, M., Miljković, D., & Strugar, V. (2010). Didaktika i kurikulum. Zagreb: IEP-D2.

Domina, T. (2005). Leveling the home advantage: Assessing the effectiveness of parental involvement in elementary school. Sociology of Education, 78(3), 233-249.

Epstein, J. L. (1994). Theory to practice: Schools and family partnerships lead to school improvement and student success. In C. L. Fagnano & B. Z. Werber (Eds.), School, family, and community interaction: A view from the firing lines (pp. 39–52). Boulder, CO: Westview.

Epstein, J. L. (2001). School, family, and community partnerships - Caring for the children we share. In J. L. Epstein (Ed.), School, family, and community partnerships: Preparing educa-tors and improving schools (pp. 403-426). Boulder, CO: Westview.

Fan, W., & Williams, C. M. (2010). The effects of parental involvement on students’ academic self-efficacy, engagement and intrinsic motivation. Educational Psychology, 31(1), 53-74.

Garbacz, S. A., Zerr, A. A., Dishion, T. J., Seeley, J. R., & Stormshak, E. (2018). Parent educational involvement in middle school: Longitudinal influences on student outcomes. The Journal of Early Adolescence, 38(5), 629–660. DOI: https://doi.org/10.1177/0272431616687670

Hiatt-Michael, D. B. (2001). Schools as Learning Communities: A Vision for Organic School Reform. School Community Journal, 11(2), 93-112.

Hill, N., & Taylor, L. (2004). Parental School Involvement and Children's Academic Achievement: Pragmatics and Issues. Current Directions in Psychological Science, 13(4), 161-164. DOI: http://www.jstor.org/stable/20182940.

Jeynes, W. (2012). A Meta-Analysis of the Efficacy of Different Types of Parental Involvement Programs for Urban Students. Urban Education, 47(4), 706-742. DOI: http://dx.doi.org/10.1177/0042085912445643.

Jurčić, M. (2012). Pedagoške kompetencije suvremenog učitelja. Zagreb: Recedo.

Kostović-Vranješ, V., & Ljubetić, M. (2008). "Kritične točke" pedagoške kompetencije učitelja. Život i škola, 20(2), 147-162.

LaRocque, M., Kleiman, I., & Darling, S. M. (2011). Parental Involvement: The Missing Link in School Achievement. Preventing School Failure, 55(3), 115-122.

Ljubetić, M., & Zadro, S. (2009). Samoprocjena kompetentnosti učitelja za pedagoški rad s roditeljima. Školski vjesnik, 58(1), 33-48.

Maleš, D. (1996). Od nijeme potpore do partnerstva između obitelji i škole. Društvena istraživanja, 5(21), 75-88.

Maleš, D. (2015). Partnerstvom obitelji i škole do uspješnog odgojno-obrazovnog rada. U S. Opić, V. Bilić i M. Jurčić (Ur.), Odgoj u školi (str. 45-74). Zagreb: Učiteljski fakultet Sveučilišta u Zagrebu.

Pendergast, D., Garvis, S., & Keogh, J. (2011). Pre-Service Student-Teacher Self-efficacy Beliefs: An Insight Into the Making of Teachers. Australian Journal of Teacher Education, 36(12), 45–57.

Rečić, M. (2006). Kako mogu surađivati sa školom. Đakovo: Tempo.

Sheridan, S. M., Witte, A. L., Holmes, S. R., Coutts, M. J., Dent, A. L., Kunz, G. M., & Wu, C. R. (2017). A randomized trial examining the effects of Conjoint Behavioral Consultation in rural schools: Student outcomes and the mediating role of the teacher–parent relationship. Journal of School Psychology, 61, 33-53. DOI: https://doi.org/10.1016/j.jsp.2016.12.002

Shu, Z. (2019). Chinese Teachers' Perceptions of School Family Collaboration: A Study of Elementary Schools in Zhejiang Province. Educational Planning, 26(1), 23-41.

Tichenor, M. S. (1998). Preservice teachers’ attitudes toward parent involvement: Implications for teacher education. The Teacher Educator, 33(4), 248–259. DOI:10.1080/08878739809555178

Wang, M., & Sheikh-Khalil, S. (2014). Does parental involvement matter for student achievement and mental health in high school? Child Development, 85(2), 610-625. DOI: http://dx.doi.org/10.1111/cdev.12153.

Zrilić, S., & Marin, K. (2019). Kompetencije u suvremenoj školi – potrebe prakse iz perspektive učitelja. Školski vjesnik, 68(2), 389-400.

Zygmunt-Fillwalk, E. M. (2006). The Difference a Course Can Make: Preservice Teachers’ Perceptions of Efficacy in Working with Families. Journal of Early Childhood Teacher Education, 27(4), 327–342. DOI:10.1080/10901020600996026




DOI: https://doi.org/10.17770/sie2021vol1.6215

Refbacks

  • There are currently no refbacks.