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Teachers strategies in developing students motivation for learning

dc.contributor.advisorBodroški-Spariosu, Biljana
dc.contributor.otherHebib, Emina
dc.contributor.otherMatović, Nataša
dc.creatorLalić-Vučetić, Nataša Z.
dc.date.accessioned2016-03-20T16:58:57Z
dc.date.available2016-03-20T16:58:57Z
dc.date.available2020-07-03T10:01:51Z
dc.date.issued2015-10-15
dc.identifier.urihttp://eteze.bg.ac.rs/application/showtheses?thesesId=2578
dc.identifier.urihttps://nardus.mpn.gov.rs/handle/123456789/4947
dc.identifier.urihttps://fedorabg.bg.ac.rs/fedora/get/o:10651/bdef:Content/download
dc.identifier.urihttp://vbs.rs/scripts/cobiss?command=DISPLAY&base=70036&RID=526546071
dc.description.abstractNa razvoj motivacije za uĉenje je moguće i potrebno uticati, a najznaĉajnija uloga u tome pripada školi, odnosno nastavnicima u procesu nastave. Postoji odreĊen broj autora koji govore o „odgajanju“ i „negovanju“ motivacije za uĉenje u školi i naglašavaju da bi stepen razvijenosti motivacije za školsko uĉenje trebalo uvrstiti meĊu kriterijume za ocenjivanje efikasnosti rada i nastavnika i uĉenika. Polazeći od shvatanja da nastavnik na motivaciju uĉenika utiĉe svim onim što ĉini u razredu, poĉev od načina komunikacije sa uĉenicima i emocionalne klime koju stvara u razredu, preko izbora didaktičko-metodičkih rešenja, do načina ocenjivanja, u teorijskom delu rada identifikovan je niz faktora koji utiĉu na motivaciju za uĉenje. Dakle, opravdano je smatrati da je podsticanje razvoja motivacije za uĉenje, sadrţano u kontinuiranom, planiranom i sistematiĉnom struĉnom bavljenju motivacionom stranom školskog uĉenja što predstavlja osnovnu pretpostavku našeg istraţivanja. Stoga je predmet istraţivanja uloga nastavnika, odnosno njegovi postupci u nastavi koji mogu da doprinesu razvijanju uĉenikove motivacije uopšte, a posebno intrinziĉke motivacije za uĉenje. U radu se osim razmatranja karakteristika motivacije, analiziraju mogućnosti razvijanja motivacije za uĉenje i govori o adekvatnom uticaju škole i nastavnika u tom procesu. Istraţivanje je realizovano u dve osnovne faze. U prvoj fazi istraţivanja primenjena je kvalitativna metodologija zasnovana na fokus grupama sa predmetnim nastavnicima osnovnih škola i individualnim intervjuima obavljenim sa uĉenicima sedmog i osmog razreda osnovne škole. Kroz polustruktuirane intervjue i fokus grupe istraţivane su, najpre predstave kljuĉnih aktera o motivaciji za uĉenje, kao i potrebe i ideje za moguće naĉine motivisanja za uĉenje, što nam je pomoglo da utvrdimo prioritete zа prаksu, empirijskim putem i konstruišemo upitnike za nastavnike i uĉenike. Druga fаzа, kvantitativna, istraţivanja obuhvatila je primenu instrumenta za ispitivanje nastavnikovih postupаkа u razvijanju motivacije uĉenika za uĉenje. Cilj kvantitativnog dela istraživanja definisan je kao utvrĊivanje osnovnih karakteristika pedagoških v uverenja i razliĉitih vrsta postupaka nastavnika u razvijanju uĉenikove motivacije za uĉenje. U istraţivanju su uĉestvovali predmetni nastavnici osnovnih škola (N=152) na podruĉju uţeg centra grada, kao i šireg podruĉja Beograda. Pored nastavnika istraţivanje je obuhvatilo uĉenike osmog razreda (N=165) iz ĉetiri škole na podruĉju Beograda. Uzorak istraţivanja su ĉinili uĉenici osmog razreda zato što imaju jasniji uvid u mogućnosti razvijanja motivacije za uĉenje i pregled stanja u nastavi u kojoj nastavnici primenjuju razliĉite postupke motivisanja. Posmatrano razvojno, period starijeg školskog uzrasta karakteristiĉan je i po dominantnosti razliĉitih motiva koji u velikoj meri determinišu njihovo shvatanje motivacije i njihov odnos prema školi i uĉenju. Rezultati istraţivanja pokazuju da svest nastavnika o nesumnjivom znaĉaju motivacije kao ĉinioca uspešnog uĉenja nije praćena i dovoljno diferenciranom predstavom o stepenu, naĉinima i uslovima delovanja razliĉitih vrsta motiva na uspeh u školskom uĉenju. Moţe se zakljuĉiti da postoji svest o znaĉaju i mogućnostima za razvijanje motivacije, ali konkretni koraci, usmerenja ili eventualne strategije ostaju nedovršene ili prepuštene liĉnom angaţovanju nastavnika i njegovim osobinama koje mu pomaţu u prepoznavanju suštine fenomena motivacije. Nastavnici opaţaju fenomen motivacije kao niz direktnih i indirektnih veza izmeĊu nastavnih metoda, liĉnosti nastavnika, naĉina komunikacije nastavnika i uĉenika što ĉini sadejstvo razliĉitih faktora koji doprinose razvijanju motivacije. Ipak, kada je reĉ o proceni stanja, nastavnici vide uzroke loše motivacije u samom uĉeniku i njemu pripisuju odgovornost. Uĉenici istiĉu znaĉaj nastavnikovih postupaka koji su usmereni na uĉenikovo razumevanje gradiva, planiranje i rasporeĊivanje vremena za uĉenje. Dakle, reĉ je o postupcima nastavnika koji su usmereni na preispitivanje uĉenikovih mogućnosti i razliĉitih naĉina rada tokom uĉenja i nastave uz podrţavanje i podsticanje samostalnosti uĉenika na kognitivnom planu. TakoĊe, nalazi pokazuju da je moguće izvršiti i predikciju koja pokazuje da odreĊena ponašanja uĉenika i nastavnika u nekoj meri mogu biti objašnjena odreĊenim stavovima uĉenika i nastavnika. Uoĉava se da u predikciji postupaka nastavnika stavovi imaju razliĉitu uĉestalost. Na primer, stavovi zasnovani na uverenju nastavnika o primeni istraţivaĉkog pristupa u nastavi, primeni humora u nastavi pojavljuju se više puta kao jedan od prediktora nastavnikovog ponašanja u razvijanju motivacije za uĉenje. U zakljuĉnim razmatranjima istaknuto je vi da više paţnje treba obratiti na obuku nastavnika u okviru njihovog inicijalnog obrazovanja i tokom profesionalnog razvoja u praksi, kako bi prepoznali dimenzije i kljuĉne karakteristike motivacije za uĉenje. Nа osnovu teorijskih rаzmаtrаnjа i empirijskog istrаţivаnjа na kraju dat je predlog strategije za motivisanje uĉenika koja ukljuĉuje postupke nаstаvnikа rаzvrаstаne po kаtegorijаmа koje ĉine relevаntne sfere njegovog vаspitno-obrаzovnog rаdа.sr
dc.description.abstractThe development of motivation for learning is possible and it is necessary to influence it. The most important role in that respect is played by the school, that is by teachers throughout the teaching process A number of authors speak of "nurturing" and "developing" motivation to learn at school, and emphasize that the development level of motivation for school learning should be included among the criteria for evaluating the work efficiency of both teachers and students. Starting from the premises that anything the teacher does in the classroom affects student motivation, including the different way of behaviour in communication with students and the emotional climate created in the classroom, the choice of didactic and methodical solutions, as well as ways of assessment, in the theoretical part of the dissertation a number of factors influencing the motivation to learn are identified. Thus, the development of motivation for learning consists of continuous, planned and systematic pursuit of professional motivation, which is the basic assumption of our research. Therefore, the present research focuses on the role of teachers and their actions in the classroom that can contribute to developing students‟ motivation in general, and particularly the intrinsic motivation for learning. The dissertation deals not only with the characteristics of motivation, but also with analyzing the possibility of developing motivation for learning. It also discusses the impact of an adequate school‟s and teachers‟ influence on the process. The survey was conducted in two phases. In the first phase of the research a qualitative methodology based on focus groups with elementary school subjects teachers and individual interviews conducted with the students of the seventh and eighth grade was applied. Through semi-structured interviews and focus groups, views of the key actors regarding motivation for learning were investigated, as well as the needs and ideas for possible ways to stimulate learning, which has helped us to establish, empirically, priorities for practice and construct questionnaires and the assessment scale for the second part of the research. The second phase of the study included the use of an instrument for testing the teacher's strategies in the development of students' motivation for learning. The goal of the quantitative research conducted was to define the basic viii characteristics of pedagogical beliefs and different types of strategies teachers use when developing the student'smotivationtolearn. The research was conducted on elementary school subject teachers of (N = 152) working in the city center, as well as within the wider area of Belgrade. The survey included eighth grade students (N = 165) from four Belgrade schools as well. For the present study the eighth graders were selected on purpose, as they have a clearer insight into the possibilities of developing the motivation to learn and are able to review the state of teaching in the classroom where teachers apply different methods of motivation. In terms of human development, the school age period is characterized by the dominance of different motives which largely determine their understanding of motivation and their attitude towards school and learning. The research results show that the teachers‟ awareness of the indisputable importance of motivation as a factor of successful learning is not accompanied by sufficiently differentiated performance regarding the degree, methods and conditions of operation of different kinds of motives affecting the success in learning. It can be concluded that the awareness of the importance and opportunities for the development of motivation exists, but actual steps, directions or possible strategies remain vague and unsystematic unfinished or left to the personal commitment of teachers and their qualities which may assist them in identifying the essence of the phenomenon of motivation. Teachers observe the phenomenon under study as a series of direct and indirect links between the teaching methods, teacher‟s personality and ways of communication between teachers and students which integrate various factors that contribute to the development of motivation. However, when it comes to assessing the classroom situation, teachers tend to see the causes of poor motivation in the student, and hold them responsible for it. The students emphasize the importance of the teacher's actions aimed at students‟ understanding of teaching materials, planning and scheduling time for learning. Thus, we are dealing here with the actions of teachers focused on reviewing students‟ abilities and different ways of teacher work in the classroom with a special emphasis on the teacher‟s support and promotion of student autonomy and self-reliance on the cognitive level. Also, the findings show that it is possible to make the prediction on the basis of which it is possible to say that certain behaviors of students and teachers can be explained, to some extent, by certain attitudes held by students and teachers. It is ix observed that teachers‟ attitudes have different frequency in the prediction of their behavior . For example, attitudes based on the teachers‟ beliefs regarding application of research-based approach to teaching, or the application of humor in the classroom appear in more studied cases of teacher behavior as one of the predictors. In concluding remarks, it is pointed out that, in order to recognize the dimensions and key characteristics of the motivation for learning, more attention should be paid to teacher training as part of their initial education and professional development in the course of their practice . Finally, based on theoretical considerations and empirical research the proposal of a possible strategy to motivate students is given. It includes a classification of teachers‟ actions aimed at motivating students into categories corresponding to the most relevant spheres of educational work done by the teachers in the classroom.en
dc.formatapplication/pdf
dc.languagesr
dc.publisherУниверзитет у Београду, Филозофски факултетsr
dc.relationinfo:eu-repo/grantAgreement/MESTD/Integrated and Interdisciplinary Research (IIR or III)/47008/RS//
dc.relationinfo:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179034/RS//
dc.rightsopenAccessen
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.sourceУниверзитет у Београдуsr
dc.subjectmotivacija za uĉenjesr
dc.subjectmotivation for learningen
dc.subjectpostupci nastavnikasr
dc.subjectmogućnosti razvijanja motivacijesr
dc.subjectstavovi nastavnikasr
dc.subjectstavovi uĉenikasr
dc.subjectteachers‟ motivation strategiesen
dc.subjectpossibilities of developing motivationen
dc.subjectteachers‟ attitudesen
dc.subjectstudents' attitudesen
dc.titlePostupci nastavnika u razvijanju motivacije učenika za učenjesr
dc.titleTeachers strategies in developing students motivation for learningen
dc.typedoctoralThesisen
dc.rights.licenseBY-NC-ND
dcterms.abstractБодрошки-Спариосу, Биљана; Хебиб, Емина; Матовић, Наташа; Лалић-Вучетић, Наташа З.; Поступци наставника у развијању мотивације ученика за учење; Поступци наставника у развијању мотивације ученика за учење;
dc.identifier.fulltexthttp://nardus.mpn.gov.rs/bitstream/id/27091/Disertacija557.pdf
dc.identifier.fulltexthttp://nardus.mpn.gov.rs/bitstream/id/27092/Lalic-Vucetic_Natasa_Z.pdf
dc.identifier.fulltexthttps://nardus.mpn.gov.rs/bitstream/id/27092/Lalic-Vucetic_Natasa_Z.pdf
dc.identifier.fulltexthttps://nardus.mpn.gov.rs/bitstream/id/27091/Disertacija557.pdf
dc.identifier.rcubhttps://hdl.handle.net/21.15107/rcub_nardus_4947


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