20.500.12556/DKUM-88114 Development and validation of the "Mentoring for effective teaching practicum instrument" Razvoj in validacija Instrumenta za merjenje učinkovitosti mentorstva na pedagoški praksi In the context of improving the quality of teacher education, the focus of the present work was to adapt the Mentoring for Effective Primary Science Teaching instrument to become more universal and have the potential to be used beyond the elementary science mentoring context. The adapted instrument was renamed the Mentoring for Effective Teaching Practicum Instrument. The new, validated instrument enables the assessment of trainee teachers' perceived experiences with their mentors during their two-week annual teaching practicum at elementary and high schools. In the first phase, the original 34-item Mentoring for Effective Primary Science Teaching instrument was expanded to 62 items with the addition of new items and items from the previous works. All items were rephrased to refer to contexts beyond primary science teaching. Based on responses on an expanded instrument received from 105 pre-service teachers, of whom 94 were females in their fourth year of study (approx. age 22-23 years), the instrument was reviewed and shortened to 36 items classified into six dimensions: personal attributes, system requirements, pedagogical knowledge, modelling, feedback, and Information and Communication Technology due to outcomes of Principal Component and Confirmatory Factor analyses. All six dimensions of the revised instrument are unidi-mensional, with Cronbach alphas above 0.8 and factor loadings of items above 0.6. Such an instrument could be used in follow-up studies and to improve learning outcomes of teaching practice. As such, specific and general recommendations for the mentee, mentors, university lecturers, and other stakeholders could be derived from the findings to encourage reflection and offer suggestions for the future. Prispevek predstavlja razvoj in prilagoditve instrumenta Mentorstvo za učinkovito poučevanje naravoslovja na razredni stopnji izobraževanja (orig. Mentoring for Effective Primary Science Teaching - MEPST). Cilj razvojnega dela je bil razviti univerzalni instrument, ki bi bil uporaben za spremljavo mentorstva študentom na pedagoški praksi z namenom izboljšanja kakovosti izobraževanja učiteljev. Revidirani instrument smo poimenovali "Mentoring for effective teaching practicum instrument - METPI", kar bi lahko v slovenskem jeziku prosto poimenovali kot Instrument za merjenje učinkovitosti mentorstva na pedagoški praksi (IZMUMpp). Nov revidiran in validiran instrument omogoča ocenjevanje zaznanih izkušenj študentov z njihovimi mentorji na strnjeni pedagoški praksi na osnovnih in srednjih šolah. V prvi fazi razvoja je bil originalni Hudsonov instrument MEPST razširjen s 34 na 62 trditev, z dodajanjem lastnih trditev in trditev iz predhodnih Hudsonovih instrumentov. Vse trditve so bile preoblikovane iz konteksta poučevanja primarnega naravoslovja na način, da zajamejo širše področje izobraževanja. Na podlagi odgovorov 105 študentov (94 jih je bilo ženskega spola) četrtega letnika pedagoškega študija (pribl. starosti 22-23 let) ter analize glavnih komponent (angl. Principal component analysis - PCA) in potrditvene faktorske analize (angl. Confirmation factor analysis - CFA) je bil instrument skrajšan na 36 trditev, razvrščenih v šest dimenzij (komponent). Te komponente so bile: osebnostne lastnosti, sistemske zahteve, pedagoško znanje, modeliranje, povratne informacije ter informacijska in komunikacijska tehnologija (IKT). Vseh šest dimenzij novega instrumenta je enodimenzionalnih, s Cronbachovimi alfami nad 0,8 in faktorskimi obremenitvami nad 0,6. Instrument je uporaben za izboljšanje učnih rezultatov pedagoške prakse in nadaljnje študije. Na osnovi z instrumentom zbranih ugotovitev bi lahko izpeljali posebna in splošna priporočila za študente, mentorje, univerzitetne predavatelje in za druge deležnike, spodbudili refleksijo lastnih praks in ponudili predloge za prihodnost. mentoring teacher education teaching practicum izobraževanje učiteljev mentorstvo pedagoška praksa true true true Pedagoška fakulteta, Univerza v Ljubljani Angleški jezik Slovenski jezik Članek v reviji 2024-04-10 03:44:54 2024-04-15 14:15:54 2024-04-16 03:53:25 0000-00-00 00:00:00 2023 0 0 str. 233-260 no. 3 Vol. 13 2023 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 2022-11-13 37.091.12:005.963.5 130728963 10.26529/cepsj.1315 1855-9719 https://cepsj.si/index.php/cepsj/article/view/1315/688 1 ec3d5cab-fb21-11ee-8f8b-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=178577 RAZ_Ploj_Virtic_Mateja_2023.pdf RAZ_Ploj_Virtic_Mateja_2023.pdf 1 C29CBF4FDE034E23384A203D0B36F06F 060bd6107c43a216b073a362c02945f428a63f3ae1827a53f1b2a6eac3cde08a 58482f34-fb22-11ee-8f8b-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=178578 Fakulteta za naravoslovje in matematiko 0 0 0