АДАПТАЦИЈА И ВАЛИДАЦИЈА ИНСТРУМЕНТА ПРОФЕСИОНАЛНОГ РАЗВОЈА (PDQT) У ОБРАЗОВНОМ КОНТЕКСТУ РЕПУБЛИКЕ СРБИЈЕ
Ključne reči:
професионални развој, наставници, адаптација и валидација инструмента, образовни контекст.
Sažetak
Aпстракт: Унапређење образовног система захтева континуирани професионални развој наставника. Како би се осигурала релевантност и ефикасност програма стручног усавршавања, спроведено је истраживање с циљем адаптације и валидације инструмента за процену професионалног развоја наставника на узорку од 883 наставника основних и средњих школа. На основу добијених резултата (KMO = 0.951; Bartlettov test: χ² = 21586.866, df = 1081 p < .001; Cronbach’s alpha = 0.94), идентификовано је пет кључних димензија професионалног развоја наставника: окружење за учење, планирање наставе, наставна истраживања, образовна технологија и сарадња. Добијени резултати обезбеђују креирање циљаних програма стручног усавршавања, усмерених на специфичне потребе наставника у српском културном контексту, као и унапређење наставничке праксе.
Кључне речи: професионални развој, наставници, адаптација и валидација инструмента, образовни контекст.
Reference
References
AbdulRab, H. (2023). Teacher Professional Development in the 21st Century. African Journal of Education and Practice, 9(4), 39–50. https://doi.org/10.47604/ajep.22.
Ayyoobi, F., Pourshafei, H., & Asgari, A. (2016). Codification and Validation of Professional Development Questionnaire of Teachers. International Education Studies, 9(4), 215–224. http://dx.doi.org/10.5539/ies.v9n4p215.
Avis, J., Fisher, R., & Thompson, R. (2018). Teaching in Lifelong Learning 3e: A guide to theory and practice. McGraw-Hill Education.
Chan, S., Maneewan, S., & Koul, R. (2021). Teacher educators’ teaching styles: relation with learning motivation and academic engagement in pre-service teachers. Teaching in Higher Education, 28(8), 2044–2065. https://doi.org/10.1080/13562517.2021.1947226.
Chitanana, L. (2012). A constructivist approach to the design and delivery of an online professional development course: A case of the iEARN online course. International Journal of Instruction, 5(1), 23–48.
Day, C. (1999). Developing teachers: The Challenges of Lifelong Learning. Falmer Press.
Grangeat, M., & Gray, P. (2007). Factors influencing teachers’ professional competence development. Journal of Vocational Education & Training, 59(4), 485–501. https://doi.org/10.1080/13636820701650943.
Evers, A., Kreijns, K., & Van der Heijden, B. (2016). The design and validation of an instrument to measure teachers’ professional development at work. Studies in Continuing Education, 38(2), 162–178. https://doi.org/10.1080/0158037X.2015.1055465.
Fung, Y. (2000). A constructivist strategy for developing teachers for change: a Hong Kong experience. Journal of in-service education, 26(1), 153–167. https://doi.org/10.1080/13674580000200108.
Hennessy, S., D'Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., & Zubairi, A. (2022). Technology use for teacher professional development in low-and middle-income countries: A systematic review. Computers and Education Open, 3, 100080. https://doi.org/10.1016/j.caeo.2022.100080.
Ilgan, A., Özü-Cengiz, Ö., Ata, A., & Akram, M. (2015). The relationship between teachers' psychological well-being and their quality of school work life. The Journal of Happiness & Well-Being, 3(2), 159-181.
Kalinowski, E., Gronostaj, A., & Vock, M. (2019). Effective professional development for teachers to foster students’ academic language proficiency across the curriculum: A systematic review. Educational Research and Evaluation, 5(1), 1–23. https://doi.org/10.1177/2332858419828691.
Khan, B., & Begum, S. (2012). Portfolio: A professional development and learning tool for teachers. International Journal of Social Science and Education, 2(2), 363-377. https://ecommons.aku.edu/pakistan_ied_pdcn/6.
Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945–980. https://doi.org/10.3102/0034654315626800.
Kronley, A., & Handley, C. (2001). Framing the field: Professional development in context. The Finance Project.
Librera, W. L., Eyck, R. T., Doolan, J., Brady, J., & Aviss-Spedding, E. (2004). New Jersey professional standards for teachers and school leaders. New Jersey Department of Education.
Marić Jurišin, S., & Malčić, B. (2022). Samoprocena nastavničke profesije u savremenom obrazovnom kontekstu [Self-assessment of the teaching profession in the modern educational context]. Faculty of Philosophy, University of Novi Sad. https://digitalna.ff.uns.ac.rs/sadrzaj/2022/978-86-6065-730-7.
Molina, C. A., & López, F. S. (2019). Teachers´ collaborative work: new toward for teacher´ s development. Psicologia Escolar e Educacional, 23, 1–7. http://dx.doi.org/10.1590/2175-35392019017926.
Osman, D. J., & Warner, J. R. (2020). Measuring teacher motivation: The missing link between professional development and practice. Teaching and Teacher Education, 92, 103064. https://doi.org/10.1016/j.tate.2020.103064.
Österholm, M., Bergqvist, T., Liljekvist, Y., & van Bommel, J. (2024). Professional development at national scale: Effects on teacher knowledge and practice. Studies in Educational Evaluation, 83, 101381. https://doi.org/10.1016/j.stueduc.2024.101381.
Richter, E., & Richter, D. (2024). Measuring the quality of teacher professional development: A large-scale validation study of an 18-item instrument for daily use. Studies in Educational Evaluation, 81, 101357. https://doi.org/10.1016/j.stueduc.2024.101357
Rout, S., & Behera, S. K. (2014). Constructivist approach in teacher professional development: An overview. American Journal of Educational Research, 2(12A), 8–12. 10.12691/education-2-12-2.
Statistical Office of the Republic of Serbia. (2023). Statistical Yearbook of the Republic of Serbia, 2023. Statistical Office of the Republic of Serbia. https://publikacije.stat.gov.rs/G2023/Pdf/G20232056.pdf.
AbdulRab, H. (2023). Teacher Professional Development in the 21st Century. African Journal of Education and Practice, 9(4), 39–50. https://doi.org/10.47604/ajep.22.
Ayyoobi, F., Pourshafei, H., & Asgari, A. (2016). Codification and Validation of Professional Development Questionnaire of Teachers. International Education Studies, 9(4), 215–224. http://dx.doi.org/10.5539/ies.v9n4p215.
Avis, J., Fisher, R., & Thompson, R. (2018). Teaching in Lifelong Learning 3e: A guide to theory and practice. McGraw-Hill Education.
Chan, S., Maneewan, S., & Koul, R. (2021). Teacher educators’ teaching styles: relation with learning motivation and academic engagement in pre-service teachers. Teaching in Higher Education, 28(8), 2044–2065. https://doi.org/10.1080/13562517.2021.1947226.
Chitanana, L. (2012). A constructivist approach to the design and delivery of an online professional development course: A case of the iEARN online course. International Journal of Instruction, 5(1), 23–48.
Day, C. (1999). Developing teachers: The Challenges of Lifelong Learning. Falmer Press.
Grangeat, M., & Gray, P. (2007). Factors influencing teachers’ professional competence development. Journal of Vocational Education & Training, 59(4), 485–501. https://doi.org/10.1080/13636820701650943.
Evers, A., Kreijns, K., & Van der Heijden, B. (2016). The design and validation of an instrument to measure teachers’ professional development at work. Studies in Continuing Education, 38(2), 162–178. https://doi.org/10.1080/0158037X.2015.1055465.
Fung, Y. (2000). A constructivist strategy for developing teachers for change: a Hong Kong experience. Journal of in-service education, 26(1), 153–167. https://doi.org/10.1080/13674580000200108.
Hennessy, S., D'Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., & Zubairi, A. (2022). Technology use for teacher professional development in low-and middle-income countries: A systematic review. Computers and Education Open, 3, 100080. https://doi.org/10.1016/j.caeo.2022.100080.
Ilgan, A., Özü-Cengiz, Ö., Ata, A., & Akram, M. (2015). The relationship between teachers' psychological well-being and their quality of school work life. The Journal of Happiness & Well-Being, 3(2), 159-181.
Kalinowski, E., Gronostaj, A., & Vock, M. (2019). Effective professional development for teachers to foster students’ academic language proficiency across the curriculum: A systematic review. Educational Research and Evaluation, 5(1), 1–23. https://doi.org/10.1177/2332858419828691.
Khan, B., & Begum, S. (2012). Portfolio: A professional development and learning tool for teachers. International Journal of Social Science and Education, 2(2), 363-377. https://ecommons.aku.edu/pakistan_ied_pdcn/6.
Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945–980. https://doi.org/10.3102/0034654315626800.
Kronley, A., & Handley, C. (2001). Framing the field: Professional development in context. The Finance Project.
Librera, W. L., Eyck, R. T., Doolan, J., Brady, J., & Aviss-Spedding, E. (2004). New Jersey professional standards for teachers and school leaders. New Jersey Department of Education.
Marić Jurišin, S., & Malčić, B. (2022). Samoprocena nastavničke profesije u savremenom obrazovnom kontekstu [Self-assessment of the teaching profession in the modern educational context]. Faculty of Philosophy, University of Novi Sad. https://digitalna.ff.uns.ac.rs/sadrzaj/2022/978-86-6065-730-7.
Molina, C. A., & López, F. S. (2019). Teachers´ collaborative work: new toward for teacher´ s development. Psicologia Escolar e Educacional, 23, 1–7. http://dx.doi.org/10.1590/2175-35392019017926.
Osman, D. J., & Warner, J. R. (2020). Measuring teacher motivation: The missing link between professional development and practice. Teaching and Teacher Education, 92, 103064. https://doi.org/10.1016/j.tate.2020.103064.
Österholm, M., Bergqvist, T., Liljekvist, Y., & van Bommel, J. (2024). Professional development at national scale: Effects on teacher knowledge and practice. Studies in Educational Evaluation, 83, 101381. https://doi.org/10.1016/j.stueduc.2024.101381.
Richter, E., & Richter, D. (2024). Measuring the quality of teacher professional development: A large-scale validation study of an 18-item instrument for daily use. Studies in Educational Evaluation, 81, 101357. https://doi.org/10.1016/j.stueduc.2024.101357
Rout, S., & Behera, S. K. (2014). Constructivist approach in teacher professional development: An overview. American Journal of Educational Research, 2(12A), 8–12. 10.12691/education-2-12-2.
Statistical Office of the Republic of Serbia. (2023). Statistical Yearbook of the Republic of Serbia, 2023. Statistical Office of the Republic of Serbia. https://publikacije.stat.gov.rs/G2023/Pdf/G20232056.pdf.
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2026/03/02
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