Teachers' Assessments of Elements of Multimedia and Constructivist Didactics in School [Konferenzbericht] Paper presented at the International Methodological Conference (International Scientific Conference): The Influence of Teaching Methodology on the Quality of Teacher and Pre-School Teacher Training (4th, Subotica, Serbia, May 30, 2015).

Autor/inn/en	Matijevic, Milan; Topolovcan, Tomislav; Lapat, Goran
Titel	Teachers' Assessments of Elements of Multimedia and Constructivist Didactics in School [Konferenzbericht] Paper presented at the International Methodological Conference (International Scientific Conference): The Influence of Teaching Methodology on the Quality of Teacher and Pre-School Teacher Training (4th, Subotica, Serbia, May 30, 2015).
Quelle	(2015), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Elementary School Teachers; Teacher Surveys; Likert Scales; Multimedia Instruction; Constructivism (Learning); Teaching Methods; Questionnaires; Teacher Attitudes; Educational Environment; Curriculum Development; Gender Differences; Teaching Experience; Faculty Development; Incidence; Student Centered Learning; Statistical Analysis; Nonparametric Statistics; Croatia + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Likert-Skala; Multimediales Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Geschlechterkonflikt; Vorkommen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Statistische Analyse; Kroatien
Abstract	Despite the understandings that constructivist and multimedia didactics, as well as curricular theory and multiple intelligences theory, have been providing for years, what happens in the classroom and in the teaching process is still mostly teacher-centred. The didactic and methodological scenarios that prevail in our classes are more suitable to times long ago than to students belonging to the net-generation. The aim of this study is to examine the assessments of changes that happen in school and in classes (or those that could happen) under the influence of new didactic understandings and digital education technology. A specifically constructed questionnaire was used on a sample of primary education teachers (N = 213), which is representative of Central Croatia, since the data were collected through individual surveys in schools located in the City of Zagreb and in eight counties. The data were collected by fourth-year students of teacher education studies from Zagreb, Petrinja, and Cakovec at the beginning of 2015. The questionnaire contained 25 statements that the respondents had to assess on a Likert-type scale. The results show that teachers consider that curricular changes are needed and that classes still lack a pedagogy of success for all. However, less criticism is directed towards the present (inadequate) teaching environment. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01