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IN ENGLISH: The first part of the chapter gives an overview of teacher education and teacher professional development in Croatia, together with an empirical review of the motivation for teaching profession in Croatia, whereas the second part presents the results of the new study. The goal of the present study was to explore the role of personality and motivations for choosing teaching as a future career in explaining achievement goals of student teachers in their teacher studies. Achievement goals are of particular importance for student teachers as learning is the core of their future profession. One could expect that their goals for their own learning would be congruent to their goals for teaching, as both could be conceptualized under the same theoretical framework (Butler, 2007). Malmberg (2006) proposed a carry-over hypothesis, suggesting that student teachers’ own learning experiences shape their teacher beliefs, motivation to teach and teaching practices, so that they carry these experiences into their future teaching. The sample included 374 first-year students enrolled in the teacher education programs for classroom teachers in the three Croatian universities: University of Zagreb (56.7%), University of Rijeka (28.6%), and University of Zadar (14.7%). Instruments used were FIT-Choice scale (Watt & Richardson, 2007), Big Five Inventory (BFI; John, Naumann, & Soto, 2008) and Achievement Goal Questionnaire (Elliot & McGregor, 2001). Both personality traits and teacher motivations significantly accounted for the variance of all four achievement goals. Personality dimensions of agreeableness, conscientiousness and openness to experience positively predicted mastery goal orientation in teacher studies. Motivations related to personal utility value of teaching significantly predicted performance approach goal in teacher studies. Mastery approach orientations of pre-service teachers in their own studies were predicted by social utility value of teaching, while performance approach goals were related to personal utility value of teaching. Taken together with personality variables, motivations for teaching independently contributed to the explanation of learning goals during teacher studies, suggesting that motivations for teaching profession and learning experiences of future teachers do reinforce each other during the course of studies, leading to different learning outcomes (Malmberg, 2006, 2008; Konig & Rothland 2012). --------------- IN CROATIAN: Prvi dio poglavlja daje pregled inicijalnog obrazovanja i strucnog usavrsavanja ucitelja/ica i nastavnika/ica u Hrvatskoj, uz empirijski pregled motivacije za uciteljsku profesiju u Hrvatskoj, dok drugi dio predstavlja rezultate novog istraživanja. Cilj istraživanja bio je ispitati ulogu osobina licnosti i motivacije za odabir uciteljske profesije u objasnjenju ciljnih orijentacija studenata/ica uciteljskih studija tijekom studiranja. Ciljne orijentacije su od posebne važnosti za buduce ucitelje/ice s obzirom da je ucenje temelj njihove buduce profesije. Za ocekivati je da ce njihove ciljne orijentacije za ucenje biti u skladu s njihovim ciljevima za poucavanje, buduci da bi oboje moglo biti koncipirano unutar istog teorijskog okvira (Butler, 2007). Vodeci se Malmbergovom hipotezom (2006), možemo pretpostaviti da iskustva buducih ucitelja/ica oblikuju njihova uvjerenja o poucavanju i motivaciju za poucavanje, te da oni ta iskustva prenose u svoje buduce prakse poucavanje. Uzorak je ukljucivao 374 studenta/ica prve godine uciteljskih studije na tri hrvatska sveucilista: Sveucilistu u Zagrebu (56,7%), Sveucilistu u Rijeci (28,6%) i Sveucilistu u Zadru (14,7%). Instrumenti koji su koristeni u istraživanju su: FIT-Choice skala (Watt i Richardson, 2007), Big Five Inventory (BFI, John, Naumann i Soto, 2008) i Skala ciljnih orijentacija (Elliot i McGregor, 2001). Osobine licnosti i motivacija za uciteljsku profesiju dale su znacajan doprinos objasnjenju sve cetiri ciljne orijentacije. Dimenzije licnosti ugodnost, savjesnost i otvorenost ka iskustvu objasnile su orijentaciju ka ucenju. Osobna utilitarna motivacija za uciteljsku profesiju bila je znacajan prediktor ciljne orijentacije prema rezultatu. Orijentacija ka ucenju tijekom uciteljskog studija je objasnjena drustvenom utilitarnom motivacijom za uciteljsku profesiju, dok je orijentacija prema rezultatu povezana s osobnom utilitarnom motivacijom za uciteljsku profesiju. Analizirana zajedno s osobinama licnosti, motivacija za uciteljsku profesiju dodatno doprinosi objasnjenju ciljnih orijentacija tijekom uciteljskih studija. Ovaj nalaz upucuje na to da motivacija za uciteljsku profesiju i iskustva ucenja buducih ucitelja/ica međusobno oblikuju jedni druge, sto vodi do razlicitih ishoda ucenja (Malmberg, 2006, 2008; Konig & Rothland 2012). |
