Studentska samoprocjena ovladanosti specifičnim, sustavskim i generičkim kompetencijama na kraju diplomskog studija RPOO-a
Student self-assessment of the mastery of specific, systemic and generic competencies at the end of the EPE graduate study

Summary/Abstract: The basic European principles for teacher competences and qualifications (European Commission, 2005) recommends teacher education at the higher education level. Accordingly, in the Republic of Croatia, two-year professional studies were extended to three years, and then undergraduate and graduate university studies in early and preschool education (EPE) were established. In this way, vertical mobility is ensured, which enables educators to continue their education at specialist post-graduate and doctoral studies (Domović et al., 2022). The aim of this research was to examine student self-assessment of the level of mastery of specific, systemic and generic competencies at the end of the EPE graduate study. An effort was made to additionally examine whether there are differences in the level of development of each of the three levels of competence in relation to the way of studying and the intention of employment in the profession, and the connection between the level of development of each of the three levels of competence and the components of student involvement in the study. The examined sample included 191 students from five Croatian universities in the 2020/2021 academic year were participants in the final year of the graduate study of early and preschool education (EPE). The research was conducted through an online survey, and participation was voluntary and anonymous. The results show that students estimate the highest level of development of generic competences related to general knowledge, skills and attitudes that contribute to the quality of pedagogical practice, specific competences that educators need to plan and implement daily educational work, and they consider that they have partially developed system competencies on harmonizing the professional work of educators with the requirements of educational policy and the educational context in which they operate. Part-time students have a statistically significantly higher assessment of the development of specific and systemic competencies than full-time students, while no statistically significant differences were found between the assessments of part-time and full-time students in the level of generic competencies. Students who express the intention of employment in the profession have a statistically significantly higher assessment of the development of specific, systemic and generic competencies than those students who do not intend to be employed in the profession after obtaining the master’s degree in RPOO. The results of this research indicate that it is necessary to introduce changes in the curricula and in the teaching of educational graduate studies in order to ensure a better possibility of knowledge transfer and the application of theoretical concepts in practice.

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