THEORETICAL, COGNITIVE, AND APPLIED ASPECTS OF TEACHER TRAINING IN METHODOLOGY AND STATISTICS
THEORETICAL, COGNITIVE, AND APPLIED ASPECTS OF TEACHER TRAINING IN METHODOLOGY AND STATISTICS

Summary/Abstract: This paper sets off from three research goals: (1) theoretical, i.e. examining the role of the courses Methodology of pedagogical research and Statistics in pedagogy in teacher training; (2) cognitive, i.e. awakening teachers' interest in and knowledge about the importance of pedagogical research; and (3) applied, i.e. influencing a change in the teacher's role in the educational process, so as to gain a more important role in both teaching and scientific research. In this study, we started from the assumption that teachers possess an intermediate level of knowledge in methodology. The number of correct answers to the questions in the test on pedagogical research methodologies and the facility index indeed showed that they possessed an average knowledge about pedagogical research methodology. Similarly, we started from the assumption that lower-grade teachers have an intermediate level of knowledge in the area of statistics, which includes the basic statistical terms, the selection of appropriate statistical procedures, and graphic representation of results in pedagogical research. The participants in the study were 390 lower-grade primary school teachers, all with a BA-level degree. The schools where the survey was conducted were selected randomly, and included primary schools in Vojvodina (Novi Sad, Subotica, and Sombor), Central Serbia (Belgrade, Kragujevac, and Užice) and Southern Serbia (Niš, Leskovac, and Vranje). The analysis of the number of correct answers in the test on educational statistics and the facility index showed that the participants' knowledge about pedagogical statistics was very modest. For this occasion, we constructed the following instruments: Test in Methodology of pedagogical research (TZ-1), and Test in Statistics in pedagogy (TZ-2). The tests determined the level of general methodological and statistical education of lower-grade primary school teachers.This paper sets off from three research goals: (1) theoretical, i.e. examining the role of the courses Methodology of pedagogical research and Statistics in pedagogy in teacher training; (2) cognitive, i.e. awakening teachers' interest in and knowledge about the importance of pedagogical research; and (3) applied, i.e. influencing a change in the teacher's role in the educational process, so as to gain a more important role in both teaching and scientific research. In this study, we started from the assumption that teachers possess an intermediate level of knowledge in methodology. The number of correct answers to the questions in the test on pedagogical research methodologies and the facility index indeed showed that they possessed an average knowledge about pedagogical research methodology. Similarly, we started from the assumption that lower-grade teachers have an intermediate level of knowledge in the area of statistics, which includes the basic statistical terms, the selection of appropriate statistical procedures, and graphic representation of results in pedagogical research. The participants in the study were 390 lower-grade primary school teachers, all with a BA-level degree. The schools where the survey was conducted were selected randomly, and included primary schools in Vojvodina (Novi Sad, Subotica, and Sombor), Central Serbia (Belgrade, Kragujevac, and Užice) and Southern Serbia (Niš, Leskovac, and Vranje). The analysis of the number of correct answers in the test on educational statistics and the facility index showed that the participants' knowledge about pedagogical statistics was very modest. For this occasion, we constructed the following instruments: Test in Methodology of pedagogical research (TZ-1), and Test in Statistics in pedagogy (TZ-2). The tests determined the level of general methodological and statistical education of lower-grade primary school teachers.

• Details
• Contents