PROFESSIONAL BELIEFS AND PERCEIVED COMPETENCES OF PRE-SERVICE TEACHERS AND BEGINNING TEACHERS

Cilj istraživanja bio je ispitati profesionalne kompetencije učitelja početnika (do pet godina radnog staža) i studenata završnih godina učiteljskih studija u Hrvatskoj. Također se željelo ispitati njihove pristupe u poučavanju te razlike u opaženim kompetencijama učitelja s tradicionalnim pristupom i učitelja s pristupom usmjerenim na učenika. Ispitana su 123 učitelja početnika i 334 studenta završnih godina s istih fakulteta i visokih škola. Od 20 područja znanja i vještina koje su se procjenjivale studenti su sebe procijenili kompetentnijim od učitelja-početnika u 8 područja, u deset područja nije bilo statistički značajne razlike, dok se se učitelji-početnici procijenili kompetentnijim u samo dva područja Izgleda da učitelji početnici doživljavaju ono što se zove "šok relanosti". Kao studenti imaju odreñena očekivanja i procjene svog posla koje nisu u skladu sa iskustvima koje doživljavaju kao učitelji-početnici. Između učitelja i studenata nije bilo razlike u tradicionalnom pristupu poučavanju, ali su studenti bili skloniji pristupu usmjerenom na učenika. Učitelji i studenti skloniji tradicionalnom pristupu osjećali su se kompetentniji u poslu od onih koji su bili skloni pristupu usmjerenom na učenika.The aim of this study was to assess the vocational competence of beginning teachers (teaching up to 5 years) and students in their final year at teacher education academies in Croatia. We also wanted to examine the teaching approach of the two groups and the differences in the perceived competences of teacher-oriented and studentoriented beginning teachers and final year students. Our sample consisted of 123 beginning teachers and 334 final year students, all of whom had studied at the same academies. Out of 20 areas of knowledge and skills needed for the teacher’s job mentioned in our questionnaire, the students assessed themselves as more competent than the teachers in 8 areas, for 10 items there was no statistical difference, and the teachers assessed themselves as more competent in only two areas. It seems that beginning teachers may experience a kind of reality shock. When they are students, they have some expectations and assessment about their job that are not compatible with the experience of beginning teachers. While students and teachers did not differ in their teacher-centred orientation, students were more student-oriented in their teaching approach than the teachers. The teachers and pre-service teachers who favoured a teacher-centred approach felt more competent in their work than those favouring a student-oriented one