<p>Doktorska disertacija razvija nastavni model za elektronsko učenje preko Interneta namenjen razvoju informaciono-komunikacionih kompetencija nastavnika u osnovnim i srednjim &scaron;kolama i drugih zaposlenih u obrazovanju.</p><p>Informaciono-komunikacione kompetencije nastavnika i drugih zaposlenih u obrazovanju su veoma važne za obrazovni i ekonomski sistem i potrebno je omogućiti njihovo sticanje, unapređivanje i upotrebu u obrazovanju zbog njihovog uticaja na promenu stavova prema obrazovnoj tehnologiji.</p><p>Za potrebe doktorske disertacije urađeno je pedago&scaron;ko istraživanje u novembru 2014. godine, sa dve grupe ispitanika, kontrolnom i eksperimentalnom grupom. Istraživanje je u potpunosti sprovedeno preko veb portala: www.azomjns.com/moodle.</p><p>Uticaj predloženog nastavnog modela za e-učenje &quot;5 koraka&quot; na razvoj kompetencija kod zaposlenih u obrazovanju za kreiranje multimedijalnih prezentacija za nastavu, pokazao je bolje rezultate u odnosu na uticaj klasičnog modela za e-učenje &quot;Isporuka sadržaja&quot;.</p><p>Ponuđeni nastavni model &quot;5 koraka&quot; može se primeniti na različite uzrasne grupe i nastavne predmete &scaron;to otvara mogućnosti za dalja istraživanja.</p> / <p>The thesis develops a model of online e-Learning for improving information and communication competencies&nbsp; of teachers and other employees in primary and secondary education.</p><p>Information and communication competencies of employees in education are of great importance to the educational and economic system. We must enable their acquisition, improvement and use in education because they change attitudes towards educational technology.</p><p>For this purpose, the main pedagogical research was carried out in November 2014, with two groups of respondents: a control and an experimental group. The research was conducted entirely online through the web portal: www.azomjns.com/moodle.</p><p>The impact of the proposed &#39;5-step&#39; teaching e-learning model on the development of competencies of employees in education in creating teaching multimedia presentations showed better results than the classical model of e-learning, viz. &#39;learning by distributing&#39;.</p><p>The offered &#39;5-step&#39; teaching model can be adapted to different age groups and subjects, which opens up possibilities for further research.</p>

The purpose of this study was to examine the effectiveness of the in-service teacher training program, The Certificate for Teachers of English (CTE), run jointly by two departments: The Department of Basic English (DBE) and the Department of Modern Languages (DML) of the School of Foreign Languages (SFL) at Middle East Technical University (METU) in terms of whether it achieved its objectives and to provide suggestions regarding the redesigning of the program for the following years. The model used for evaluating the program was one proposed by Kirkpatrick (1998 / first devised in 1959). This model entails 4 levels of evaluation to carry out while evaluating training programs. Reaction, Learning, Behavior and Results. The research questions focused in this study are all in line with these four levels. The participants of the study were four folded. The main participants were the trainees attending the program. (N=6, 2 from DML / 4 from DBE). Another group of participants were the trainers of the program. (N=2). The third group of participants was the chairpersons at the two departments. Finally, data were collected from the students of the trainees and non trainees. Data was collected via questionnaires from the trainees and their students, interviews with trainees, trainers and chairpersons, observations of sessions of the program and trainees&rsquo / lessons, and related documents of the program. The data collected was analyzed qualitatively using the Miles and Huberman (1994) procedure for analyzing qualitative data: data reduction, data display and conclusion drawing/verification. Results revealed that the CTE program was effective in terms of achieving its objectives. However, there could be improvements in certain components of the program. Another result of the study was that the application of Kirkpatrick&rsquo / s training program evaluation model was not very effective in the evaluation of the CTE program. The main drawback was that the model is a nonlinear one which made it difficult to concentrate on a particular level of evaluation at a particular time. Therefore the suggestion for a more linear and definite model for the evaluation of the CTE program was proposed.

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Syftet med denna studie är att undersöka hur lärarhandledningar för litteraturundervisning på gymnasienivå är konstruerade, för att se vilka föreställningar om svensklärare som framställs i dem. För att undersöka detta används en kvalitativ analys som fokuserar på uppgiftskulturen i lärarhandledningarna, och de didaktiska frågor som kan besvaras genom materialet. Analysen resulterar i fem tematiska kategorier som beskriver de förväntningar på modelläraren som framställs: den kompetenta läraren med all tid ivärlden, den allmänbildade läraren och läraren som expert, läraren som elevhälsa,läraren med idétorka och läraren som inte prioriterar sitt eget ämne. I dessa kategorier framträder en modellärare som är kompetent och har tid att arbeta med de kunskapskrav som lärarhandledningarna inte täcker. Modelläraren ska också ha en hög allmänbildning och därtill viss expertis på många områden. Slutligen förväntas modelläraren ha kunskaper och förhållningsätt som ligger nära professioner inom elevhälsan. Modelläraren som framträder i analysen kan dock tänkas ha svårt att veta hur undervisningen bör bedrivas eller alltjämt ha idétorka, trots sin kompetens. Slutligen förväntas modelläraren ägna mer tid åt andra ämnen i undervisningen, vilket sker på litteraturundervisningens bekostnad.

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