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Stručna praksa kao okvir za stjecanje kompetencija u obrazovanju: Primjer učenika i studenata koji su sudjelovali u programu Erasmus+

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Degač, Đurđica. (2018). Stručna praksa kao okvir za stjecanje kompetencija u obrazovanju: Primjer učenika i studenata koji su sudjelovali u programu Erasmus+. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Sociology. [mentor Vukelić, Anton].

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Abstract

This paper is divided in two parts out of which the first one refers to the theoretical discussion on the function of professional practice in higher education aiming to develop competences and increase employability, while having in mind a special form of professional practice taking place abroad. The second part of this paper is based on secondary data analysis of pupils’ and students’ surveys who took part in the Erasmus+ programme from 2014 to June 2018 (N=10.157). In the theoretical part of this paper the role and importance of professional practice in higher education was examined and recent data on the representation of professional practice in Croatia (Botrić, 2017) was presented. The framework for examining professional practice in the international context was based on research findings on impact of international mobility programmes on individual level. While analysing theoretical approaches on competences, the holistic model which addresses the complete person was chosen, but with no agreement between different approaches in determining types of competences and adequate way of measuring them. In the part of this paper based on empirical findings, we found that pupils who participated in the Erasmus+ programme have achieved higher scores on the additive scale of competences, while the students in traineeship have achieved higher scores than the students who participated in mobility for studies. Undergraduate level students are more positively assessing the development of their competences in comparison to graduate level students. Statistically significant correlation was found between the results on the additive scale of competences and satisfaction with mentoring, as well as between the results on the additive scale of competencies and the assessment of professional opportunities. For students on traineeship, the differences were not statistically significant based on gender, field of study and type of receiving organization.

Item Type: Diploma Thesis
Uncontrolled Keywords: traineeship, higher education, competences, mobility, Erasmus+
Subjects: Sociology
Departments: Department of Sociology
Supervisor: Vukelić, Anton
Date Deposited: 29 Apr 2019 12:40
Last Modified: 29 Apr 2019 12:40
URI: http://darhiv.ffzg.unizg.hr/id/eprint/11199

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