Peer Cooperation between Students and Teacher Support in Different School Subjects Classes / Međuvršnjačka suradnja učenika i učiteljska podrška u nastavi različitih nastavnih predmeta

Cooperation between students realises quality peer relationships while teacher support encompasses the relations between students and adults. Abundant research stresses the importance of both relationships. Not all students possess the skills that enable them to cooperate with others, so teachers have the role of helping them develop and perfect these skills. Teacher support significantly influences not only students’ academic achievements but also their emotional, social and moral development. The research goal was to describe how students perceive their mutual cooperation and the support from teachers in different school subjects. The research included 650 students from the seventh and eighth forms of 11 primary schools from Sisak-Moslavina County in the Republic of Croatia. Average age of the participants is 13.4 years, and their subject teachers’ 69 years. The applied questionnaire consisted of two scales. Cooperation and Teacher Support. The mentioned scales were taken from the modified questionnaire What Is Happening in This Class (Fraser et al., 1996). Both scales were implemented in three school subjects: Croatian, maths and geography. The obtained results point to the fact that teachers are more directed to ensuring cooperation between students during lessons than to giving support in the work. Furthermore, teachers during whose class students realise better cooperation at the same time give higher level of support. Students assess that they cooperate the most in geography class, whereas at the same time they receive the least teacher support in this class. The correlation between education degree and years in service was not found when considering the results of the Cooperation and Teacher Support scales. Key words: cooperation; support; students; teachers. - Suradnjom među ucenicima ostvaruju se kvalitetni međuvrsnjacki odnosi, dok pružanjem uciteljske podrske zahvacamo u odnos ucenika i odraslih osoba. Brojna istraživanja isticu važnost oba odnosa. Svi ucenici ne posjeduju vjestine koje im omogucuju suradnju s drugima te je na uciteljima da im pomognu razvijati ih i usavrsavati. Podrska koju ucitelji pružaju ucenicima znacajno utjece ne samo na njihova akademska postignuca, vec i na njihov emocionalni, socijalni i moralni razvoj. Cilj istraživanja bio je opisati kako ucenici doživljavaju svoju međusobnu suradnju te podrsku koju primaju od ucitelja na razlicitim nastavnim predmetima. Istraživanjem je obuhvaceno 650 ucenika sestih i osmih razreda iz 11 osnovnih skola Sisacko-moslavacke županije, Republika Hrvatska, prosjecne starosti 13,4 godina te njihovih 69 predmetnih ucitelja. Primijenjeni upitnik sastojao se od dviju skala, Suradnja i Podrska ucitelja. Navedene skale preuzete su iz modificiranoga upitnika What Is Happening In This Class (Fraser, Fisher i McRobbie, 1996). Obje skale primijenjene su na tri nastavna predmeta: Hrvatski jezik, Matematiku i Geografiju. Dobiveni rezultati ukazuju na to da su ucitelji usmjereniji na osiguravanje suradnje među ucenicima tijekom nastave nego na pružanje podrske u radu. Nadalje, ucitelji na cijim se nastavnim satima ostvaruje bolja suradnja među ucenicima, ujedno pružaju i visu razinu podrske. Ucenici procjenjuju da najvise surađuju u nastavi Geografije, ali istovremeno, na toj nastavi dobivaju najmanju podrsku ucitelja. Nije dobivena povezanost strucne spreme i godina staža ucitelja s rezultatima skale Suradnja i skale Podrska ucitelja. Kljucne rijeci: podrska; suradnja; ucenici; ucitelji.