Karakteristike i činioci pristupa studiranju studenata nastavničkih fakulteta
Characteristics and Factors of Learning Approaches of the Prospective Teachers

Summary/Abstract: Starting from Biggs’s „3P“ model of teaching and learning, research was aimed to investigate occurrence and relationship of learning approaches (deep, surface) with type of secondary education, gender, type of teacher training faculty and academic achievement. Sample consisted of 356 students of the Faculty of Sport and Physical Education and Teacher Training Faculty in Belgrade. Biggs’s Revised two-factor Study Process Questionnaire (R-SPQ–2F) was used for investigation of the learning approaches. Results indicate that students of both faculties significantly more employ deep approach compared to surface approach. Analysis of variance demonstrates that independent variables, i.e., type of secondary education, gender, and type of teacher training faculty, have specific influence on studying approaches. Significant correlations exist between both approaches and academic achievement, positive with deep and negative with surface approach. Results stress the importance of reduction of surface and support of deep approach as desirable for improvement of academic success of prospective teachers.

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