The Relationship Between Teachers’ Education and Their Self-Perceived Competence for Teaching Home Economics

Abstract

Relevant teacher qualifications that include specialist knowledge and knowledge in didactics significantly influence the level of achievement of education goals during the teaching process. Teacher's perception of their own professional competence to teach may depend on their qualification which is linked to the education obtained. The purpose of the research was to find out how teachers who teach Home Economics in Slovenian elementary schools estimate their competence to teach Home Economics contents, in reference to their formal education. 89 teachers of 5th and 6th grade Home Economics participated in the research. They were classified according to their formal education, either in the group with completed Home Economics studies (relevant education) or in the group without these studies (irrelevant education). A questionnaire was developed for the teachers to assess their own teaching competence. The obtained data was analysed with descriptive and inferential statistical methods. Results indicated that teachers with completed home economics studies who teach Home Economics feel more competent to teach Home Economics contents than teachers without completed relevant studies. Differences in their perceptions exist in all four Home Economics modules, i.e. economics, textile and clothing, living and environment, food and nutrition. This leads to the conclusion that relevant teacher education is important for teaching Home Economics in all specialist areas of home economics education. As regards providing quality education process and achieving Home Economics education goals, the results indicate that relevant qualifications of teachers should be ensured. Teachers with irrelevant education should be provided with additional professional training. Key words: teachers' education, teachers' competencies, Home Economics, Home Economics teachers, home economics education.

Modern Aspects of Home Economics Education and Slovenia

“…Between 20% and 23% of Swedish teachers teach home economics contents without the corresponding formal education (Lindblom et al, 2013); according to some data (Håkansson, 2015), the percentage of such teachers in Sweden is even higher: about 70%. Lah (2015) estimates that there are about 37% of such teachers in Slovenia, which matches a similar conclusion (36%) by Kostanjevec et al (2018).…”

“…During the first cycle of the elementary school study programme, graduates who are permitted to teach home economics obtain general but not the subject-specific competences that are essential to conducting home economics education (Information Booklet, 2020-21b). Kostanjevec et al (2018) note that Slovene teachers with inadequate formal education assess their competence to teach home economics contents lower than teachers with adequate formal education. In Slovenia, home economics is taught only by teachers who have been educated for the teaching profession, but it is not mandatory for them to have completed home economics studies.…”

“…Rosefsky Saavedra and Opfer (2012) emphasise how society is aware that knowledge and skills needed by pupils in today's world differ from those needed in the past. Problems that urgently require changing and updating home economics education and curricula of home economics subject are also addressed by some studies in Slovenia (Banič & Koch, 2015;Erjavšek & Lovšin Kozina, 2015;Erjavšek et al, 2019;Erjavšek et al, 2021;Kostanjevec et al, 2018;Lah, 2015;Lovšin Kozina, 2015;Matos, 2016). The process of education and instruction involves various stakeholders.…”

Evaluation of the Implemented and Adopted Curriculum in Health Education in the Czech Republic with an Emphasis on the Drinking Regimen

“…State of the art: health-promoting schools in Europe, 2013). For example, in Slovenia, selected health education themes are included in the subject home economics (Kostanjevec et al, 2018). In the context of the state-level intended curriculum and the educational reality of lower secondary education in the CR, health education as a separate subject is delivered by over 90% of schools.…”

“…In an international comparison, the Slovenian curriculum includes the area of nutrition in the home economics domain, which is significantly associated with human health and sustainable development (Erjavšek et al, 2021;Kostanjevec et al, 2018).…”