OPREDIJELJENOST STUDENATA PEDAGOGIJE I UČITELJSKOG STUDIJA ZA BUDUĆU PROFESIJU

The authors emphasize the importance of recognizing the value of the pedagogue and teacher professions and present the findings of a research on the attitudes of students of Pedagogy and Teacher education at the Faculty of Philosophy, University of Banja Luka. The aim is to examine the relationship between students’ commitment to their future profession and their academic achievement, year of study, and educational profile. A survey research method was used. The sample consisted of 113 students (56 from the Teacher Education program and 57 from the Pedagogy program), and the applied instrument included 19 items. After conducting a factor analysis, three factors were identified: the first – Motivation for working with students (five items), the second – Dedication to and competence for work (four items), and the third – Desire for lifelong learning (two items). The results showed a significant correlation between motivation for working with students and dedication to and competence in work, as well as between students’ achievement and their desire for lifelong learning. Furthermore, no significant differences were found in motivation, commitment, competence, or the desire for professional development among students of different academic years. Considering that the desire for lifelong learning increases with academic success, and because motivation for working with pupils is significantly related to professional dedication and competence, it is necessary to promote the idea of lifelong learning among students in a way that closely links it to different models of motivation for working with pupils and strengthening the competencies of future pedagogues and teachers. Finally, the study showed that teacher education students are more motivated to work with pupils than pedagogy students, whereas pedagogy students express a greater desire for lifelong learning than teacher education students.