Razvoj kompetencija, osobina ličnosti i vrednosti učenika u današnjoj osnovnoj školi

Abstract

Cilj istraživanja koje je predstavljeno u ovom radu bio je da se utvrdi koliko je, prema mišljenjima nastavnika, učenika i roditelja, današnja osnovna škola u Crnoj Gori uspešna u razvoju poželjnih osobina, kompetencija i vrednosti (OKV) kod učenika. Zadaci istraživanja bili su da se ispita: koje OKV imaju današnji učenici, koje OKV bi škola trebalo da podržava i razvija kod učenika, koliko škola uspešno podržava razvoj poželjnih OKV, kako se u školi mogu razvijati poželjne OKV, koje su glavne prepreke za razvijanje poželjnih OKV u školi i koja vrsta podrške je potrebna školi da bi podsticala njihov razvoj. Uzorak je činilo 236 učenika, 114 roditelja i 186 nastavnika iz osam osnovnih škola iz Podgorice, Spuža i Bara. Dobijeni rezultati ukazuju na to da škola ne uspeva da u dovoljnoj meri razvije izabrane OKV učenika. Nastavnici ne vide da način na koji obrazujemo vaspitava, ne vide redovnu nastavu kao mesto za razvoj OKV, ne vide vaspitni potencijal različitih nastavnih metoda i nisu dovoljno obučeni za vaspitni rad s učenicima. Ovi nalazi su značajni jer ukazuju na problem obrazovanja nastavnika za vaspitni rad s učenicima i na zanemarivanje socioemocionalnog učenja u školi, koje može da utiče na učenička postignuća i njihovu prilagođenost školi. U nastavi još uvek dominiraju usmeno izlaganje i predavanje nastavnika, što znatno smanjuje prostor za razvoj važnih osobina ličnosti učenika.

The aim of the research presented in this paper was to establish to what extent, in the view of teachers, students and parents, today's primary school in Montenegro is successful in promoting the development of desirable traits, competencies and values (TCVs) in students. The research aimed to investigate the following: what TCVs today's students have, what TCVs school should encourage and foster in students, how many schools successfully support the development of desirable TCVs, how desirable TCVs can be developed in school, what are the principal obstacles to the development of desirable TCVs in schools, and what kind of support schools need in order to foster their development. The sample consisted of 236 students, 114 parents and 186 teachers from eight primary schools in Podgorica, Spuž and Bar. The results obtained indicate that school fails to sufficiently develop the selected TCVs in students. Teachers do not perceive that the manner in which children are educated also affects their personal development, nor do they perceive classroom teaching as a space for developing TCVs; they do not see the developmental potential of various teaching methods and are not sufficiently trained for educational work with students. These findings are significant because they highlight the problem of educating teachers for educational work with students, as well as the neglect of social and emotional learning in schools, which can affect students' achievement and their adjustment to school. The prevailing teaching methods continue to be oral presentations and lectures by teachers, which significantly reduces opportunities for the development of important personality traits in students.