Individualni razvoj nastavnika u školi
Teacher development within school
Апстракт
U radu se analizira pitanje potrebe i mogućnosti razvoja nastavnika u školi Polazeći od objašnjenja specifičnosti nastavničke profesije, razvoj nastavnika u školi tj. ostvarivanje njegove individualne potreba i potencijala, razmatra se kao pretpostavka, prateći element i pokazatelj uspešnog profesionalnog delovanja i profesionalnog razvoja nastavnika. Izdvojena su u predstavljena četiri elementa ili pokazatelja individualnog razvoja nastavnika u školi: znanja, sposobnosti i veštine nastavnika i njihov razvoj u školi; potrebe i interesovanja nastavnika i njihovo zadovoljavanje u školi; zadovoljstvo sobom u ulozi nastavnika i stepen motivacije s kojom se obavlja posao; stavovi i vrednosti nastavnika vezani za sopstvenu profesiju. U radu je dat i prikaz dela rezultata ispitivanja mišljenja nastavnika o mogućnostima da se u školi razvijaju na ličnom planu. Naša osnovna škola, prema mišljenju ispitanika, delimično pruža takve mogućnosti nastavnicima. Ali, da bi se škola razvijala kao kontek...st individualnog razvoja (ne samo učenika nego i nastavnika) potrebno je i dalje raditi na promenama u svim elementima sadržaja i strukture me institucije.
The paper discusses the question of the needs and opportunities for teacher development within school. Starting from the specificities of the teaching profession, teacher development within school, i. e. catering to teachers' individual needs and potentials is regarded here as an assumption, an accompanying element and indicator of successful professional performance and development of teachers. Selected and presented are four elements or indicators of individual teacher development in school: knowledge; teachers' skills and abilities and their development in school; how teachers' needs and interests are catered to within school; teachers' estimation of their role and the level of their motivation for work performance; attitudes and values of the teachers related to their profession. Presented also are partial results of a research on teachers' judgments about the opportunities provided by the school, for their professional development on the individual plane. Our primary school, accor...ding to the opinion of the teachers, only partially provides opportunities for teacher development. Yet, if school as the context of personal development (of both the students and the teachers) is to develop, then it is necessary to further work on changing the elements of the contents and the structure of this institution.
Кључне речи:
škola / razvoj nastavnika u školi / pokazatelji razvoja nastavnika u školi / nastavnik / teacher / teacher development within school / teacher development indicators / schoolИзвор:
Nastava i vaspitanje, 2007, 56, 2, 174-187Издавач:
- Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
Институција/група
Pedagogija / PedagogyTY - JOUR AU - Hebib, Emina PY - 2007 UR - http://reff.f.bg.ac.rs/handle/123456789/632 AB - U radu se analizira pitanje potrebe i mogućnosti razvoja nastavnika u školi Polazeći od objašnjenja specifičnosti nastavničke profesije, razvoj nastavnika u školi tj. ostvarivanje njegove individualne potreba i potencijala, razmatra se kao pretpostavka, prateći element i pokazatelj uspešnog profesionalnog delovanja i profesionalnog razvoja nastavnika. Izdvojena su u predstavljena četiri elementa ili pokazatelja individualnog razvoja nastavnika u školi: znanja, sposobnosti i veštine nastavnika i njihov razvoj u školi; potrebe i interesovanja nastavnika i njihovo zadovoljavanje u školi; zadovoljstvo sobom u ulozi nastavnika i stepen motivacije s kojom se obavlja posao; stavovi i vrednosti nastavnika vezani za sopstvenu profesiju. U radu je dat i prikaz dela rezultata ispitivanja mišljenja nastavnika o mogućnostima da se u školi razvijaju na ličnom planu. Naša osnovna škola, prema mišljenju ispitanika, delimično pruža takve mogućnosti nastavnicima. Ali, da bi se škola razvijala kao kontekst individualnog razvoja (ne samo učenika nego i nastavnika) potrebno je i dalje raditi na promenama u svim elementima sadržaja i strukture me institucije. AB - The paper discusses the question of the needs and opportunities for teacher development within school. Starting from the specificities of the teaching profession, teacher development within school, i. e. catering to teachers' individual needs and potentials is regarded here as an assumption, an accompanying element and indicator of successful professional performance and development of teachers. Selected and presented are four elements or indicators of individual teacher development in school: knowledge; teachers' skills and abilities and their development in school; how teachers' needs and interests are catered to within school; teachers' estimation of their role and the level of their motivation for work performance; attitudes and values of the teachers related to their profession. Presented also are partial results of a research on teachers' judgments about the opportunities provided by the school, for their professional development on the individual plane. Our primary school, according to the opinion of the teachers, only partially provides opportunities for teacher development. Yet, if school as the context of personal development (of both the students and the teachers) is to develop, then it is necessary to further work on changing the elements of the contents and the structure of this institution. PB - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd T2 - Nastava i vaspitanje T1 - Individualni razvoj nastavnika u školi T1 - Teacher development within school EP - 187 IS - 2 SP - 174 VL - 56 UR - https://hdl.handle.net/21.15107/rcub_reff_632 ER -
@article{ author = "Hebib, Emina", year = "2007", abstract = "U radu se analizira pitanje potrebe i mogućnosti razvoja nastavnika u školi Polazeći od objašnjenja specifičnosti nastavničke profesije, razvoj nastavnika u školi tj. ostvarivanje njegove individualne potreba i potencijala, razmatra se kao pretpostavka, prateći element i pokazatelj uspešnog profesionalnog delovanja i profesionalnog razvoja nastavnika. Izdvojena su u predstavljena četiri elementa ili pokazatelja individualnog razvoja nastavnika u školi: znanja, sposobnosti i veštine nastavnika i njihov razvoj u školi; potrebe i interesovanja nastavnika i njihovo zadovoljavanje u školi; zadovoljstvo sobom u ulozi nastavnika i stepen motivacije s kojom se obavlja posao; stavovi i vrednosti nastavnika vezani za sopstvenu profesiju. U radu je dat i prikaz dela rezultata ispitivanja mišljenja nastavnika o mogućnostima da se u školi razvijaju na ličnom planu. Naša osnovna škola, prema mišljenju ispitanika, delimično pruža takve mogućnosti nastavnicima. Ali, da bi se škola razvijala kao kontekst individualnog razvoja (ne samo učenika nego i nastavnika) potrebno je i dalje raditi na promenama u svim elementima sadržaja i strukture me institucije., The paper discusses the question of the needs and opportunities for teacher development within school. Starting from the specificities of the teaching profession, teacher development within school, i. e. catering to teachers' individual needs and potentials is regarded here as an assumption, an accompanying element and indicator of successful professional performance and development of teachers. Selected and presented are four elements or indicators of individual teacher development in school: knowledge; teachers' skills and abilities and their development in school; how teachers' needs and interests are catered to within school; teachers' estimation of their role and the level of their motivation for work performance; attitudes and values of the teachers related to their profession. Presented also are partial results of a research on teachers' judgments about the opportunities provided by the school, for their professional development on the individual plane. Our primary school, according to the opinion of the teachers, only partially provides opportunities for teacher development. Yet, if school as the context of personal development (of both the students and the teachers) is to develop, then it is necessary to further work on changing the elements of the contents and the structure of this institution.", publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd", journal = "Nastava i vaspitanje", title = "Individualni razvoj nastavnika u školi, Teacher development within school", pages = "187-174", number = "2", volume = "56", url = "https://hdl.handle.net/21.15107/rcub_reff_632" }
Hebib, E.. (2007). Individualni razvoj nastavnika u školi. in Nastava i vaspitanje Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 56(2), 174-187. https://hdl.handle.net/21.15107/rcub_reff_632
Hebib E. Individualni razvoj nastavnika u školi. in Nastava i vaspitanje. 2007;56(2):174-187. https://hdl.handle.net/21.15107/rcub_reff_632 .
Hebib, Emina, "Individualni razvoj nastavnika u školi" in Nastava i vaspitanje, 56, no. 2 (2007):174-187, https://hdl.handle.net/21.15107/rcub_reff_632 .