Kako nastavnici opažaju svoje inicijalno obrazovanje - na koji način su sticali znanja i razvijali kompetencije

Abstract

U ovom radu će biti prikazano istraživanje čiji je predmet ispitivanja kako nastavnici, iz perspektive svoje prakse, opažaju ulogu svog dodiplomskog obrazovanja u odnosu na druge izvore znanja i profesionalnih kompetenciji. Kontekst istraživanja je učešće Centra za pedagoško, psihološko i metodička obrazovanje studenata i usavršavanje nastavnika u procesima reforme visokog obrazovanja u Srbiji. Polazište za istraživanje čine: složenost uloga i kompetencija nastavnika; savremena dostignuta u naukama o nastavi, nastavniku i u obrazovanju nastavnika; referentni okvir Evropske komisije za standarde obrazovanja nastavnika. Istraživanje je obavljeno na uzorku od 175 nastavnika istorije i latinskog jezika u školama širom Srbije. Rezultati istraživanja analiziraju se sa stanovišta: aktuelne koncepcije obrazovanja nastavnika; organizacije i strukture obrazovanja nastavnika; potrebe uspostavljanja standarda na nivou univerziteta i školske prakse; reforme i kontinuiranog razvoja obrazovala nastavnika.

The paper presents a research on how teachers, from the viewpoint of their practice, perceive the role of their undergraduate studies in relation to other sources of knowledge and professional competencies. The context of the research includes the participation of the Center for Pedagogical, Psychological and Methodological Education of students and in-service teacher training in the process of high education reform in Serbia. The research issues included: the complexity of the teacher s roles and competencies; today's achievements in science regarding teaching, the teacher, and teacher training; and the European Commission Referential Framework for Teacher Training Standards. The research was conducted on a sample of 175 teachers of History and Latin in secondary schools in Serbia. The results were analyzed from the viewpoint of: modern concept of teacher training, organization and structure of teacher training, the need for setting the standards at the university level and school practice, the reform and the continuous development of teacher training.