Zašto su nastavne metode u našim školama nedovoljno raznovrsne?

Abstract

U prilogu se problematizuje pitanje zašto metode u nastavi u našoj sredini nisu dovoljno raznovrsne. Okvir problematizovanja čine različita naučna saznanja koja upućuju na neophodnost raznovrsnih metoda i tehnika rada u nastavi, reformski proces obrazovanja u Srbiji započet početkom dvehiljadite godine, kao i neki empirijski uvidi o vrstama i načinu korišćenja metoda u nastavi. Najnoviji radovi o metodama nastave, s jedne, i o profesiji nastavnik, s druge strane, ukazuju ne samo na nužnost korišćenja različitih metoda već i na potrebu da nastavnik razvija i u praksi istražuje odgovarajući metodski postupak. U prilogu razmatramo koliko je započeti reformski proces obezbedio uslove za autonomnu ulogu nastavnika u kreiranju obrazovanja različitim metodama i koje još obrazovne i normativne okolnosti imaju uticaja na ovu autonomiju nastavnika u našoj sredini. Problematizujući ovo pitanje zaključile smo da je mnogo više faktora koji ograničavaju profesionalnu autonomiju nastavnika i stavljaju ga pred suprotstavljene profesionalne zahteve od onih koji mu otvaraju prostor za autonomno oblikovanje i razvijanje nastave.

The paper discusses the issue of lack in diversity of teaching techniques in our school. The framework for consideration includes different scientific findings which stress the importance of using varied techniques and methodology in teaching, the process of reforming education in Serbia, and some empirical insights on different teaching techniques and the modes of their usage in the classroom. The latest research on the types and modes of usage of teaching techniques, on the one hand, and on teacher profession, on the other, indicate not only the necessity of using different techniques, but also to the need for the teacher to develop and practically explore the possibilities of teaching procedures. This paper is an attempt to analyze to what extent the ongoing reform process provides conditions for teacher autonomy in fostering education by varied teaching techniques and which educational and normative factors affect teacher autonomy in our society. Having considered the issue we concluded that there are many more factors that limit professional autonomy of teachers and confront them with competing professional demands than those which open space for autonomous design and development of teaching.