Uloga pedagoških istraživanja u transformisanju obrazovne politike i prakse
The role of educational research in transforming educational policy and practice
Апстракт
U radu se razmatra uloga pedagoških istraživanja u transformisanju obrazovne politike i prakse. Bio nam je cilj da se kritički rasvetle mogućnosti, dometi i ograničenja 'na dokazima zasnovane' (evidence-based) koncepcije reformisanja obrazovanja. U okviru ove koncepcije došlo je do intenzivnog preispitivanja epistemologije pedagoške nauke, sa naglaskom na istraživanju uzročno-posledičnih odnosa u obrazovanju. Zahteva se i metodološka rigoroznost pedagoških istraživanja koja svoj vrhunac dostiže u eksperimentu na slučajnom uzorku. Uočava se i problem sistematske diseminacije i primene dobijenih naučnih saznanja u pedagoškoj praksi. Sa druge strane, kritičari ove koncepcije primećuju da je ona neopozitivistička, monometodološka, jer favorizuje kvantitativna istraživanja, i da je kao takva nedovoljna za objašnjenje i razumevanje pedagoških fenomena i konteksta u kome se obrazovne inovacije istražuju. Istovremeno, tokom poslednje decenije, došlo je do ponovnog preispitivanja uloge naučnog ...informisanja praktičara u njihovom svakodnevnom radu, kao i odnosa istraživanja i formiranja obrazovne politike. Najzad, filozofi obrazovanja ponovo u prvi plan stavljaju shvatanje o moralnoj, a ne o instrumentalno-tehničkoj prirodi pedagoške prakse. Teorijska analiza koncepcije 'na dokazima zasnovanog' transformisanja obrazovanja, dopunjena je i analizom socijalnih i institucionalnih uslova u kojima se razvija savremena nauka o obrazovanju. PR Projekat Ministarstva nauke Republike Srbije, br. 179060: Modeli procenjivanja i strategije unapređivanja kvaliteta obrazovanja u Srbiji .
The paper discusses the role of educational research in transforming educational policy and practice. Our aim was to critically illuminate the possibilities, range and limitation soft he evidence-based concept of education reform. This concept implies an intensive re-examination of the epistemology of educational science, with the emphasis on studying the causal and consequential relations in education. It demands methodological rigour in educational research, culminating in the random sample experiment. It is also perceived that there is the problem of systematic dissemination and application of the obtained scientific findings in educational practice. On the other hand, the critics of this concept have observed that it is neo-positivist, mono-methodological, since it favors quantitative research, and as such insufficient for explaining and understanding educational phenomena and the contexts in which educational innovations are studied. At the same time, during the last decade, there... has been another reconsideration of the role of scientific in forming of practitioners in their everyday work, as well as of the relation between research and the development of educational policy. Finally, philosophers of education again insist on the moral instead of on instrumental nature of educational practice. Theoretical analysis of the concept of evidence-based transformation of education has been supplemented by an analysis of social and institutional conditions in which the modern science of education develops.
Кључне речи:
politika obrazovanja / pedagoška istraživanja / 'na dokazima zasnovano obrazovanje' / evidence-based education / educational research / educational policyИзвор:
Zbornik Instituta za pedagoška istraživanja, 2013, 45, 1, 7-23Издавач:
- Institut za pedagoška istraživanja, Beograd
Финансирање / пројекти:
- Модели процењивања и стратегије унапређивања квалитета образовања у Србији (RS-MESTD-Basic Research (BR or ON)-179060)
Институција/група
Pedagogija / PedagogyTY - JOUR AU - Vujisić-Živković, Nataša PY - 2013 UR - http://reff.f.bg.ac.rs/handle/123456789/1551 AB - U radu se razmatra uloga pedagoških istraživanja u transformisanju obrazovne politike i prakse. Bio nam je cilj da se kritički rasvetle mogućnosti, dometi i ograničenja 'na dokazima zasnovane' (evidence-based) koncepcije reformisanja obrazovanja. U okviru ove koncepcije došlo je do intenzivnog preispitivanja epistemologije pedagoške nauke, sa naglaskom na istraživanju uzročno-posledičnih odnosa u obrazovanju. Zahteva se i metodološka rigoroznost pedagoških istraživanja koja svoj vrhunac dostiže u eksperimentu na slučajnom uzorku. Uočava se i problem sistematske diseminacije i primene dobijenih naučnih saznanja u pedagoškoj praksi. Sa druge strane, kritičari ove koncepcije primećuju da je ona neopozitivistička, monometodološka, jer favorizuje kvantitativna istraživanja, i da je kao takva nedovoljna za objašnjenje i razumevanje pedagoških fenomena i konteksta u kome se obrazovne inovacije istražuju. Istovremeno, tokom poslednje decenije, došlo je do ponovnog preispitivanja uloge naučnog informisanja praktičara u njihovom svakodnevnom radu, kao i odnosa istraživanja i formiranja obrazovne politike. Najzad, filozofi obrazovanja ponovo u prvi plan stavljaju shvatanje o moralnoj, a ne o instrumentalno-tehničkoj prirodi pedagoške prakse. Teorijska analiza koncepcije 'na dokazima zasnovanog' transformisanja obrazovanja, dopunjena je i analizom socijalnih i institucionalnih uslova u kojima se razvija savremena nauka o obrazovanju. PR Projekat Ministarstva nauke Republike Srbije, br. 179060: Modeli procenjivanja i strategije unapređivanja kvaliteta obrazovanja u Srbiji . AB - The paper discusses the role of educational research in transforming educational policy and practice. Our aim was to critically illuminate the possibilities, range and limitation soft he evidence-based concept of education reform. This concept implies an intensive re-examination of the epistemology of educational science, with the emphasis on studying the causal and consequential relations in education. It demands methodological rigour in educational research, culminating in the random sample experiment. It is also perceived that there is the problem of systematic dissemination and application of the obtained scientific findings in educational practice. On the other hand, the critics of this concept have observed that it is neo-positivist, mono-methodological, since it favors quantitative research, and as such insufficient for explaining and understanding educational phenomena and the contexts in which educational innovations are studied. At the same time, during the last decade, there has been another reconsideration of the role of scientific in forming of practitioners in their everyday work, as well as of the relation between research and the development of educational policy. Finally, philosophers of education again insist on the moral instead of on instrumental nature of educational practice. Theoretical analysis of the concept of evidence-based transformation of education has been supplemented by an analysis of social and institutional conditions in which the modern science of education develops. PB - Institut za pedagoška istraživanja, Beograd T2 - Zbornik Instituta za pedagoška istraživanja T1 - Uloga pedagoških istraživanja u transformisanju obrazovne politike i prakse T1 - The role of educational research in transforming educational policy and practice EP - 23 IS - 1 SP - 7 VL - 45 UR - https://hdl.handle.net/21.15107/rcub_reff_1551 ER -
@article{ author = "Vujisić-Živković, Nataša", year = "2013", abstract = "U radu se razmatra uloga pedagoških istraživanja u transformisanju obrazovne politike i prakse. Bio nam je cilj da se kritički rasvetle mogućnosti, dometi i ograničenja 'na dokazima zasnovane' (evidence-based) koncepcije reformisanja obrazovanja. U okviru ove koncepcije došlo je do intenzivnog preispitivanja epistemologije pedagoške nauke, sa naglaskom na istraživanju uzročno-posledičnih odnosa u obrazovanju. Zahteva se i metodološka rigoroznost pedagoških istraživanja koja svoj vrhunac dostiže u eksperimentu na slučajnom uzorku. Uočava se i problem sistematske diseminacije i primene dobijenih naučnih saznanja u pedagoškoj praksi. Sa druge strane, kritičari ove koncepcije primećuju da je ona neopozitivistička, monometodološka, jer favorizuje kvantitativna istraživanja, i da je kao takva nedovoljna za objašnjenje i razumevanje pedagoških fenomena i konteksta u kome se obrazovne inovacije istražuju. Istovremeno, tokom poslednje decenije, došlo je do ponovnog preispitivanja uloge naučnog informisanja praktičara u njihovom svakodnevnom radu, kao i odnosa istraživanja i formiranja obrazovne politike. Najzad, filozofi obrazovanja ponovo u prvi plan stavljaju shvatanje o moralnoj, a ne o instrumentalno-tehničkoj prirodi pedagoške prakse. Teorijska analiza koncepcije 'na dokazima zasnovanog' transformisanja obrazovanja, dopunjena je i analizom socijalnih i institucionalnih uslova u kojima se razvija savremena nauka o obrazovanju. PR Projekat Ministarstva nauke Republike Srbije, br. 179060: Modeli procenjivanja i strategije unapređivanja kvaliteta obrazovanja u Srbiji ., The paper discusses the role of educational research in transforming educational policy and practice. Our aim was to critically illuminate the possibilities, range and limitation soft he evidence-based concept of education reform. This concept implies an intensive re-examination of the epistemology of educational science, with the emphasis on studying the causal and consequential relations in education. It demands methodological rigour in educational research, culminating in the random sample experiment. It is also perceived that there is the problem of systematic dissemination and application of the obtained scientific findings in educational practice. On the other hand, the critics of this concept have observed that it is neo-positivist, mono-methodological, since it favors quantitative research, and as such insufficient for explaining and understanding educational phenomena and the contexts in which educational innovations are studied. At the same time, during the last decade, there has been another reconsideration of the role of scientific in forming of practitioners in their everyday work, as well as of the relation between research and the development of educational policy. Finally, philosophers of education again insist on the moral instead of on instrumental nature of educational practice. Theoretical analysis of the concept of evidence-based transformation of education has been supplemented by an analysis of social and institutional conditions in which the modern science of education develops.", publisher = "Institut za pedagoška istraživanja, Beograd", journal = "Zbornik Instituta za pedagoška istraživanja", title = "Uloga pedagoških istraživanja u transformisanju obrazovne politike i prakse, The role of educational research in transforming educational policy and practice", pages = "23-7", number = "1", volume = "45", url = "https://hdl.handle.net/21.15107/rcub_reff_1551" }
Vujisić-Živković, N.. (2013). Uloga pedagoških istraživanja u transformisanju obrazovne politike i prakse. in Zbornik Instituta za pedagoška istraživanja Institut za pedagoška istraživanja, Beograd., 45(1), 7-23. https://hdl.handle.net/21.15107/rcub_reff_1551
Vujisić-Živković N. Uloga pedagoških istraživanja u transformisanju obrazovne politike i prakse. in Zbornik Instituta za pedagoška istraživanja. 2013;45(1):7-23. https://hdl.handle.net/21.15107/rcub_reff_1551 .
Vujisić-Živković, Nataša, "Uloga pedagoških istraživanja u transformisanju obrazovne politike i prakse" in Zbornik Instituta za pedagoška istraživanja, 45, no. 1 (2013):7-23, https://hdl.handle.net/21.15107/rcub_reff_1551 .