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Profesionalni identitet nastavnika i obrazovanje između kompetencija i ideala
Teachers' professional identity and education between competencies and ideals
dc.creator | Vranješević, Jelena | |
dc.creator | Vujisić-Živković, Nataša | |
dc.date.accessioned | 2021-10-12T11:44:51Z | |
dc.date.available | 2021-10-12T11:44:51Z | |
dc.date.issued | 2013 | |
dc.identifier.issn | 0353-7919 | |
dc.identifier.uri | http://reff.f.bg.ac.rs/handle/123456789/1622 | |
dc.description.abstract | Profesionalni razvoj nastavnika je jedna od središnjih tema u debati o profesionalizaciji u obrazovanju koja se odvija u okviru prelaska sa obrazovanja zasnovanog na obrazovnim idealima na obrazovanje zasnovano na kompetencijama. Razmotren je društveno-istorijski kontekst promena u koncipiranju pedagoške prakse i analizirane su protivurečnosti koje ove promene donose - od uskog, instrumentalističkog pristupa obrazovnom postignuću kao merilu ukupnog kvaliteta sistema, do shvatanja obrazovanja kao socijalno-etičkog delanja. Posebna pažnja poklonjena je razumevanju profesionalnog identiteta nastavnika u savremenom obrazovnom sistemu, kao dinamičnog i višeslojnog fenomena, podložnog transformaciji tokom njihovog inicijalnog obrazovanja i rada u školskim uslovima. U tom smislu predstavljeni su osnovni rezultati istraživanja ovog problema u inostranoj i domaćoj literaturi. Naročito se ističe značaj alternativnih modela obrazovanja i usavršavanja nastavnika, kao što su refleksivna praksa, obrazovanje nastavnika kao istraživača ili kao lidera u promenama pedagoške prakse, u cilju humanizacije vaspitno-obrazovnog procesa. | sr |
dc.description.abstract | Teachers’ professional development represents one of the core issues in the debate on professionalization in education that takes place within the transition from an education based on ideals to the competency-based education. This paper considers the socio-historical context of changes in educational practice and analyses contradictions of those changes - from the narrow, instrumental approach that perceives educational outcomes as the absolute measure of educational quality, to the understanding of education as social and ethical action. Special attention is given to the understanding of teachers’ professional identity in contemporary education, as a dynamic and multilayered concept, subject to constant changes through teachers’ initial education and their further professional development. In this sense, the main research findings in this area (both national and international) are presented. This paper particularly stresses the importance of alternative models of teachers’ initial education and professional development, such as the concept of reflective practice and the idea of teachers as researchers or as leaders of educational changes, which are expected to humanize the process of education. | en |
dc.publisher | Univerzitet u Nišu, Niš | |
dc.relation | info:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179060/RS// | |
dc.rights | openAccess | |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/ | |
dc.source | Teme | |
dc.subject | profesionalni identitet nastavnika | sr |
dc.subject | profesionalizacija u obrazovanju | sr |
dc.subject | obrazovni ideali | sr |
dc.subject | obrazovanje usmereno na kompetencije | sr |
dc.subject | obrazovanje nastavnika | sr |
dc.subject | Teachers' Professional Identity | en |
dc.subject | Teacher Education | en |
dc.subject | Professionalization in Education | en |
dc.subject | Educational Ideals | en |
dc.subject | Competency-Based Education | en |
dc.title | Profesionalni identitet nastavnika i obrazovanje između kompetencija i ideala | sr |
dc.title | Teachers' professional identity and education between competencies and ideals | en |
dc.type | article | |
dc.rights.license | BY-NC-ND | |
dc.citation.epage | 594 | |
dc.citation.issue | 2 | |
dc.citation.other | 37(2): 581-594 | |
dc.citation.rank | M24 | |
dc.citation.spage | 581 | |
dc.citation.volume | 37 | |
dc.identifier.fulltext | http://reff.f.bg.ac.rs/bitstream/id/524/1619.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_reff_1622 | |
dc.type.version | publishedVersion |