Profesionalne brige budućih i aktuelnih nastavnika

Abstract

Osnovni cilj ovog rada bio je da se utvrdi koje sve profesionalne brige, definisane kao teme od interesa za nastavnika, izazivajući bilo negativna, bilo pozitivna osećanja, a u vezi s kojima nastavnik namerava da uloži određen napor da ih razume i/ili razreši, imaju budući i aktuelni nastavnici. Oslanjala sam se na razvojni model nastavničkih briga Frensis Fuler, prema kojem nastavnici na početku karijere imaju Brige za sebe, da bi se s vremenom pojavljivale Brige za zadatak i Brige za uticaj. Korišćenjem polustrukturiranog intervjua ispitano je 19 studenata treće i četvrte godine 'nastavničkih' fakulteta i 22 nastavnika predmetne nastave sa više od pet godina radnog iskustva u osnovnoj školi. Odgovori su analizirani kombinacijom utemljene teorije onako kako je definiše Šarmazova i kvalitativne analize sadržaja, odnosno tematske analize, prema Mejringu. Analizom odgovora studenata utvrđeno je 11 potkategorija kategorije nazvane Početničke brige: Egzistencija, Efikasne nastavne metode, Identitet i smisao, Klima u odeljenju, Kolege, Ocenjivanje, Ponašanje učenika, Raznovrsnost u odeljenju, Roditelji, Stručnjački autoritet i 'Tehnikalije'. Analizom odgovora nastavnika utvrđeno je devet potkategorija kategorije Veteranske brige - iste koje su se javile i kod studenata, sa izuzetkom Egzistencije, Stručnjačkog autoriteta i Ocenjivanja, uz jednu novu - Odnos prema nastavnicima i obrazovanju. Dobijeni nalazi potvđuju tezu Fulerove - na početku karijere Brige za sebe dominiraju, ali istovremeno je i opovrgavaju - budući da je utvrđeno da već studenti imaju Brige za uticaj. Razlike u brigama budućih i aktuelnih nastavnika tumačene su u svetlu aktuelnih reformi u obrazovanju i promenama u vrednosnim orijentacijama u društvu. Na kraju su navedene preporuke za edukatore nastavnika.

The main goal of this paper was to determine the professional concerns of preservice and in-service teachers. Professional concerns were defined as topics which are of teachers' interest that result in positive or negative feelings and endeavours to understand and/or resolve them. I relied on Fuller's developmental model of teachers' concerns, according to which beginners have Self-concerns, whereas Task concerns and Influence concerns become more frequent over time. Research participants were nineteen students of the third and fourth year at the 'teacher' faculties and 22 subject teachers who have worked at primary schools for more than five years, who were interviewed. Their answers were analysed using the combination of the grounded theory, asdefined by Charmaz, and qualitative content analysis, more specifically, thematic analysis, according to Mayring. The analysis of students' answers revealed 11 subcategories of the category labelled as Beginner concerns: Survival, Efficacious teaching methods, Identity and meaning, Classroom climate, Colleagues, Assessment, Students' behaviour, Classroom diversity, Parents, Expert authority, and 'Technical' issues. The analysis of teachers' answers yielded nine subcategories of the category Veteran concerns- the same as for students, except for Survival, Assessment and Expert authority, with one new category - Attitude towards teachers and education. On the one hand, the obtained results have confirmed Fuller's thesis that Self-concerns are dominant at the beginning of teachers' career, but, on the other, they have invalidated it at the same time since it was determined that even students had Influence concerns. The differences between pre-service and in-service teachers were interpreted in the light of the latest educational reforms and changes in value orientations in the Serbian society. The concluding part outlines the recommendations for teacher educators.