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Rani razvoj ekspertize - uloga studentske prakse

Early development of expertise: The role of students' practical training

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Krnjaić, Zora
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Abstract
Ovaj rad bavi se ranom etapom ekspertize koja se odvija u okviru profesionalnih aktivnosti početnika kroz upotpunjavanje i primenu akademskih znanja i povezivanje teorijskih, 'knjiških' znanja s praktičnim znanjima. Reč je o situacijama u kojima se početnik, na kraju osnovnih akademskih studija, po završetku školovanja, suočava s problemima čije rešavanje iziskuje povezivanje konkretnih, specifičnih podatka s teorijskim naučnim konstruktima koji su izgrađeni tokom studija. Zbog toga je stručnjacima, na početku profesionalnog razvoja, neophodno omogućiti prilike u kojima će sticati iskustva potrebna za obavljanje budućeg posla. Teorijska i empirijska saznanja o ekspertizi ukazuju na to da se ona razvija kroz sistematski vođene aktivnosti u kojima se grade, primenjuju i upotpunjuju sve specijalizovanija znanja i veštine. Ova saznanja o razvojnim procesima koji slede tok rastuće specijalizacije i fleksibilnosti znanja imaju značajne praktične implikacije za organizovanje prakse (praktično...g rada) stručnjaka na pragu njihove profesionalne karijere. Ona ukazuju na to da su stručnjacima početnicima, naročito studentima akademskih studija, neophodne prilike za obavljanje stručne prakse kako bi koristili i gradili sve specijalizovanija znanja stičući pritom uvid o različitim područjima primene tog znanja.

The paper deals with the early stage of expertise that takes place during the professional activities of beginners through enhancing and applying academic knowledge and linking theoretical knowledge obtained from books with practical knowledge. These are the situations when a beginner, at the end of bachelor studies and upon graduation, faces the problems whose solving demands linking concrete, specific data with theoretical scientific constructs built up during studies. That is why at the beginning of their professional development the experts need to have an opportunity to acquire experience necessary to perform their future job. Theoretical and empirical findings have pointed out that expertise develops through systematically guided activities, in which specialised knowledge and skills are built up, applied and enhanced. The findings about the developmental processes that accompany increased specialisation and knowledge flexibility have significant practical implications for organis...ing practical training of experts at the beginning of their professional career. These also suggest that expert beginners, especially undergraduate students, need opportunities for practical training in order to use and acquire more and more specialised knowledge, at the same time gaining an insight into different fields where this knowledge can be applied.

Keywords:
studenti / stručna praksa / ekspertska znanja / ekspertiza / akademska znanja / students / practical training / expertise / expert knowledge / academic knowledge
Source:
Psihološka istraživanja, 2015, 18, 1, 63-75
Publisher:
  • Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd
Funding / projects:
  • Identification, measurement and development of the cognitive and emotional competences important for a Europe-oriented society (RS-179018)

DOI: 10.5937/PsIstra1501063K

ISSN: 0352-7379

[ Google Scholar ]
URI
http://reff.f.bg.ac.rs/handle/123456789/1979
Collections
  • Radovi istraživača / Researcher's publications - Institut za psihologiju
Institution/Community
Psihologija / Psychology
TY  - JOUR
AU  - Krnjaić, Zora
PY  - 2015
UR  - http://reff.f.bg.ac.rs/handle/123456789/1979
AB  - Ovaj rad bavi se ranom etapom ekspertize koja se odvija u okviru profesionalnih aktivnosti početnika kroz upotpunjavanje i primenu akademskih znanja i povezivanje teorijskih, 'knjiških' znanja s praktičnim znanjima. Reč je o situacijama u kojima se početnik, na kraju osnovnih akademskih studija, po završetku školovanja, suočava s problemima čije rešavanje iziskuje povezivanje konkretnih, specifičnih podatka s teorijskim naučnim konstruktima koji su izgrađeni tokom studija. Zbog toga je stručnjacima, na početku profesionalnog razvoja, neophodno omogućiti prilike u kojima će sticati iskustva potrebna za obavljanje budućeg posla. Teorijska i empirijska saznanja o ekspertizi ukazuju na to da se ona razvija kroz sistematski vođene aktivnosti u kojima se grade, primenjuju i upotpunjuju sve specijalizovanija znanja i veštine. Ova saznanja o razvojnim procesima koji slede tok rastuće specijalizacije i fleksibilnosti znanja imaju značajne praktične implikacije za organizovanje prakse (praktičnog rada) stručnjaka na pragu njihove profesionalne karijere. Ona ukazuju na to da su stručnjacima početnicima, naročito studentima akademskih studija, neophodne prilike za obavljanje stručne prakse kako bi koristili i gradili sve specijalizovanija znanja stičući pritom uvid o različitim područjima primene tog znanja.
AB  - The paper deals with the early stage of expertise that takes place during the professional activities of beginners through enhancing and applying academic knowledge and linking theoretical knowledge obtained from books with practical knowledge. These are the situations when a beginner, at the end of bachelor studies and upon graduation, faces the problems whose solving demands linking concrete, specific data with theoretical scientific constructs built up during studies. That is why at the beginning of their professional development the experts need to have an opportunity to acquire experience necessary to perform their future job. Theoretical and empirical findings have pointed out that expertise develops through systematically guided activities, in which specialised knowledge and skills are built up, applied and enhanced. The findings about the developmental processes that accompany increased specialisation and knowledge flexibility have significant practical implications for organising practical training of experts at the beginning of their professional career. These also suggest that expert beginners, especially undergraduate students, need opportunities for practical training in order to use and acquire more and more specialised knowledge, at the same time gaining an insight into different fields where this knowledge can be applied.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd
T2  - Psihološka istraživanja
T1  - Rani razvoj ekspertize - uloga studentske prakse
T1  - Early development of expertise: The role of students' practical training
EP  - 75
IS  - 1
SP  - 63
VL  - 18
DO  - 10.5937/PsIstra1501063K
ER  - 
@article{
author = "Krnjaić, Zora",
year = "2015",
abstract = "Ovaj rad bavi se ranom etapom ekspertize koja se odvija u okviru profesionalnih aktivnosti početnika kroz upotpunjavanje i primenu akademskih znanja i povezivanje teorijskih, 'knjiških' znanja s praktičnim znanjima. Reč je o situacijama u kojima se početnik, na kraju osnovnih akademskih studija, po završetku školovanja, suočava s problemima čije rešavanje iziskuje povezivanje konkretnih, specifičnih podatka s teorijskim naučnim konstruktima koji su izgrađeni tokom studija. Zbog toga je stručnjacima, na početku profesionalnog razvoja, neophodno omogućiti prilike u kojima će sticati iskustva potrebna za obavljanje budućeg posla. Teorijska i empirijska saznanja o ekspertizi ukazuju na to da se ona razvija kroz sistematski vođene aktivnosti u kojima se grade, primenjuju i upotpunjuju sve specijalizovanija znanja i veštine. Ova saznanja o razvojnim procesima koji slede tok rastuće specijalizacije i fleksibilnosti znanja imaju značajne praktične implikacije za organizovanje prakse (praktičnog rada) stručnjaka na pragu njihove profesionalne karijere. Ona ukazuju na to da su stručnjacima početnicima, naročito studentima akademskih studija, neophodne prilike za obavljanje stručne prakse kako bi koristili i gradili sve specijalizovanija znanja stičući pritom uvid o različitim područjima primene tog znanja., The paper deals with the early stage of expertise that takes place during the professional activities of beginners through enhancing and applying academic knowledge and linking theoretical knowledge obtained from books with practical knowledge. These are the situations when a beginner, at the end of bachelor studies and upon graduation, faces the problems whose solving demands linking concrete, specific data with theoretical scientific constructs built up during studies. That is why at the beginning of their professional development the experts need to have an opportunity to acquire experience necessary to perform their future job. Theoretical and empirical findings have pointed out that expertise develops through systematically guided activities, in which specialised knowledge and skills are built up, applied and enhanced. The findings about the developmental processes that accompany increased specialisation and knowledge flexibility have significant practical implications for organising practical training of experts at the beginning of their professional career. These also suggest that expert beginners, especially undergraduate students, need opportunities for practical training in order to use and acquire more and more specialised knowledge, at the same time gaining an insight into different fields where this knowledge can be applied.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd",
journal = "Psihološka istraživanja",
title = "Rani razvoj ekspertize - uloga studentske prakse, Early development of expertise: The role of students' practical training",
pages = "75-63",
number = "1",
volume = "18",
doi = "10.5937/PsIstra1501063K"
}
Krnjaić, Z.. (2015). Rani razvoj ekspertize - uloga studentske prakse. in Psihološka istraživanja
Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd., 18(1), 63-75.
https://doi.org/10.5937/PsIstra1501063K
Krnjaić Z. Rani razvoj ekspertize - uloga studentske prakse. in Psihološka istraživanja. 2015;18(1):63-75.
doi:10.5937/PsIstra1501063K .
Krnjaić, Zora, "Rani razvoj ekspertize - uloga studentske prakse" in Psihološka istraživanja, 18, no. 1 (2015):63-75,
https://doi.org/10.5937/PsIstra1501063K . .

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