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Teorija, praksa in kompetence v izobraževanju pedagogov – Pogledi ljubljanskih in beograjskih visokošolskih učiteljev

Theory, practice and competences in the study of pedagogy – Views of Ljubljana and Belgrade university teachers

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Authors
Skubic-Ermenc, Klara
Vujisić-Živković, Nataša
Spasenović, Vera
Article (Published version)
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Abstract
Over the previous decade, higher education in Slovenia and Serbia has undergone considerable reforms, influenced by the Bologna process and its agenda of competence and learning outcomes. In the context of these reforms, the aim of this research is to consider the question of the relationship between the theoretical and the practical education of pedagogues at the university level. Eleven university professors from departments of pedagogy and andragogy at the universities of Ljubljana and Belgrade were interviewed. The semi-structured interviews focused on two main research questions: 1) how they understand the relationship between pedagogical theory and practice, and the identity of pedagogy as a science in that context, and 2) their opinion about the competence-based approach in the context of the study of pedagogy. The findings show that the majority of the interviewed university teachers hold an opinion that pedagogy is primarily a theoretical (reflective) science and, accordingly,... that the mastery of theory is crucial for the development of pedagogues’ competences. Furthermore, most of them are rather reserved and critical of the competence approach as well as of the practical skills development. Although there are some differences in opinions between the professors from Ljubljana and Belgrade, this study shows that similar discourses prevail. The gap between pedagogical theory and practice is one of the major issues that have been current in pedagogical science in the recent decades. The findings of our research indicate that there is dissatisfaction with the relationship between modern pedagogical theory and practice, accompanied by the need for its reconceptualization.

Keywords:
University / University teachers / Pedagogy / Pedagogical practice / Education of pedagogues / Competences
Source:
Center for Educational Policy Studies Journal, 2015, 5, 2, 35-55
Publisher:
  • University of Ljubljana

ISSN: 1855-9719

Scopus: 2-s2.0-84934764168
[ Google Scholar ]
11
Handle
https://hdl.handle.net/21.15107/rcub_reff_2078
URI
http://reff.f.bg.ac.rs/handle/123456789/2078
Collections
  • Radovi istraživača / Researcher's publications - Odeljenje za pedagogiju
Institution/Community
Pedagogija / Pedagogy
TY  - JOUR
AU  - Skubic-Ermenc, Klara
AU  - Vujisić-Živković, Nataša
AU  - Spasenović, Vera
PY  - 2015
UR  - http://reff.f.bg.ac.rs/handle/123456789/2078
AB  - Over the previous decade, higher education in Slovenia and Serbia has undergone considerable reforms, influenced by the Bologna process and its agenda of competence and learning outcomes. In the context of these reforms, the aim of this research is to consider the question of the relationship between the theoretical and the practical education of pedagogues at the university level. Eleven university professors from departments of pedagogy and andragogy at the universities of Ljubljana and Belgrade were interviewed. The semi-structured interviews focused on two main research questions: 1) how they understand the relationship between pedagogical theory and practice, and the identity of pedagogy as a science in that context, and 2) their opinion about the competence-based approach in the context of the study of pedagogy. The findings show that the majority of the interviewed university teachers hold an opinion that pedagogy is primarily a theoretical (reflective) science and, accordingly, that the mastery of theory is crucial for the development of pedagogues’ competences. Furthermore, most of them are rather reserved and critical of the competence approach as well as of the practical skills development. Although there are some differences in opinions between the professors from Ljubljana and Belgrade, this study shows that similar discourses prevail. The gap between pedagogical theory and practice is one of the major issues that have been current in pedagogical science in the recent decades. The findings of our research indicate that there is dissatisfaction with the relationship between modern pedagogical theory and practice, accompanied by the need for its reconceptualization.
PB  - University of Ljubljana
T2  - Center for Educational Policy Studies Journal
T1  - Teorija, praksa in kompetence v izobraževanju pedagogov – Pogledi ljubljanskih in beograjskih visokošolskih učiteljev
T1  - Theory, practice and competences in the study of pedagogy – Views of Ljubljana and Belgrade university teachers
EP  - 55
IS  - 2
SP  - 35
VL  - 5
UR  - https://hdl.handle.net/21.15107/rcub_reff_2078
ER  - 
@article{
author = "Skubic-Ermenc, Klara and Vujisić-Živković, Nataša and Spasenović, Vera",
year = "2015",
abstract = "Over the previous decade, higher education in Slovenia and Serbia has undergone considerable reforms, influenced by the Bologna process and its agenda of competence and learning outcomes. In the context of these reforms, the aim of this research is to consider the question of the relationship between the theoretical and the practical education of pedagogues at the university level. Eleven university professors from departments of pedagogy and andragogy at the universities of Ljubljana and Belgrade were interviewed. The semi-structured interviews focused on two main research questions: 1) how they understand the relationship between pedagogical theory and practice, and the identity of pedagogy as a science in that context, and 2) their opinion about the competence-based approach in the context of the study of pedagogy. The findings show that the majority of the interviewed university teachers hold an opinion that pedagogy is primarily a theoretical (reflective) science and, accordingly, that the mastery of theory is crucial for the development of pedagogues’ competences. Furthermore, most of them are rather reserved and critical of the competence approach as well as of the practical skills development. Although there are some differences in opinions between the professors from Ljubljana and Belgrade, this study shows that similar discourses prevail. The gap between pedagogical theory and practice is one of the major issues that have been current in pedagogical science in the recent decades. The findings of our research indicate that there is dissatisfaction with the relationship between modern pedagogical theory and practice, accompanied by the need for its reconceptualization.",
publisher = "University of Ljubljana",
journal = "Center for Educational Policy Studies Journal",
title = "Teorija, praksa in kompetence v izobraževanju pedagogov – Pogledi ljubljanskih in beograjskih visokošolskih učiteljev, Theory, practice and competences in the study of pedagogy – Views of Ljubljana and Belgrade university teachers",
pages = "55-35",
number = "2",
volume = "5",
url = "https://hdl.handle.net/21.15107/rcub_reff_2078"
}
Skubic-Ermenc, K., Vujisić-Živković, N.,& Spasenović, V.. (2015). Teorija, praksa in kompetence v izobraževanju pedagogov – Pogledi ljubljanskih in beograjskih visokošolskih učiteljev. in Center for Educational Policy Studies Journal
University of Ljubljana., 5(2), 35-55.
https://hdl.handle.net/21.15107/rcub_reff_2078
Skubic-Ermenc K, Vujisić-Živković N, Spasenović V. Teorija, praksa in kompetence v izobraževanju pedagogov – Pogledi ljubljanskih in beograjskih visokošolskih učiteljev. in Center for Educational Policy Studies Journal. 2015;5(2):35-55.
https://hdl.handle.net/21.15107/rcub_reff_2078 .
Skubic-Ermenc, Klara, Vujisić-Živković, Nataša, Spasenović, Vera, "Teorija, praksa in kompetence v izobraževanju pedagogov – Pogledi ljubljanskih in beograjskih visokošolskih učiteljev" in Center for Educational Policy Studies Journal, 5, no. 2 (2015):35-55,
https://hdl.handle.net/21.15107/rcub_reff_2078 .

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