Odnos sa nastavnikom iz ugla učenika - andragoške i didaktičke dileme o komunikativnim kompetencijama učitelja

Abstract

U radu su predstavljeni rezultati kritičke teorijske analize i empirijskog istraživanja andragoških i didaktičkih aspekata odnosa učenika i učitelja, sa akcentom na komunikativnim kompetencijama. Cilj istraživanja bio je da se ispita i analizira učenička percepcija pojedinih komunikativnih kompetencija učitelja. Podaci su prikupljeni na uzorku od tri hiljade devedeset sedam učenika osnovnih škola sa teritorije Republike Srbije. Posebna pažnja posvećena je sagledavanju osobina učitelja koje učenici cene, tome koji postupci učitelja utiču na uspostavljanje pozitivnog međuljudskog odnosa, najčešćim uzrocima nerazumevanja između učenika i učitelja, pojedinim segmentima rada učitelja kojima su učenici posebno zadovoljni i emocijama koje pokazuju prema nastavniku. Rezultati pokazuju da kao posebno značajne osobine učitelja učenici cene prijatan i topao odnos, razumevanje učenika i pravedno i objektivno ocenjivanje. Na stvaranje pozitivnog stava u odnosu nastavnik‒učenik najviše uticaja ima spremnost nastavnika da pomogne učeniku, a najčešći uzrok nerazumevanja između nastavnika i učenika jeste prkosan stav učenika prema nastavniku, odnosno neadekvatno postupanje nastavnika u takvim situacijama. Značaj koji učenici pridaju pojedinim kompetencijama nastavnika statistički značajno varira s obzirom na pol, školski uspeh i tip sredine (urbana, ruralna) u kojoj pohađaju školu. Pomenute kompetencije, s obzirom na značaj koji im se već pridaje u okviru inicijalnog pedagoškog obrazovanja učitelja i njihovog permanentnog usavršavanja, a koji su potvrdili i učenici osnovne škole, neophodno je učiniti integralnim delom andragoške i didaktičke kulture učitelja u ophođenju prema učenicima u svakodnevnim nastavnim aktivnostima.

The results of a critical theoretical analysis and quantitative empirical research of andragogical and didactic aspects of primary school teachers' communicative competences, with a focus on their communicative competences, are presented in this paper. The goal of the research was to examine and analyse the perceptions of primary school pupils of some communicative competences of their teachers. The data were collected on a sample of 3097 pupils of primary schools on the territory of the Republic of Serbia. The focus of the research was on identifying the characteristics of primary school teachers which pupils appreciate, teachers' deeds and actions which create positive interpersonal relationships, the most common causes of misunderstandings between pupils and primary school teachers, the segments of teachers' work that pupils are particularly satisfied with, as well as the emotions they express towards their teachers. According to the obtained results, the characteristics of primary school teachers that pupils appreciate the most are a warm and cordial relationship with pupils, understanding pupils' needs, as well as a fair and objective assessment. In pupils' view, the willingness of teachers to help them is crucial for establishing a positive teacher-pupil relationship, while the pupils' defiant attitude towards their teachers and the teachers' inappropriate response to these situations have been stated as the most common causes of misunderstandings between teachers and pupils. The significance of these traits for pupils statistically varies considerably with regard to the gender, school achievement and the type of environment (urban, rural) in which pupils live. The afore-mentioned competences are given great significance in the initial pedagogic training of the primary school teachers and their permanent professional development, which was confirmed in the responses of the primary school pupils as well. For this reason, these competences must become an integral part of the andragogical and didactic culture of the primary school teachers in their everyday communication with the pupils.