'Komadić koji nedostaje' u procesu obrazovanja - socioemocionalno učenje
'The missing piece' in the educational process: Social and emotional learning
Апстракт
Školski program koji je usmeren samo na kognitivne sadržaje i procese ne može izaći u susret potrebama individue i savremenog društva. U radu će biti detaljno prikazan koncept socioemocionalnog učenja koji se ne može više zanemarivati i preskakati u obrazovanju ni učenika, ni nastavnika. Socioemocionalno učenje podrazumeva sveobuhvatni pristup koji naglašava razvoj i primenu socioemocionalnih kompetencija potrebnih za uspeh u školi, ali i u životu. Pored brojnih pozitivnih ishoda kao što su: poboljšanje stavova prema sebi, poboljšanje prosocijalnog ponašanja, manja učestalost problematičnih i rizičnih ponašanja, rezultati sugerišu i tesnu povezanost između socioemocionalnih veština i obrazovnih postignuća. Međutim, tokom inicijalnog obrazovanja i stručnog usavršavanja nastavnici retko dobijaju obuku koja se odnosi na socioemocinalne aspekte rada u školi, što je izrazito loše s obzirom na brojne pozitivne ishode ove vrste programa i nalaze da se emocionalna inteligencija nastavnika može... razvijati i da programi koji tome teže daju odlične rezultate. Ukratko, efikasna školska, ali i socioemocionalna nastava nastaje na temelju dobro planiranog profesionalnog razvoja školskog osoblja, a uključivanje emocionalnih i socijalnih aspekata u školski program neophodno je ukoliko želimo da rešimo neke od gorućih problema u sistemu obrazovanja.
A syllabus focused solely on cognitive content and processes cannot meet the needs of the individual and of contemporary society. This paper looks in detail at the concept of social and emotional learning, which can no longer be neglected or overlooked in the education of either students or teachers. Social and emotional learning involves a comprehensive approach that emphasizes the development and utilization of social and emotional competences necessary not only for high academic achievement but also for success in life. In addition to a number of positive outcomes, such as improved self-image, improved prosocial behavior, and a lower incidence of problematic and risky behaviors, the findings also suggest a strong link between social and emotional skills and academic achievement. Yet in the course of their initial education and professional development, teachers rarely receive training in the social and emotional aspects of their work, which is particularly regrettable considering th...e numerous positive outcomes of these programs, as well as findings that indicate that teachers' emotional intelligence can be improved and that programs geared towards this yield excellent results. In sum, teaching that is effective both academically, on the one hand, and socially and emotionally, on the other, can be achieved through the well-planned professional development of teaching staff, while the introduction of emotional and social aspects into the syllabus is essential if we are seeking to resolve some of the pressing problems of the education system.
Кључне речи:
uloge nastavnika / socioemocionalno učenje / socioemocionalne kompetencije / inicijalno obrazovanje nastavnika / teacher roles / social and emotional learning / social and emotional competences / initial teacher trainingИзвор:
Nastava i vaspitanje, 2017, 66, 1, 37-54Издавач:
- Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
Финансирање / пројекти:
- Идентификација, мерење и развој когнитивних и емоционалних компетенција важних друштву оријентисаном на европске интеграције (RS-MESTD-Basic Research (BR or ON)-179018)
Институција/група
Psihologija / PsychologyTY - JOUR AU - Tošić-Radev, Milica AU - Pešikan, Ana PY - 2017 UR - http://reff.f.bg.ac.rs/handle/123456789/2309 AB - Školski program koji je usmeren samo na kognitivne sadržaje i procese ne može izaći u susret potrebama individue i savremenog društva. U radu će biti detaljno prikazan koncept socioemocionalnog učenja koji se ne može više zanemarivati i preskakati u obrazovanju ni učenika, ni nastavnika. Socioemocionalno učenje podrazumeva sveobuhvatni pristup koji naglašava razvoj i primenu socioemocionalnih kompetencija potrebnih za uspeh u školi, ali i u životu. Pored brojnih pozitivnih ishoda kao što su: poboljšanje stavova prema sebi, poboljšanje prosocijalnog ponašanja, manja učestalost problematičnih i rizičnih ponašanja, rezultati sugerišu i tesnu povezanost između socioemocionalnih veština i obrazovnih postignuća. Međutim, tokom inicijalnog obrazovanja i stručnog usavršavanja nastavnici retko dobijaju obuku koja se odnosi na socioemocinalne aspekte rada u školi, što je izrazito loše s obzirom na brojne pozitivne ishode ove vrste programa i nalaze da se emocionalna inteligencija nastavnika može razvijati i da programi koji tome teže daju odlične rezultate. Ukratko, efikasna školska, ali i socioemocionalna nastava nastaje na temelju dobro planiranog profesionalnog razvoja školskog osoblja, a uključivanje emocionalnih i socijalnih aspekata u školski program neophodno je ukoliko želimo da rešimo neke od gorućih problema u sistemu obrazovanja. AB - A syllabus focused solely on cognitive content and processes cannot meet the needs of the individual and of contemporary society. This paper looks in detail at the concept of social and emotional learning, which can no longer be neglected or overlooked in the education of either students or teachers. Social and emotional learning involves a comprehensive approach that emphasizes the development and utilization of social and emotional competences necessary not only for high academic achievement but also for success in life. In addition to a number of positive outcomes, such as improved self-image, improved prosocial behavior, and a lower incidence of problematic and risky behaviors, the findings also suggest a strong link between social and emotional skills and academic achievement. Yet in the course of their initial education and professional development, teachers rarely receive training in the social and emotional aspects of their work, which is particularly regrettable considering the numerous positive outcomes of these programs, as well as findings that indicate that teachers' emotional intelligence can be improved and that programs geared towards this yield excellent results. In sum, teaching that is effective both academically, on the one hand, and socially and emotionally, on the other, can be achieved through the well-planned professional development of teaching staff, while the introduction of emotional and social aspects into the syllabus is essential if we are seeking to resolve some of the pressing problems of the education system. PB - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd T2 - Nastava i vaspitanje T1 - 'Komadić koji nedostaje' u procesu obrazovanja - socioemocionalno učenje T1 - 'The missing piece' in the educational process: Social and emotional learning EP - 54 IS - 1 SP - 37 VL - 66 DO - 10.5937/nasvas1701037T ER -
@article{ author = "Tošić-Radev, Milica and Pešikan, Ana", year = "2017", abstract = "Školski program koji je usmeren samo na kognitivne sadržaje i procese ne može izaći u susret potrebama individue i savremenog društva. U radu će biti detaljno prikazan koncept socioemocionalnog učenja koji se ne može više zanemarivati i preskakati u obrazovanju ni učenika, ni nastavnika. Socioemocionalno učenje podrazumeva sveobuhvatni pristup koji naglašava razvoj i primenu socioemocionalnih kompetencija potrebnih za uspeh u školi, ali i u životu. Pored brojnih pozitivnih ishoda kao što su: poboljšanje stavova prema sebi, poboljšanje prosocijalnog ponašanja, manja učestalost problematičnih i rizičnih ponašanja, rezultati sugerišu i tesnu povezanost između socioemocionalnih veština i obrazovnih postignuća. Međutim, tokom inicijalnog obrazovanja i stručnog usavršavanja nastavnici retko dobijaju obuku koja se odnosi na socioemocinalne aspekte rada u školi, što je izrazito loše s obzirom na brojne pozitivne ishode ove vrste programa i nalaze da se emocionalna inteligencija nastavnika može razvijati i da programi koji tome teže daju odlične rezultate. Ukratko, efikasna školska, ali i socioemocionalna nastava nastaje na temelju dobro planiranog profesionalnog razvoja školskog osoblja, a uključivanje emocionalnih i socijalnih aspekata u školski program neophodno je ukoliko želimo da rešimo neke od gorućih problema u sistemu obrazovanja., A syllabus focused solely on cognitive content and processes cannot meet the needs of the individual and of contemporary society. This paper looks in detail at the concept of social and emotional learning, which can no longer be neglected or overlooked in the education of either students or teachers. Social and emotional learning involves a comprehensive approach that emphasizes the development and utilization of social and emotional competences necessary not only for high academic achievement but also for success in life. In addition to a number of positive outcomes, such as improved self-image, improved prosocial behavior, and a lower incidence of problematic and risky behaviors, the findings also suggest a strong link between social and emotional skills and academic achievement. Yet in the course of their initial education and professional development, teachers rarely receive training in the social and emotional aspects of their work, which is particularly regrettable considering the numerous positive outcomes of these programs, as well as findings that indicate that teachers' emotional intelligence can be improved and that programs geared towards this yield excellent results. In sum, teaching that is effective both academically, on the one hand, and socially and emotionally, on the other, can be achieved through the well-planned professional development of teaching staff, while the introduction of emotional and social aspects into the syllabus is essential if we are seeking to resolve some of the pressing problems of the education system.", publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd", journal = "Nastava i vaspitanje", title = "'Komadić koji nedostaje' u procesu obrazovanja - socioemocionalno učenje, 'The missing piece' in the educational process: Social and emotional learning", pages = "54-37", number = "1", volume = "66", doi = "10.5937/nasvas1701037T" }
Tošić-Radev, M.,& Pešikan, A.. (2017). 'Komadić koji nedostaje' u procesu obrazovanja - socioemocionalno učenje. in Nastava i vaspitanje Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 66(1), 37-54. https://doi.org/10.5937/nasvas1701037T
Tošić-Radev M, Pešikan A. 'Komadić koji nedostaje' u procesu obrazovanja - socioemocionalno učenje. in Nastava i vaspitanje. 2017;66(1):37-54. doi:10.5937/nasvas1701037T .
Tošić-Radev, Milica, Pešikan, Ana, "'Komadić koji nedostaje' u procesu obrazovanja - socioemocionalno učenje" in Nastava i vaspitanje, 66, no. 1 (2017):37-54, https://doi.org/10.5937/nasvas1701037T . .