Show simple item record

Преподаватель в глобальной повестке дня 2030 - значение, роль и профессиональное развитие

dc.creatorPopović, Katarina
dc.date.accessioned2021-10-12T12:56:11Z
dc.date.available2021-10-12T12:56:11Z
dc.date.issued2019
dc.identifier.issn0547-3330
dc.identifier.urihttp://reff.f.bg.ac.rs/handle/123456789/2753
dc.description.abstractU radu se razmatraju pitanja mesta i shvatanja nastavnika i nastavničke profesije u globalnom programu Ujedinjenih nacija: Agenda 2030 - Ciljevi održivog razvoja. Sem same Agende, analiziraju se i prateća programska dokumenta kreirana na osnovu nje. U fokusu su pitanja značaja i uloge nastavnika i njegovog profesionalnog razvoja, kao i posebne oblasti i kompetencije kojima se očekuje da ovlada. Razmatra se diskurzivni karakter Agende 2030 i načina na koji on utiče na shvatanje uloge nastavnika i konstatuje se velika diskrepanca između retorike glavnih aktera - Ujedinjenih nacija i Uneska, i implementacije onog što glavni programski dokumenti obećavaju. Na kraju se analiziraju noviji trendovi koji oblikuju implementaciju Agende i koji uslovljavaju da se definisani ciljevi veoma sporo ostvaruju i da dolazi do trenda smanjenja, pa čak i ozbiljnog ugrožavanja mesta nastavnika u obrazovnom sistemu.sr
dc.description.abstractThe paper looks at the questions of the position of teachers and the teaching profession and the way they are viewed in the United Nations global program The 2030 Agenda for Sustainable Development. In addition to the Agenda, supporting program documents created on the basis of the Agenda are also analyzed. The focus is on the questions of the teacher's importance and roles and his/her professional development, as well as the particular areas and competencies that the teacher is expected to master. The paper also looks at the discursive features of The 2030 Agenda and the way in which they affect the view of the teacher's role, and remarks on the great discrepancy between the rhetoric of the main actor - the United Nations and UNESCO - and the implementation of what is promised in the principal program documents. The final section of the paper analyzes recent trends shaping the implementation of the Agenda and slowing down the achievement of the defined goals, and notes the tendency for diminishing, and even seriously threatening, the position of teachers in the education system.en
dc.publisherPedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
dc.relationinfo:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179060/RS//
dc.rightsopenAccess
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/
dc.sourceNastava i vaspitanje
dc.subjectSDG 4sr
dc.subjectobrazovna politikasr
dc.subjectnastavniksr
dc.subjectCiljevi održivog razvojasr
dc.subjectAgenda 2030sr
dc.subjectThe 2030 Agendaen
dc.subjectteacheren
dc.subjectSustainable Development Goalsen
dc.subjectSDG 4en
dc.subjecteducation policyen
dc.titleNastavnik u globalnoj Agendi 2030 - značaj, uloga i profesionalni razvojsr
dc.titleПреподаватель в глобальной повестке дня 2030 - значение, роль и профессиональное развитиеru
dc.titleThe teacher in the global 2030 Agenda: Importance, role and professional developmenten
dc.typearticle
dc.rights.licenseBY-SA
dc.citation.epage158
dc.citation.issue2
dc.citation.other68(2): 143-158
dc.citation.rankM51
dc.citation.spage143
dc.citation.volume68
dc.identifier.doi10.5937/nasvas1902143P
dc.identifier.fulltexthttp://reff.f.bg.ac.rs/bitstream/id/1434/2750.pdf
dc.type.versionpublishedVersion


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record