Značaj ključnih kompetencija iz perspektive nastavnika stranih jezika

Abstract

U radu su prikazani rezultati istraživanja značaja ključnih kompetencija (interkulturne, digitalne, socijalne, ličnih i metodskih) u nastavi stranih jezika. Pomoću upitnika kreiranog za potrebe istraživanja anketirano je 100 nastavnika stranih jezika zaposlenih u osnovnim, srednjim i visokim školama i školama stranih jezika u Republici Srbiji kako bi se utvrdilo na koji način i u kojoj meri nastavnici stranih jezika doprinose i omogućavaju učenicima da zahvaljujući nastavi stranih jezika razviju ključne kompetencije. Cilj istraživanja je bio i da rasvetli iskustva nastavnika u razvijanju sopstvenih ključnih kompetencija i njihove stavove o značaju ključnih kompetencija za dalje školovanje i profesionalni rad učenika. Rezultati analize pokazuju da nastavnici posvećuju značajnu pažnju razvijanju ključnih kompetencija i da su svesni njihovog značaja za budući profesionalni rad svojih učenika. Prema mišljenju anketiranih nastavnika, presudan značaj imaju lične i socijalne kompetencije, dok se interkulturna, digitalna i metodska kompetencija ocenjuju nešto nižom ocenom. Kada je reč o nastavnim aktivnostima kojima nastavnici omogućavaju razvijanje ključnih kompetencija učenika, najveći deficiti se beleže u digitalnoj kompetenciji. S druge strane, nastavnici su veoma zadovoljni nivoom ključnih kompetencija kojima raspolažu. Najčešće su ih stekli samostalnim radom, a potom na stručnim usavršavanjima. Sopstveno akademsko obrazovanje u najmanjoj meri je doprinelo da nastavnici razviju ključne kompetencije do zadovoljavajućeg nivoa.

This paper presents the results of a research on the importance of key (intercultural, digital, social, personal and methodical) competences in foreign languages curricula. We devised a questionnaire for the purposes of this research and interviewed 100 foreign language teachers in the Republic of Serbia employed at elementary schools, high schools and higher education institutions, as well as language schools, with the goal of identifying the manner and the extent to which foreign language teachers assist and enable students to develop key competences as part of foreign language curricula. Furthermore, the research had the purpose of shedding light on teachers' experiences regarding the development of their own key competences, as well as their attitudes towards the importance of key competences for the further education and professional life of students. The results of the analysis emphasize the fact that teachers devote significant attention to the development of key competences and that they are aware of their importance for the future professional life of their students. The interviewed teachers believe that personal and social competences are of key importance, whereas they perceive intercultural, digital and methodical competences as slightly less important. As regards curricular activities that teachers devise in order to facilitate the development of students' key competences, digital competences are associated with the largest deficit. On the other hand, teachers are highly satisfied with their level of key competences. They have mostly acquired such competences on their own and through professional training. Their academic education has contributed to the satisfactory development of key competences to the least extent.