dc.contributor | Pavlović Breneselović, Dragana | |
dc.contributor | Stepić, Gordana | |
dc.contributor | Prlić, Ivana | |
dc.creator | Stojković, Jelena N. | |
dc.creator | Miljković Pavlović, Ana | |
dc.creator | Radulović, Lidija | |
dc.date.accessioned | 2022-02-23T15:41:40Z | |
dc.date.available | 2022-02-23T15:41:40Z | |
dc.date.issued | 2018 | |
dc.identifier.uri | http://reff.f.bg.ac.rs/handle/123456789/3508 | |
dc.description.abstract | In order to develop culture of kindergarten, as well as to
design initial teacher education and to develop education policy, we
need landmarks. Taking into account globalization trends and process
of european integration, we are aware that educational policy of
European Union has a significant impact on development of education
field in countries that want to be a part of this community, such as
Serbia. That is why we tried to discover what landmarks can be found
in document of European Commission about teachers and their
competences. The aim of our research was to discover how educational
policy sees teachers in document Supporting teachers competence
development (for better learning outcomes). We analyzed the content
of document by categorizing analysis units according to the matrix by
crossing two dimensions: autonomy of teachers (from tehnician to
reflective practicioner) and value orientation in education (from
economic and pragmatic to humanistic and critical). Categorisation was
done two times. Analysis units were relevant terms and entire
paragraphs. The results show that we have two dominant ideas about
teachers, described as: 1. teacher as technician serving given economic
values and the market and 2. teacher as critical, reflective practicioner
who contributes to institutional and social change. The existence of two
images of a teacher, which are not only different but contradictory,
means that the document sends contradictory messages, and that, by
itself, it can not be a clear orientation to understanding the practice and deciding on it. On the other hand, dialogue between teachers about
different ways of understanding this and similar documents, its values
and consequences, can lead them to understanding their own
ideologies, profession and ways of developing culture of kindergarten.
It is important to note that in this paper, teacher is understood in the
broadest sense: preschool teacher, school teacher, educator. | sr |
dc.description.abstract | Za razvijanje kulture vrtića, kao i za osmišljavanje inicijalnog
obrazovanja vaspitača i razvijanje obrazovne politike potrebni su nam
orijentiri. Imajući u vidu globalizacijske trendove i proces evropske
integracije, svesni smo da obrazovna politika EU značajno utiče na kretanja u polju obrazovanja i u zemljama koje žele da se priključe ovoj
zajednici, dakle i u Srbiji. Zato smo pokušali da otkrijemo koje
orijentire možemo pronaći u jednom dokumentu Evropske komisije
koji se odnosi na nastavnike i njihove kompetencije i kao cilj
istraživanja postavili sagledavanje kakvo se viđenje praktičara -
vaspitača i nastavnika zagovara dokumentom Supporting teacher
competence development (for better learning outcomes). Analizu
sadržaja dokumenta vršili smo kategorizacijom jedinica analize prema
matrici nastaloj ukrštanjem dve dimenzije: autonomija nastavnika
(koja se kreće na kontinuumu od tehničara do refleksinog praktičara) i
vrednosne orijentacije u obrazovanju (koja se kreće od ekonomskih i
pragmatičnih do humanističkih i kritičkih). Kategorizacija je vršena dva
puta, pri čemu su jedinice analize bile relevantni pojmovi i paragrafi u
celini. Rezultati pokazuju da u dokumentu dominiraju dva viđenja
praktičara, koja bismo ukratko mogli opisati kao: 1. nastavnik kao
tehničar u službi zadatih ekonomskih vrednosti i tržišta i 2. nastavnik
kao kritički refleksivni praktičar koji doprinosi institucionalnoj i
društvenoj promeni. Postojanje dve slike o nastavniku, koje nisu samo
različite već i suprotstavljene, znači da dokument šalje protivrečne
poruke, te da sam po sebi ne može biti jasan orijentir za razumevanje
prakse i odlučivanje o njoj. S druge strane, dijalog među nastavnicima
o tome kako razumeju ovaj i slične dokumente, vrednosti na koje se
oslanjaju i posledice za koje ostavljaju prostor, može biti način za
razumevanje sopstvenih ideologija, viđenja profesije i kulture vrtića
kakvu želimo da razvijamo. Važno je napomenuti da se u radu pod
nastavnikom, podrazumeva nastavnik u najširem smislu: vaspitač,
učitelj, nastavnik predmetne nastave. | |
dc.language.iso | en | sr |
dc.publisher | Preschool Teacher Training and Business Informatics College of Applied Studies - Sirmium | sr |
dc.relation | info:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179060/RS// | sr |
dc.rights | openAccess | sr |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
dc.source | The Book of Proceedings from Second International Scientific-Professional Conference „Initial Education and Professional Development of Preschool Teachers – Partnership in Building Education“ | sr |
dc.subject | (pre)school teacher | sr |
dc.subject | teacher autonomy | sr |
dc.subject | value orientations in education | sr |
dc.subject | nastavnik | |
dc.subject | autonomija nastavnika | |
dc.subject | autonomija nastavnika | |
dc.subject | vrednosne orijentacije
u obrazovanju | |
dc.title | What Kind of a Teacher Does Educational Policy Want: An Analysis of one European Document | sr |
dc.type | conferenceObject | sr |
dc.rights.license | BY | sr |
dc.citation.rank | M33 | |
dc.identifier.fulltext | http://reff.f.bg.ac.rs/bitstream/id/7874/bitstream_7874.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_reff_3508 | |
dc.type.version | publishedVersion | sr |