Savremeni modeli i strategije uspostavljanja i održavanja razredne discipline

Abstract

U disertaciji se analiziraju modeli i strategije razredne discipline, odnosno karakteristike uverenja savremenih teoretičara vaspitanja i nastavnika o procesu uspostavljanja i održavanja razredne discipline i disciplinskih postupaka koje nastavnici primenjuju na nastavnim časovima, razmatrajući njihove uzroke i posledice, ispitujući njihovu izraženost i korelate. Teorijski okvir realizovanog istraživanja organizovan je u nekoliko celina. U uvodnim poglavljima razmatrana su pitanja utemeljenosti savremenih shvatanja razredne discipline na koncepcijama vaspitanja i teorijama učenja. U trećoj celini analizirano je šest savremenih programa obuke za održavanje razredne discipline – modela razredne discipline (Li Kantera, Frederika Džonsa, Rudolfa Drajkursa, Vilijema Glasera, Tomasa Gordona i Alfija Kona). Klasifikovani su u dve kategorije: a) modeli zasnovani na kontroli ponašanja učenika od strane nastavnika i b) modeli zasnovani na podršci autonomije učenika. Kao teorijski okvir za izbor kriterijuma i obrazloženje klasifikacije korišćena je teorije samoodređenja. U narednom poglavlju razmatrane su tri osnovne strategije razredne discipline: a) proceduralna strategija (strategija uticanja na ponašanje učenika osmišljavanjem i primenom disciplinskih pravila i procedura), interpersonalna strategija (strategija uticanja na ponašanje učenika izgradnjom specifičnih odnosa u razredu) i didaktička strategija (strategija uticanja na ponašanje učenika zasnovana na organizaciji nastavnog procesa). U petom poglavlju prikazani su metodološki okviri i rezultati istraživanja u oblasti razredne discipline relevantni za naš istraživački problem, posebno u pogledu uverenja nastavnika o razrednoj disciplini i disciplinskim postupcima koje primenjuju na časovima. Prikazani su i rezultati istraživanja u kojima je ispitivana povezanost ovih varijabli sa vaspitnim konceptom nastavnika i nastavničkim doživljajem autonomnog delovanja u školi. Sledeći deo rada odnosi se na metodološki okvir realizovanog istraživanja. Cilj istraživanja bio je utvrditi izraženost modela i strategija uspostavljanja i održavanja razredne discipline i njihove korelate (međusobna povezanost modela i strategija, kao i njihova povezanost sa: vaspitnim konceptom nastavnika, stepenom zadovoljenosti nastavnikove potrebe za autonomijom u školi, sociodemografskim i profesionalnim karakteristikama nastavnika)...

This dissertation is on the models and strategies of classroom discipline, i.e. characteristics of beliefs of contemporary theoreticians of pedagogical work and teachers in the process of establishing and maintaining classroom discipline and discipline actions applied by teachers during teaching lessons, discussing their causes and consequences, testing their prominence and correlations. Theoretical frame of the conducted research has been organized in several chapters. Issues concerning foundation of contemporary comprehensions of classroom discipline based on the pedagogical theories and theories of learning are discussed in the introductory chapters. In the third chapter, we are analyzing six contemporary programmes of training for maintaining classroom discipline – models of classroom discipline (Lee Canter, Fredericк Jones, Rudolf Dreikurs, William Glasser, Thomas Gordon, Alfie Kohn). There are two classified categories: а) models based on the control of students’ behaviour by teachers and b) models based on the support of students’ autonomy. Self-Determination Theory was used as theoretical frame for the choice of criteria and explanation of the classification. In the next chapter, we have discussed three basic strategies of the classroom discipline. Those are а) procedural strategy (strategy of influence on students’ behaviour by creating and application of the disciplinary rules and procedures), interpersonal strategy (strategy of influence on students’ behaviour by building specific relations in the class) and didactical strategy (strategy of influence on students’ behaviour based on the organization of teaching process). In the fifth chapter, we have presented methodological frames and results of the researches in the field of classroom discipline, relevant for our research problem, particularly concerning teachers’ beliefs about classroom discipline and discipline actions applied in the classes. There are also results of several researches about correlations of these variables with teachers’ pedagogical concept and satisfaction of the teacher’s need for autonomy at school. The next part of dissertation refers to the methodological frame of the conducted research. The aim of the research has been to determine the prominence of the models and strategies of establishing and maintaining classroom discipline and their correlates (mutual correlation of models and strategies and their correlation with the teachers’ pedagogical concept, degree of satisfying the teacher’s need for autonomy at school, socio-demographic and professional characteristics of teachers)...