Individualni razvoj nastavnika u školi

Abstract

U radu se analizira pitanje potrebe i mogućnosti razvoja nastavnika u školi Polazeći od objašnjenja specifičnosti nastavničke profesije, razvoj nastavnika u školi tj. ostvarivanje njegove individualne potreba i potencijala, razmatra se kao pretpostavka, prateći element i pokazatelj uspešnog profesionalnog delovanja i profesionalnog razvoja nastavnika. Izdvojena su u predstavljena četiri elementa ili pokazatelja individualnog razvoja nastavnika u školi: znanja, sposobnosti i veštine nastavnika i njihov razvoj u školi; potrebe i interesovanja nastavnika i njihovo zadovoljavanje u školi; zadovoljstvo sobom u ulozi nastavnika i stepen motivacije s kojom se obavlja posao; stavovi i vrednosti nastavnika vezani za sopstvenu profesiju. U radu je dat i prikaz dela rezultata ispitivanja mišljenja nastavnika o mogućnostima da se u školi razvijaju na ličnom planu. Naša osnovna škola, prema mišljenju ispitanika, delimično pruža takve mogućnosti nastavnicima. Ali, da bi se škola razvijala kao kontekst individualnog razvoja (ne samo učenika nego i nastavnika) potrebno je i dalje raditi na promenama u svim elementima sadržaja i strukture me institucije.

The paper discusses the question of the needs and opportunities for teacher development within school. Starting from the specificities of the teaching profession, teacher development within school, i. e. catering to teachers' individual needs and potentials is regarded here as an assumption, an accompanying element and indicator of successful professional performance and development of teachers. Selected and presented are four elements or indicators of individual teacher development in school: knowledge; teachers' skills and abilities and their development in school; how teachers' needs and interests are catered to within school; teachers' estimation of their role and the level of their motivation for work performance; attitudes and values of the teachers related to their profession. Presented also are partial results of a research on teachers' judgments about the opportunities provided by the school, for their professional development on the individual plane. Our primary school, according to the opinion of the teachers, only partially provides opportunities for teacher development. Yet, if school as the context of personal development (of both the students and the teachers) is to develop, then it is necessary to further work on changing the elements of the contents and the structure of this institution.