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Kompetentnost' učitelej muzykal'nyh i obščeobrazovatel'nyh škol

dc.creatorBogunović, Blanka
dc.creatorStanišić, Jelena
dc.date.accessioned2021-03-17T13:34:02Z
dc.date.available2021-03-17T13:34:02Z
dc.date.issued2013
dc.identifier.issn0031-3807
dc.identifier.urihttp://ipir.ipisr.org.rs/handle/123456789/218
dc.description.abstractThe term competence in recent 20 years has become the mark for "knowledge that is being ruled by", and which makes a productive change in the environment, social-psychological context or profession. The subject of the research are the competencies which the Music teachers observe as necessary for successful completing the task within vocal-instrumental teaching and outcomes of music education. Our opinion is that the basis of teacher’s beliefs is implicit pedagogies which maintain its understanding of the process of learning and teaching. Results of the realised research show that normative/standard classifications of the desired competencies of teachers are not in accordance with those which our teachers, in our sample, consider as the relevant ones. The results suggest the existence of implicit pedagogies within which teachers primarily value personal factors as the relevant ones for the outcomes of education. Pedagogical aspect of education is more important for teachers in comparison to the educational aspect, and in certain degree more to teachers of the Music school, so they stress this as relevant personal (personal, motivational, social-psychological) competencies in relation to the professional knowledge and methodological- didactical competencies. Teachers see outcomes of efficient education in five categories: education and pedagogical influence of teachers, realisation of pedagogical-didactical principles, cooperation and professional capability of students. Implications of the research can be significant for creators of standards of teachers' competencies, because the results imply discrepancy between the existing classifications and the teaching praxis, i.e. implicit pedagogies of teachers about the facts that make teachers efficient.en
dc.description.abstractPojam kompetencija poslednjih 20-ak godina postaje oznaka za "znanje kojim se vlada" i kojim se čini produktivna promena u okruženju, u socijalno-psihološkom kontekstu ili u profesiji. Predmet istraživanja su kompetencije koje nastavnici muzike opažaju kao neophodne za uspešno obavljanje zadataka u okviru vokalno-instrumentalne nastave i za ishode muzičkog obrazovanja. Smatramo da u osnovi nastavnikovih uverenja leže implicitne pedagogije koje odražavaju njegovo razumevanje procesa učenja i podučavanja. Rezultati realizovanog istraživanja ukazuju na to da normativne/standardne klasifikacije poželjnih kompetencija nastavnika nisu u skladu sa onima koje nastavnici, u našem uzorku, smatraju relevantnim. Nalazi sugerišu postojanje implicitnih pedagogija u okviru kojih nastavnici prvenstveno vrednuju lične činioce kao relevantne za ishode obrazovanja. Vaspitni aspekt obrazovanja nastavnicima je značajniji u odnosu na obrazovni, u izvesnom stepenu više nastavnicima muzičke škole, te stoga ističu kao relevantne personalne (lične, motivacione, socijalno-psihološke) kompetencije u odnosu na profesionalna znanja i metodičko-didaktičke kompetencije. Ishode efikasnog obrazovanja nastavnici sagledavaju u okviru pet kategorija: obrazovni i vaspitni uticaj nastavnika, realizacija pedagoško-didaktičkih principa, kooperativnost i profesionalna osposobljenost učenika. Implikacije istraživanja mogu biti važne za kreatore standarda nastavničkih kompetencija jer nalazi ukazuju na diskrepancije između postojećih klasifikacija i nastavne prakse, odnosno implicitnih pedagogija nastavnika o tome šta čini nastavnika efikasnim. . PR Projekat Ministarstva nauke Republike Srbije, br. 179034: Od podsticanja inicijative, saradnje i stvaralaštva u obrazovanju do novih uloga i identiteta u društvu i br. III 47008: Unapređivanje kvaliteta i dostupnosti obrazovanja u procesima modernizacije Srbije .sr
dc.publisherForum pedagoga Srbije i Crne Gore, Beograd
dc.relationinfo:eu-repo/grantAgreement/MESTD/Integrated and Interdisciplinary Research (IIR or III)/47008/RS//
dc.relationinfo:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179034/RS//
dc.rightsopenAccess
dc.sourcePedagogija
dc.subjectcompetenciesen
dc.subjectoutcomes of educationen
dc.subjectteacher in the Music schoolen
dc.subjectteacher in a general-educational schoolen
dc.subjectkompetencijesr
dc.subjectishodi obrazovanjasr
dc.subjectnastavnik u muzičkoj školisr
dc.subjectnastavnik u opšteobrazovnoj školisr
dc.titleCompetencies of teachers of music and general educational schoolsen
dc.titleKompetentnost' učitelej muzykal'nyh i obščeobrazovatel'nyh školru
dc.titleKompetencije nastavnika muzičkih i opšteobrazovnih školasr
dc.typearticle
dc.rights.licenseARR
dc.citation.epage206
dc.citation.issue2
dc.citation.other68(2): 193-206
dc.citation.rankM51
dc.citation.spage193
dc.citation.volume68
dc.identifier.fulltexthttp://ipir.ipisr.org.rs/bitstream/id/97/215.pdf
dc.identifier.rcubconv_39
dc.type.versionpublishedVersion


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