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Theatre pedadogy in teaching German as a foreign language and its didactic potencial in the education of future teachers

dc.contributor.advisorPetrović Jülich, Marina
dc.contributor.otherNikolić, Milka
dc.contributor.otherJovanović, Ana
dc.contributor.otherDragović, Georgina
dc.contributor.otherStipančević, Ana
dc.creatorNijemčević Perović, Marija
dc.date.accessioned2021-10-29T11:19:33Z
dc.date.available2021-10-29T11:19:33Z
dc.date.issued2021-03-23
dc.identifier.urihttp://eteze.kg.ac.rs/application/showtheses?thesesId=8138
dc.identifier.urihttps://fedorakg.kg.ac.rs/fedora/get/o:1368/bdef:Content/download
dc.identifier.urihttps://nardus.mpn.gov.rs/handle/123456789/18709
dc.description.abstractCilj sprovedenog istraživanja bilo je ispitivanje doprinosa pozorišno–pedagoških koncepata društvenom i individualnom razvoju učenika u periodu rane adolescencije. Ciljnu grupu su činili ispitanici srpske nacionalnosti kao većinske populacije i romske kao manjinske grupe. Ciljevi su usmereni ka snižavanju socijalne distance u etnički divergentnoj grupi primenom pozorišno– pedagoških pristupa. Pored toga, nije zanemareno ni sticanje funkcionalno– pragmatičkih kompetencija učenika, sa težištem na povezivanju jezičkih aktivnosti čitanja i pisanja. Polazeći od stava da sama metoda ne može biti rešenje za učenje stranog jezika, pozorišno–pedagoške aktivnosti su diferencirane prema stilovima učenja. S obzirom na to da najveći procenat učenika preferira grupni stil, a da strategije predstavljaju manifestacije stilova, u pomenute jezičke aktivnosti uključeni su društveni strategijski postupci i elementi didaktičkog koncepta kooperativnog učenja. Pored ispitivanja doprinosa pozorišno–pedagoškog rada ostvarivanju pedagoško–psiholoških ciljeva i sticanju specifičnih predmetnih kompetencija učenika u formalnom obrazovanju, u radu se bavimo i ispitivanjem doprinosa ovog didaktičkog pristupa razvijanju stručnih, didaktičko–metodičkih, pedagoško–psiholoških i opštih nastavničkih kompetencija. U sprovedenom istraživanju korišćeno je anketiranje kao tehnika ispitivanja i nestandardizovani i polustandardizovani upitnici kao njen intrument. Dobijeni podaci su statistički obrađeni, a za analizu su korišćeni statistički testovi i deskriptivna metoda. Da bi se izvršila dublja interpretacija i omogućilo razumevanje rezultata dobijenih kvantifikacijom i statističkim testovima, korišćena je polustrukturisana grupna diskusija kao interaktivna tehnika prikupljanja podataka u kvalitativnim istraživanjima. Rezultati su pokazali da usmerene pozorišno–pedagoške aktivnosti doprinose snižavanju nivoa socijalne distance u etnički heterogenoj grupi i da intergrupni kontakti u ovakvom radu podstiču vršnjačku interakciju i jačanje osećaja zajedništva bez obzira na individualne razlike. Društveni razvoj je doprineo i individualnom razvoju učenika i to na tri ravni: konativnoj, kognitivnoj i afektivnoj. Orijentisanost ka opštem cilju zadržana je i u jezičkim aktivnostima čitanja i pisanja zahvaljujući integrisanju društvenih strategije i elemenata didaktičkog koncepta kooperativnog učenja. Povezivanjem receptivne i produktivne jezičke aktivnosti težište je stavljeno na zapostavljenu psiholingvističku dimenziju čitanja, što je učenicima olakšalo produkciju na stranom jeziku. Integrisanje pozorišne pedagogije u inicijalno obrazovanje budućih nastavnika nemačkog kao stranog jezika uticalo je na razvijanje njihovih stručnih, didaktičko–metodičkih, pedagoško–psiholoških i opštih kompetencija.sr
dc.description.abstractThe aim of this research was to investigate the contribution of theatre–based pedagogy concepts to the social and individual development of students in early adolescence. The target group includes primary school students of Serbian nationality as a majority population and the students of Roma nationality as minority group. The main purpose was to investigate the theatre–based learning as a way to reduce social distance between students in an ethnically divergent group. In addition, the focus of research lies on integrating reading and writing in second language teaching and learing through theatre–based pedagogy and their effects on language competences. In view of the fact that the learing method itself cannot be a solution to foreign language learning, activities based on students learning styles were used. Considering that the largest percentage of students give preferences to the group learing-style, and that strategies represent indicator of learing styles, social learing strategies and elements of the didactic concept of cooperative learning are involved in the language activities. In addition to examining the contribution of theater-pedagogical work to achieving pedagogical- psychological aims and acquiring specific subject competencies of students in formal education, the aim of this research was also to investigate the contribution of didactic potencial of theatre pedagogy for the education of future teachers and their skills and competencies development. During data collection were used semi-structured and unstructured questionnaire tools. Descriptive statistics were used to describe and analysed the data and (non-)parametric statistical tests were used in hypothesis testing. In order to perform a deeper interpretation and enable the understanding of the results obtained by quantification and statistical tests, a semi- structured group discussion was used as an interactive data collection technique in qualitative research paradigm. The results of the research have shown that theatrical-pedagogical activities contribute to reduce the level of social distance in an ethnically heterogeneous group and that intergroup contacts encourage peer interaction and strengthen the sense of community regardless of individual differences. Social development also contributed to the individual development of students on three levels: conative, cognitive and affective. Orientation towards achieving the general aim is maintained in the process of developing language competencies of reading and writing by integrating social strategies and elements of the didactic concept of cooperative learning. Interrelation between receptive and productive language activity have positive effects on language skills development. In addition, the integration of theater pedagogy into the initial education of future german language teachers has influenced the development of their professional, didactic-methodological, pedagogical-psychological and general competencies. Keywords: Тeaching and learing German as a foreign language, theatre-based pedagogy, ethnic prejudice, social distance, learning styles, social learing strategies, reading and writing skills, cooperative learning, competences of german language teachersen
dc.formatapplication/pdf
dc.languagesr
dc.publisherУниверзитет у Крагујевцу, Филолошко-уметнички факултетsr
dc.rightsopenAccessen
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.sourceУниверзитет у Крагујевцуsr
dc.subjectnastava i učenje nemačkog kao stranog jezika, pozorišna pedagogija, etničke predrasude, socijalna distanca, stilovi učenja, društvene strategije učenja, čitanje na stranom jeziku, pisanje na stranom jeziku, kooperativno učenje, kompetencije nastavnikasr
dc.subjectТeaching and learing German as a foreign language, theatre-based pedagogy, ethnic prejudice, social distance, learning styles, social learing strategies, reading and writing skills, cooperative learning, competences of german language teachersen
dc.titlePozorišna pedagogija u nastavi nemačkog kao stranog jezika i njen didaktički potencijal za obrazovanje budućih nastavnikasr
dc.title.alternativeTheatre pedadogy in teaching German as a foreign language and its didactic potencial in the education of future teachersen
dc.typedoctoralThesis
dc.rights.licenseBY-NC-ND
dc.identifier.fulltexthttps://nardus.mpn.gov.rs/bitstream/id/77395/Marija_Nijemcevic_Perovic_FILUM.pdf
dc.identifier.fulltexthttps://nardus.mpn.gov.rs/bitstream/id/77394/Doctoral_thesis_11658.pdf
dc.identifier.rcubhttps://hdl.handle.net/21.15107/rcub_nardus_18709


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