Motivacija nastavnika stranog jezika za rad i stručno usavršavanje u srednjoškolskom obrazovanju

Abstract

Teme motivacije i stručnog usavršavanja su oblasti metodike nastave stranog jezika koje dobijaju sve veći značaj. Uspešno predavanje stranog jezika zahteva motivisanost, spremnost na kontinuirani profesionalni razvoj, humanistički pristup u radu i upotrebu savremenih tehnologija u nastavnom procesu. Rad ima za cilj da istraži oblast motivacije i stručnog usavršavanja nastavnika stranog jezika u srednjoškolskom obrazovanju. U prvom delu rada postaviće se osnovi vezani za motivaciju, definicije motivacije, njene vrste i objasniti koji deo nastave stranog jezika pripada kojoj kategoriji. Nakon toga će se navesti elementi koji pozitivno ili negativno utiču na nju. Dalje će se objasniti veza između motivacije i kvaliteta nastavnog procesa. Konstantno unapređivanje nastavničkih kompetencija nije više na nivou lične inicijative već postoje i zakonski propisane mere za unapređivanje kvaliteta nastave. U definisanim ciljevima i ishodima obrazovanja i vaspitanja naglasak je stavljen na opšte kompetencije i razvoj specifičnih znanja i veština nastavnika u savremenom društvu. Pored neospornih prednosti koje promene donose javljaju se i poteškoće u pronalaženju najadekvatnijeg načina implemetacije novih sadržaja. Ohrabrenost ili obeshrabrenost zbog uvođenja novih metoda u velikoj meri utiče na motivaciju nastavnika u radu. To dalje dovodi do pitanja spremnosti nastavnika za profesionalni razvoj. Razmotrićemo na koji način se motivacija, profesionalni razvoj i modernizacija nastave međusobno prepliću i tako čine nerazdvojnu celinu savremene metodike nastave. Postavljeni terorijski okviri poslužiće kao naučna osnova za empirijski deo rada koji sadrži istraživanje ovih pojmova iz ugla nastavnika stranog jezika. U drugom delu rada predstavićemo rezultate istraživanja motivacije nastavnika stranog jezika koje je sprovedeno među nastavnicima koji predaju strani jezik u srednjim stručnim školama i gimnazijama u Beogradu. Sprovedeno istaživanje je deskriptivno i faktorski analizirano. U trećem delu su izvedeni zaključci koji proizilaze iz povezanosti teorijskog okvira predstavljenog u prvom delu i rezultata i analiza prikazanih u drugom delu rada.

Motivation and professional development are areas of language teaching methodology which are becoming increasingly important nowadays. To be successful, foreign language teaching requires motivation, willingness for continuous professional development, a humanistic approach to work, as well as employment of modern technologies in the teaching process. The paper shall explore the topics of motivation and professional development by means of a sample of high school foreign language teachers. The first section of the paper shall provide a foundation for the research into motivation, providing definitions of motivation and its types, and an explanation as to the aspects of foreign language teaching and their categorization. The paper shall also list the elements which have a positive and negative impact on motivation. Additionally, the paper shall provide an explanation for the connection between motivation and teaching quality. Continuous development of teacher competences is no longer a matter of personal initiative as there are now legal regulations which aim to help improve teaching quality. Objectives and outcomes of education as defined thereon emphasize general competences and development of specific knowledge and skills of teachers in the modern world. Apart from the indisputable benefits which such changes entail, there are also some obstacles as regards the search for a most favorable mode of implementation of new materials, Encouragement and discouragement over the introduction of new methods to a significant extent impact teachers’ work motivation. This further brings up the issue of teachers’ willingness for professional development. The paper shall review the ways in which motivation, professional development and educational process modernization are intertwined and thus built into the indivisible unit we know as modern teaching methodology. The theoretical framework in the first section of the paper shall be used as the scientific foundation for the empirical section of the paper which contains results of a research into this matter from the standpoint of foreign language teachers. The second section of the paper shall present the results of a research into the motivation of foreign language teachers conducted among teachers in high schools and grammar schools in Belgrade. The research is descriptive and it has been processed by means of factor analysis. The third section of the paper lists conclusions deriving from the connection between the theoretical framework presented in the first section and the results and analysis reviewed in the second section of the paper.