Sistemi obrazovanja nastavnika i modeli njihovog profesionalnog razvoja - komaparativna analiza Srbije i Grčke
Teacher education systems and models of teachers' professional development - a comparative analysis of Serbia and Greece
Author
Marušić, Milica V.
Mentor
Pejatović, Aleksandra
Committee members
Alibabić, ŠefikaDespotović, Miomir

Popović, Katarina

Metadata
Show full item recordAbstract
U radu se razmatraju karakteristike sistema inicijalnog obrazovanja i profesionalnog
usavršavanja nastavnika u dve zemlje – Srbiji i Grčkoj. Poređenje dva sistema je u
funkciji sagledavanja kontekstualnog okvira u kojem se odvija profesionalni razvoj
nastavnika, i upoznavanja sa rešenjima aktualizovanim na drugim prostorima.
Profesionalni razvoj nastavnika proučava se komparativno, korišćenjem teorijskoempirijskog
pristupa, uz sagledavanje razloga profesionalnog izbora ispitanika, osnovnih
karakteristika njihovog inicijalnog obrazovanja, osobenosti profesionalnog usavršavanja,
i opisuje se formulisanjem modela profesionalnog razvoja određenih na osnovu aktuelnog
statusa profesionalnog ponašanja nastavnika. Nakon toga, provereno je da li postoji
povezanost između bio-socijalnih obeležja ispitanika: starost, pol, bračni status, radni
staž, i njihovog profesionalnog ponašanja i utvrđeno da li vrsta i nivo formalnog
obrazovanja i način neformalnog profesionalnog usavršavanja koreliraju sa
...profesionalnim ponašanjem, i na koji način se ove povezanosti uspostavljaju u dvema
zemljama u kojima ispitanici ostvaruju svoju profesionalnu ulogu. Teorijski osnov
israživanja čine fazne teorije profesionanog razvoja dva poznata američka autora – opšta
teorija profesionalnog izbora i razvoja Donalda Supera i teorija profesionalnog razvoja
nastavnika Ralfa Feslera. Podaci u teorijskom delu istraživanja prikupljeni su putem
analize relevantne dokumentacije, a u empirijskom delu upitnikom PRN-11,
konstruisanim za potrebe ovog istraživanja. Uzorak je prigodni i čini ga 116 nastavnika
liceja sa teritorije Grčke i 118 nastavnika srednjih škola sa teritorije Srbije. Utvrdili smo,
između ostalog, na osnovu komparative analize dvaju sistema da indikator na kojem se
javljaju najizraženije razlike čine „programi nadgradnje” – celogodišnja pedagoškopsihološka
priprema za nastavni rad nakon završetka studija koja se realizuje na
fakultetima za pedagoško i tehničko obrazovanje u Grčkoj, a do sada nije realizovana u
našoj zemlji. Dalje, rezultati ukazuju da su osnovne determinante profesionalnog izbora
(kako studija tako i profesije) u oba poduzorka personalne, što je u skladu sa
pretpostavkama Superove teorije. Takođe, nismo našli potvrdu podsticajnog delovanja
viših nivoa formalnog obrazovanja na profesionalni razvoj. Ovaj nalaz važi za oba
poduzorka. Na grčkom poduzorku se pokazalo da područje obrazovanja predstavlja
korelat nekih indikatora profesionalnog razvoja, međutim, ova povezanost nije potvrđena
i na srpskom poduzorku...
The thesis discusses the characteristics of the system of teacher initial education and
professional improvement in two countries – Serbia and Greece. Comparison of the two
systems serves to explore the contextual framework in which teacher professional
development occurs and to obtain insight into the solutions implemented in other areas.
Teacher professional development has been studied comparatively by a theoreticalempirical
approach, with exploration of reasons for vocational choice of teachers, main
characteristics of their initial education, peculiarities of their professional improvement.
And it has been described by the formulation of models of professional development,
specified through the current status of teachers’ professional behaviour. Upon the
completion of this stage, it has been checked whether there is a correlation between biosocial
characteristics of respondents: age, gender, marital status, years of service, and
their professional behaviour. It has also been analy...sed whether the type and level of
formal education and the manner of non-formal professional improvement correlate with
professional behaviour, and how these correlations are established in the two countries
where respondents fulfil their professional roles. The theoretical background of the study
are phase theories of professional development of the two renowned American authors –
Donald Super’s general theory of vocational choice and development and Ralph Fessler’s
theory of teacher professional development. The data in the non-empirical part of the
study have been collected by analysis of relevant documents, and in the empirical part by
the PRN-11 questionnaire, constructed for the purposes of this research. The sample was
convenient and comprised 116 teachers of lyceums from the territory of Greece and 118
secondary school teachers from the territory of Serbia. The comparative analysis of the
two systems, among other things, showed that the indicator on which differences were
the most striking comprised further pedagogical training programmes – a one-year
pedagogical and psychological training for teaching after the completion of studies,
accomplished at the faculties for pedagogical and technical education in Greece. Such a
programme has not been implemented in our country so far. Further, the results indicate
that the principal determinants of vocational choice (both of studies and the profession) in
both subsamples are personal, which is in keeping with the assumptions of Super’s
theory. Further on, we could not confirm that higher levels of formal education do
facilitate professional development, and this finding is valid in both subsamples. In Greek
subsample the area of education was proved to be a correlate of some professional
development indicators. However, this correlation was not confirmed in the Serbian
subsample, too...
Faculty:
Универзитет у Београду, Филозофски факултетDate:
05-07-2013Projects:
- Improving the quality and accessibility of education in modernization processes in Serbia (RS-47008)
- From encouraging initiative, cooperation and creativity in education to new roles and identities in society (RS-179034)