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Reflection of pedagogue‟s professionalidentity in modern school culture

dc.contributor.advisorGrandić, Radovan
dc.contributor.otherGrandić, Radovan
dc.contributor.otherOljača, Milka
dc.contributor.otherKnežević-Florić, Olivera
dc.creatorЈовановић, Мира
dc.date.accessioned2017-05-31T12:23:10Z
dc.date.available2017-05-31T12:23:10Z
dc.date.available2020-07-03T14:20:39Z
dc.date.issued2016-02-05
dc.identifier.urihttp://www.cris.uns.ac.rs/DownloadFileServlet/Disertacija144419985205432.pdf?controlNumber=(BISIS)95730&fileName=144419985205432.pdf&id=4392&source=NaRDuS&language=srsr
dc.identifier.urihttp://nardus.mpn.gov.rs/handle/123456789/8145
dc.identifier.urihttp://www.cris.uns.ac.rs/record.jsf?recordId=95730&source=NaRDuS&language=srsr
dc.identifier.urihttp://www.cris.uns.ac.rs/DownloadFileServlet/IzvestajKomisije144419984467894.pdf?controlNumber=(BISIS)95730&fileName=144419984467894.pdf&id=4391&source=NaRDuS&language=srsr
dc.description.abstractOva doktorska disertacija bavila se utvrĊivanjem refleksije profesionalnog identiteta pedagoga u savremenoj školskoj kulturi. TakoĊe, u ovom radu bavili smo se i profesionalnim razvojem i novim ulogama pedagoga u savremenoj školi. Ukupan uzorak u studiji sluĉaja ĉinilo je 30 školskih pedagoga, struĉnih saradnika u osnovnoj i srednjoj školi, sa teritorije Kolubarskog okruga, 4 ispitanika i 26 ispitanica, od kojih 18 radi u gradskoj, a 12 u seoskoj školi. Pored ovih varijabli u obzir su uzete i sledeće varijable: godine radnog staţa i stepen obrazovanja. U kontekstu profesionalnog obrazovanja nastavnika, pojam refleksije definiše se na razliĉite naĉine. Smit i Haton (Smith & Hatton, 1992) na sledeći naĉin sumiraju aktuelna znaĉenja (modele) refleksije: 1.refleksija se odnosi na mišljenje u akciji, ali i na mišljenje o akciji, 2.refleksija se shvata kao analitiĉki proces koji zahteva vreme, ali moţe da se shvati i kao kratkotrajan, intuitivni proces koji se dešava u akciji, 3. rešavanje problema integralni je deo refleksije, ali refleksija postoji i izvan rešavanja problema, i 4.ĉesto se refleksija iscrpljuje u razmišljanju o metodama i efektima nastavnog rada, ali moţe da ukljuĉi i šira etiĉka i socijalna pitanja obrazovanja. Prouĉavanju refleksije profesionalnog identiteta školskog pedagoga prišlo se iz fokusa kvalitativne istraţivaĉke paradigme, a fenomen istraţivanja je posmatran u njegovom prirodnom okruţenju, školi. Ovo je kvalitativno istraţivanje, sprovedeno sa stanovišta interpretativne paradigme iz nacrta studije sluĉaja. Kroz kvalitativni pristup, fenomen profesionalnog identiteta školskog pedagoga ţeleli smo da sagledamo iz razliĉitih perspektiva. U savremenim školama "razvoj kompetencija pedagoga zahteva nove pedagoške poglede sve vreme, kao i percepciju i stvaranje novih radnih polja i pozitivne okoline za podršku ostvarivanja aktivnosti pedagoga i transparentnost u procesu realizacije." (Floric, 2008: 6) U istraţivanju je korišćen polustruktuirani intervju (koji je sastavio autor ovog rada za potrebe istraţivanja), a koji sadrţi pitanja koja se odnose na: inicijalno obrazovanje pedagoga, iskustva na poĉetku rada u školi, mentorski rad, metodiĉki rad, saradnju sa direktorom, saradnju sa nastavnicima, praćenje i vrednovanje rada škole, trenutne izazove u radu, inicijative za promenu prakse i procenu poloţaja pedagoga. - VII - Rezultati pokazuju da se u okviru celine koja se odnosi na inicijalno obrazovanje izdvajaju odreĊene kategorije odgovora koje se, pre svega, odnose na zadovoljstvo inicijalnim obrazovanjem, procenu kompetentnosti za rad kao i potrebu za promenom inicijalnog obrazovanja. U vezi sa iskustvima ispitanika na poĉetku rada u školi izdvajaju se odreĊene kategorije odgovora koje se pre svega odnose na adaptaciju na radno okruţenje i uslove rada. Sledeća kategorija se odnosi na mentorski rad. Nešto više od polovine ispitanika je imalo priliku da im mentor pruţa struĉnu podršku, što je stvorilo uslove za sticanje znanja, veština i sposobnosti koje su neophodne za profesionalan rad. Što se tiĉe metodiĉkog rada, pedagozi istiĉu da su se na studijama bavili metodiĉkim radom pedagoga, ali ne i metodikama raznih predmeta, što im je veoma vaţno prilikom praćenja ĉasova iz razliĉitih nastavnih predmeta. Iskustva u vezi sa saradnjom sa direktorom su u naĉelu pozitivna, ali ima i drugaĉijih iskustava. Nešto više od polovine ispitanika istiĉe da je odnos ispunjen poverenjem i poštovanjem, dok ostali ispitanici navode da nemaju dovoljno podrške od strane direktora za realizaciju aktivnosti koje sprovode. Saradnja sa kolegama se ocenjuje kao zadovoljavajuća, ali ima dosta prostora za poboljšanje.Vaţan segment rada se odnosi i na praćenje i vrednovanje rada škole. Svi ispitanici istiĉu da su veoma aktivni, a ĉesto su i koordinatori timova za samovrednovanje i razvojno planiranje. Trenutni izazovi u radu, kada govorimo o savetodavno-instruktivnom radu sa nastavnicima, uĉenicima i roditeljima ogledaju se pre svega u tome što su roditelji nemotivisani i nespremni za saradnju i participiranje u radu i ţivotu škole; u radu sa nastavnicima podrška u vezi sa inkluzivnim obrazovanjem; u radu sa uĉenicima vršnjaĉko nasilje, razvojni problemi i problemi u ponašanju. Kada su u pitanju inicijative pedagoga za promenu prakse, one se najpre odnose na smanjenje administrativnih poslova i povećanje vremena za savetodavni rad sa decom. TakoĊe, predlaţe se da se pooštre kriterijumi za selekciju kandidata na fakultetu, ali i prilikom zapošljavanja. Najveći broj ispitanika smatra da je poloţaj pedagoga danas lošiji nego što je bio ranije, a obim poslova i odgovornosti je sve veće. Kao kljuĉne elemente za promenu poloţaja, pedagozi navode: poboljšanje uslova rada (prostorni i materijalni), bolju podelu poslova, veću autonomiju u radu, kao i jasniju zakonsku regulativu.sr
dc.description.abstractThis PhD Thesis was dealing with the problem of how to establish the pedagogue‟ s professional identity in modern school culture. In this project, we, also, were occupied with the pedagogue‟ s professional development and his new roles. Total sample in this study were 30 school pedagogues, collaborators in primary and secondary schools in Kolubara district: 4 men and 26 women: 18 o f them work at city schools and 12 of them at village schools. Apart from these variables we also considered the years spent working at schools and the education level. In the context of the teachers professional education, the idea of reflexion can be definied in different ways: Smit and Hatton sum up the meanings (models) of the reflexion: 1) it considers not only the action but thinking of the action as well, 2) it is not only an analytical process which needs certain time, but also, a short and intuitive process which occurs during the action, 3) problem solution is not only an integral part of the reflexion but it exists also beyond the problem solution and 4) reflexion is often found in thinking of the methods and the effects of teaching process, but it can also include wider ethical and social education questions. To study the reflexion of the pedagogue s professional identity we focused on the quality research, and the phenomenon of the research is observed in its natural surrounding, at school.This is a qualitative research, seen from the viewpoint of the interpretative paradigm made of the accident study plan. In modern schools the “ development of the pedagogues competences demands new pedagogical visions all the time as well as perception and creation of the new workfields and the positive environment for supporting the realization of the pedagogue‟ s activities and the transparency in the realization process.” (Floric, 2008: 6) Through the qualitative process and different points of view we looked into the phenomenon of the school pedagogue‟ s professional identity.In this research it is used the halfstructured interview made by the author especially for the purposes of the research, which contents the questions concerning: the „ education, his experience, his mentor „s activity, his methodical work, his cooperation with the school manager, and the other teachers,monitoring and evaluation of the school function, the iniciatives for improvement and evaluation of the pedagogue‟s position. - IX - The results show that, in the frame of the initial education, certain answers came up the surface and bring satisfaction of the initial education, evaluation of the professional competences and need to change that initial education. In connection to the experience of people starting their jobs at school, there are certain cathegories of answers concerning the adaptation to the surrounding and work conditions. Next cathegory concerns mentor‟ s activity.More than a half of examined people had the opportunity to have mentor‟ s support which created appropriate conditions for getting more knowledge and skills to perform successful professional work. Concerning methodical work, pedagogues emphasize that, during their study,they were engaged in methodical work but not in the methods of different subjects,which is important and needed to follow different lessons. Collaboration with school manager, is mostly, good, and experiences are positive. But there are,also, other experiences. More then a half of the examined, agree that the relation to the manager is full of understanding and respect, while the other stress that they don‟ t have manager‟s support for their activities.Interaction with the other colleagues is marked as quite satisfied, but there is room for improvement. Monitoring and evaluation of the school functioning is very important part. All the pedagogues are very active, they are pretty often on head of the teams for selfevaluation and development planning. Temptations nowadays, when we talk about consulting work with pupils, teachers and parents, show that parents aren‟ t motivated and prepared to collaborate and participate in the school activity, teachers need support in inclusive education and pupils have problem with violence and intolerance. When we come to the pedagogue‟ s initiatives and practical changings, we, firstly, mean to reduce unnecessary administrative job and increase work with children. Also, it s suggested to raise the criteria when the students register at a university, as well as they apply for work. Most of examined think, that pedagogue‟s position is worse nowadays than it was earlier:key elements are:improvement of the work condition (physical and financial)better job division, more autonomy and clear lawsen
dc.languagesr (latin script)
dc.publisherУниверзитет у Новом Саду, Филозофски факултетsr
dc.rightsopenAccessen
dc.sourceУниверзитет у Новом Садуsr
dc.subjectrefleksijasr
dc.subjectreflectionen
dc.subjectprofessional identityen
dc.subjecta school counseloren
dc.subjectmodern schoolculture.en
dc.subjectprofesionalni identitetsr
dc.subjectpedagogsr
dc.subjectsavremena školska kultura.sr
dc.titleRefleksija profesionalnog identiteta pedagoga u savremenoj školskoj kulturisr
dc.title.alternativeReflection of pedagogue‟s professionalidentity in modern school cultureen
dc.typedoctoralThesissr
dc.rights.licenseBY
dcterms.abstractГрандић, Радован; Грандић, Радован; Ољача, Милка; Кнежевић-Флорић, Оливера; Jovanović, Mira; Рефлексија професионалног идентитета педагога у савременој школској култури; Рефлексија професионалног идентитета педагога у савременој школској култури;
dc.identifier.fulltexthttp://nardus.mpn.gov.rs/bitstream/id/45258/Disertacija9360.pdf
dc.identifier.fulltexthttp://nardus.mpn.gov.rs/bitstream/id/45259/IzvestajKomisije9360.pdf


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