Pozorišna pedagogija u nastavi nemačkog kao stranog jezika i njen didaktički potencijal za obrazovanje budućih nastavnika
Theatre pedadogy in teaching German as a foreign language and its didactic potencial in the education of future teachers
Докторанд
Nijemčević Perović, MarijaМентор
Petrović Jülich, MarinaЧланови комисије
Nikolić, MilkaJovanović, Ana
Dragović, Georgina
Stipančević, Ana
Метаподаци
Приказ свих података о дисертацијиСажетак
Cilj 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 pozorišn...o–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.
The 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 learin...g 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 teachers