<p>Ova doktorska disertacija bavila se utvrĊivanjem refleksije profesionalnog identiteta<br />pedagoga u savremenoj školskoj kulturi. TakoĊe, u ovom radu bavili smo se i profesionalnim<br />razvojem i novim ulogama pedagoga u savremenoj školi. Ukupan uzorak u studiji sluĉaja<br />ĉinilo je 30 školskih pedagoga, struĉnih saradnika u osnovnoj i srednjoj školi, sa teritorije<br />Kolubarskog okruga, 4 ispitanika i 26 ispitanica, od kojih 18 radi u gradskoj, a 12 u seoskoj<br />školi. Pored ovih varijabli u obzir su uzete i sledeće varijable: godine radnog staţa i stepen<br />obrazovanja.<br />U kontekstu profesionalnog obrazovanja nastavnika, pojam refleksije definiše se na<br />razliĉite naĉine. Smit i Haton (Smith & Hatton, 1992) na sledeći naĉin sumiraju aktuelna<br />znaĉenja (modele) refleksije: 1.refleksija se odnosi na mišljenje u akciji, ali i na mišljenje o<br />akciji, 2.refleksija se shvata kao analitiĉki proces koji zahteva vreme, ali moţe da se shvati i<br />kao kratkotrajan, intuitivni proces koji se dešava u akciji, 3. rešavanje problema integralni je<br />deo refleksije, ali refleksija postoji i izvan rešavanja problema, i 4.ĉesto se refleksija iscrpljuje<br />u razmišljanju o metodama i efektima nastavnog rada, ali moţe da ukljuĉi i šira etiĉka i<br />socijalna pitanja obrazovanja.<br />Prouĉavanju refleksije profesionalnog identiteta školskog pedagoga prišlo se iz fokusa<br />kvalitativne istraţivaĉke paradigme, a fenomen istraţivanja je posmatran u njegovom<br />prirodnom okruţenju, školi. Ovo je kvalitativno istraţivanje, sprovedeno sa stanovišta<br />interpretativne paradigme iz nacrta studije sluĉaja. Kroz kvalitativni pristup, fenomen<br />profesionalnog identiteta školskog pedagoga ţeleli smo da sagledamo iz razliĉitih perspektiva.<br />U savremenim školama "razvoj kompetencija pedagoga zahteva nove pedagoške<br />poglede sve vreme, kao i percepciju i stvaranje novih radnih polja i pozitivne okoline za<br />podršku ostvarivanja aktivnosti pedagoga i transparentnost u procesu realizacije." (Floric,<br />2008: 6)<br />U istraţivanju je korišćen polustruktuirani intervju (koji je sastavio autor ovog rada za<br />potrebe istraţivanja), a koji sadrţi pitanja koja se odnose na: inicijalno obrazovanje pedagoga,<br />iskustva na poĉetku rada u školi, mentorski rad, metodiĉki rad, saradnju sa direktorom,<br />saradnju sa nastavnicima, praćenje i vrednovanje rada škole, trenutne izazove u radu,<br />inicijative za promenu prakse i procenu poloţaja pedagoga.<br />- VII -<br />Rezultati pokazuju da se u okviru celine koja se odnosi na inicijalno obrazovanje<br />izdvajaju odreĊene kategorije odgovora koje se, pre svega, odnose na zadovoljstvo inicijalnim<br />obrazovanjem, procenu kompetentnosti za rad kao i potrebu za promenom inicijalnog<br />obrazovanja. U vezi sa iskustvima ispitanika na poĉetku rada u školi izdvajaju se odreĊene<br />kategorije odgovora koje se pre svega odnose na adaptaciju na radno okruţenje i uslove rada.<br />Sledeća kategorija se odnosi na mentorski rad. Nešto više od polovine ispitanika je<br />imalo priliku da im mentor pruţa struĉnu podršku, što je stvorilo uslove za sticanje znanja,<br />veština i sposobnosti koje su neophodne za profesionalan rad.<br />Što se tiĉe metodiĉkog rada, pedagozi istiĉu da su se na studijama bavili metodiĉkim<br />radom pedagoga, ali ne i metodikama raznih predmeta, što im je veoma vaţno prilikom<br />praćenja ĉasova iz razliĉitih nastavnih predmeta. Iskustva u vezi sa saradnjom sa direktorom<br />su u naĉelu pozitivna, ali ima i drugaĉijih iskustava.<br />Nešto više od polovine ispitanika istiĉe da je odnos ispunjen poverenjem i<br />poštovanjem, dok ostali ispitanici navode da nemaju dovoljno podrške od strane direktora za<br />realizaciju aktivnosti koje sprovode.<br />Saradnja sa kolegama se ocenjuje kao zadovoljavajuća, ali ima dosta prostora za<br />poboljšanje.Vaţan segment rada se odnosi i na praćenje i vrednovanje rada škole. Svi<br />ispitanici istiĉu da su veoma aktivni, a ĉesto su i koordinatori timova za samovrednovanje i<br />razvojno planiranje. Trenutni izazovi u radu, kada govorimo o savetodavno-instruktivnom<br />radu sa nastavnicima, uĉenicima i roditeljima ogledaju se pre svega u tome što su roditelji<br />nemotivisani i nespremni za saradnju i participiranje u radu i ţivotu škole; u radu sa<br />nastavnicima podrška u vezi sa inkluzivnim obrazovanjem; u radu sa uĉenicima vršnjaĉko<br />nasilje, razvojni problemi i problemi u ponašanju.<br />Kada su u pitanju inicijative pedagoga za promenu prakse, one se najpre odnose na<br />smanjenje administrativnih poslova i povećanje vremena za savetodavni rad sa decom.<br />TakoĊe, predlaţe se da se pooštre kriterijumi za selekciju kandidata na fakultetu, ali i prilikom<br />zapošljavanja.<br />Najveći broj ispitanika smatra da je poloţaj pedagoga danas lošiji nego što je bio<br />ranije, a obim poslova i odgovornosti je sve veće. Kao kljuĉne elemente za promenu poloţaja,<br />pedagozi navode: poboljšanje uslova rada (prostorni i materijalni), bolju podelu poslova, veću<br />autonomiju u radu, kao i jasniju zakonsku regulativu.</p> / <p>This PhD Thesis was dealing with the problem of how to establish the pedagogue‟ s<br />professional identity in modern school culture. In this project, we, also, were occupied with<br />the pedagogue‟ s professional development and his new roles. Total sample in this study were<br />30 school pedagogues, collaborators in primary and secondary schools in Kolubara district: 4<br />men and 26 women: 18 o f them work at city schools and 12 of them at village schools. Apart<br />from these variables we also considered the years spent working at schools and the education<br />level.<br />In the context of the teachers professional education, the idea of reflexion can be<br />definied in different ways: Smit and Hatton sum up the meanings (models) of the reflexion: 1)<br />it considers not only the action but thinking of the action as well, 2) it is not only an analytical<br />process which needs certain time, but also, a short and intuitive process which occurs during<br />the action, 3) problem solution is not only an integral part of the reflexion but it exists also<br />beyond the problem solution and 4) reflexion is often found in thinking of the methods and the<br />effects of teaching process, but it can also include wider ethical and social education questions.<br />To study the reflexion of the pedagogue s professional identity we focused on the<br />quality research, and the phenomenon of the research is observed in its natural surrounding, at<br />school.This is a qualitative research, seen from the viewpoint of the interpretative paradigm<br />made of the accident study plan.<br />In modern schools the “ development of the pedagogues competences demands new<br />pedagogical visions all the time as well as perception and creation of the new workfields and<br />the positive environment for supporting the realization of the pedagogue‟ s activities and the<br />transparency in the realization process.” (Floric, 2008: 6)<br />Through the qualitative process and different points of view we looked into the<br />phenomenon of the school pedagogue‟ s professional identity.In this research it is used the<br />halfstructured interview made by the author especially for the purposes of the research, which<br />contents the questions concerning: the „ education, his experience, his mentor „s activity, his<br />methodical work, his cooperation with the school manager, and the other teachers,monitoring<br />and evaluation of the school function, the iniciatives for improvement and evaluation of the<br />pedagogue‟s position.<br />- IX -<br />The results show that, in the frame of the initial education, certain answers came up the<br />surface and bring satisfaction of the initial education, evaluation of the professional<br />competences and need to change that initial education.<br />In connection to the experience of people starting their jobs at school, there are certain<br />cathegories of answers concerning the adaptation to the surrounding and work conditions.<br />Next cathegory concerns mentor‟ s activity.More than a half of examined people had<br />the opportunity to have mentor‟ s support which created appropriate conditions for getting<br />more knowledge and skills to perform successful professional work.<br />Concerning methodical work, pedagogues emphasize that, during their study,they were<br />engaged in methodical work but not in the methods of different subjects,which is important<br />and needed to follow different lessons.<br />Collaboration with school manager, is mostly, good, and experiences are positive. But<br />there are,also, other experiences. More then a half of the examined, agree that the relation to<br />the manager is full of understanding and respect, while the other stress that they don‟ t have<br />manager‟s support for their activities.Interaction with the other colleagues is marked as quite<br />satisfied, but there is room for improvement.<br />Monitoring and evaluation of the school functioning is very important part. All the<br />pedagogues are very active, they are pretty often on head of the teams for selfevaluation and<br />development planning.<br />Temptations nowadays, when we talk about consulting work with pupils, teachers and<br />parents, show that parents aren‟ t motivated and prepared to collaborate and participate in the<br />school activity, teachers need support in inclusive education and pupils have problem with<br />violence and intolerance.<br />When we come to the pedagogue‟ s initiatives and practical changings, we, firstly,<br />mean to reduce unnecessary administrative job and increase work with children.<br />Also, it s suggested to raise the criteria when the students register at a university, as<br />well as they apply for work.<br />Most of examined think, that pedagogue‟s position is worse nowadays than it was<br />earlier:key elements are:improvement of the work condition (physical and financial)better job<br />division, more autonomy and clear laws</p>
| Identifer | oai:union.ndltd.org:uns.ac.rs/oai:CRISUNS:(BISIS)95730 |
| Date | 05 February 2016 |
| Creators | Jovanović Mira |
| Contributors | Grandić Radovan, Oljača Milka, Knežević-Florić Olivera |
| Publisher | Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, University of Novi Sad, Faculty of Philosophy at Novi Sad |
| Source Sets | University of Novi Sad |
| Language | Serbian |
| Detected Language | Unknown |
| Type | PhD thesis |
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