COMPLEXITY OF THE PRIMARY SCHOOL TEACHERS’ PROFESSIONAL TRAINING FOR CONTEMPORARY TEACHING
Authors:
Veljko R. Banđur
Sanja R. Blagdanić
Aleksandar M. Stojanović
DOI: 10.46793/pctja.19.24B
UDK: 371.13:371.315
Abstract:
Given that being a primary school teacher implies a very complex area of activity, the competences needed for this profession are multi-dimensional – subject-specific, pedagogical, organisational, and communication-reflective. These competences are developed primarily through initial education at teacher education/pedagogical faculties and later on, throughout primary school teachers’ careers. Gaining insight into the quality of their own educational impact on pupils is of particular importance for primary school teachers because such insights increase the level of their self-criticism and self-expectations (reflective competences). The aim of the current research presented in this paper was to examine both reflective and research competences of primary school teachers, i.e., to determine whether and to what extent primary school teachers view research and reflection as important elements of teaching competences and teaching itself. The current research was conducted on a sample of 87 primary school teachers. The obtained data indicate that the respondents have not fully developed their research competences and the competences needed for reflective evaluation of their own practice, neither during their preparation for the calling of a teacher, nor in the course of their professional career. Such results call for a substantial change of the modes of work at our institutions of higher education in terms of more intensive interactions, research work, mentoring, teamwork, student cooperation, and project work. The knowledge acquired at core academic courses should enable pre-service primary school teachers to create their own theoretical foundation from an array of theories offered at university (provided that their attitude towards knowledge and information is pro-active and critical) and turn scientific findings into practice.
Keywords: primary school teachers’ competences, contemporary teaching, constructivist didactics, teacher education.
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