Theory, Practice and Competences in the Study of Pedagogy – Views of Ljubljana and Belgrade University Teachers

  • Klara Skubic Ermenc
  • Nataša Živković Vujisić
  • Vera Spasenović
Keywords: pedagogy, pedagogical practice, competences, university, education of pedagogues, university teachers

Abstract

Over the previous decade, higher education in Slovenia and Serbia has undergone considerable reforms, influenced by the Bologna process and its agenda of competence and learning outcomes. In the context of these reforms, the aim of this research is to consider the question of the relationship between the theoretical and the practical education of pedagogues
at the university level. Eleven university professors from departments of pedagogy and andragogy at the universities of Ljubljana and Belgrade were interviewed. The semi-structured interviews focused on two main research questions: 1) how they understand the relationship between pedagogical theory and practice, and the identity of pedagogy as a science in that context, and 2) their opinion about the competence-based  approach in the context of the study of pedagogy. The findings show that the majority of the interviewed university teachers hold an opinion that pedagogy is primarily a theoretical (reflective) science and, accordingly, that the mastery of theory is crucial for the development of pedagogues’ competences. Furthermore, most of them are rather reserved and critical of the competence approach as well as of the practical skills development. Although there are some differences in opinions between the professors from Ljubljana and Belgrade, this study shows that similar discourses prevail. The gap between pedagogical theory and practice is one of the major issues that have been current in pedagogical science in the recent decades. The findings of our research indicate that there is dissatisfaction with the relationship between modern pedagogical theory and practice, accompanied by the need for its reconceptualization. 

Downloads

Download data is not yet available.

References

Bakić, V. (1873). Pedagogijski takt. Škola, (9), 138-139; (10), 150-153; (11), 166-167; (13), 202-213.

Biesta, G. (2014). Is philosophy of education a historical mistake? Connecting philosophy and education differently, Theory and Research in Education, 12(1), 65–76. DOI: 10.1177/1477878513517338

Bodroški, B. (2009). Herbartova koncepcija vaspitanja: značaj i aktuelnost osnovnih postavki. Pedagogija, 64(1), 5-22.

Buchberger, B., Campos, P., Kallos, D., & Stephenson, J. (Eds.) (2000). Green Paper on Teacher Education inEurope: High Quality Teacher Education for High Quality Education and Training.
Thematic Network on Teacher Education in Europe. Umea: Fakultetsnämnden för lärarutbildning, Umea universitet.

Carr, W., & Kemmis, S. (2000). Becoming critical. London: The Falmer Press.

Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. London and New York: Rutledge.

Cvetek, S. (2004). Kompetence v poučevanju in izobraževanju učiteljev. Sodobna pedagogika = Journal of contemporary educational studie, 55(special edition), 144-160.

Ermenc, K. S. (2000). Izobrazba in vzgojno-izobraževalni proces v pedagogiki Stanka Gogale. Sodobna pedagogika = Journal of contemporary educational studies, 51(5), 142-159.

Ermenc, K. S. (2015). The role of comparative pedagogy in comparative educational research.In A. W. Wiseman & N. Popov (Eds.), International Perspectives on Education and Society, Vol 26, Comparative Sciences (pp. 37-57). Emerald Group Publishing Limited.

Gadamer, H. G. (1999). Evropsko nalseđe. Cetinje: Oktoih.

Gadamer, H. G. (2000). Um u doba nauke. Beograd: Plato.

Gogala, S. (2005). Izbrani spisi. Ljubljana: Društvo 2000.

Hofstetter, R., & Schneuwly, B. (2001). The Educational Sciences in Switzerland: Evlolution and Outlooks. Bern: CSTS.

Hofstetter, R., & Schneuwly, B. (2002). Institutionalisation of Educational Sciences and the Dynamicsof Their Development. European Educational Research Journal, 1(1), 3-26.

Keiner, E. (2002). Education Between Academic Discipline and Profession in Germany after World War II. European Educational Research Journal, 1(1), 83-98.

Korać, I. (2012). Kompetencije nastavnika za realizaciju nastavnih sadržaja. Nastava i vaspitanje, 61(1), 99-109.

Kroflič, R. (2000). Avtoriteta in pedagoški eros – temeljna koncepta Gogalove vzgojne teorije. Sodobna pedagogika = Journal of contemporary educational studies, 51(5), 56-83.

Kvale, S., & Brinkmann, S. (2015). Inter Views. Learning the Craft of Qualitative Research Interviewing (Third Edition). SAGE Publications, Inc.

Laval, Ch. (2005). Šola ni podjetje: neoliberalni napad na javno šolstvo. Ljubljana: Krtina.

Lenzen, D. (2002). Vodič za studijznanosti o odgoju – štomože, štoželi. Zagreb: Eduka.

Lodico, G. M., Spaulding, D. T., & Voegtle, K. H. (2006). Method in Educational Research – From Theory to Practice. San Francisco: Jossey-Bass.

Marinković, S., & Kundačina, M. (2012). Razlike u kompetencijama nastavnika razredne nastave stečenim tokom inicijalnog obrazovanja, redovnog i obrazovanja uz rad. Pedagogija, 67(4), 536-545.

Medveš, Z. (2000). Legitimnost vzgoje v javni šoli. Sodobna pedagogika = Journal of contemporary educational studies, 51(5), 186-197.

Medveš, Z. (2010a). O kontinuiteti in diskontinuiteti v razvoju pedagogike na Slovenskem. In N. Ličen (Ed.), Kulture v dialogu (pp. 91-104). Ljubljana: Filozofska fakulteta.

Medveš, Z. (2010b). Pedagogika med humanistiko, družboslovjem in tehniko. In D. Nečak (Ed.), Pogledi (pp. 84-113). Ljubljana: Znanstvena založba Filozofske fakultete.

Mladenović, V. (1936). Opšta pedagogika. Beograd: Izdavačka knjižarnica Gece Kona.

Muršak, J., Javrh, P., & Kalin, J. (2011). Poklicni razvoj učiteljev. Ljubljana: Znanstvena založba Filozofske fakultete.

Peček Čuk, M., & Lesar, I. (2009). Moč vzgoje. Ljubljana: Tehničnazaložba Slovenije.

Peklaj, C. (Ed.) (2006). Teorija in praksa v izobraževanju učiteljev. Ljubljana: Center za pedagoško izobraževanje Filozofske fakultete.

Peklaj, C., Kalin, J., Pečjak, S., Puklek Levpušček, M., Valenčič Zuljan, M., & Ajdišek, N. (2009). Učiteljske kompetence in doseganje vzgojno-izobraževalnih ciljev v šoli. Ljubljana: Znanstvena založba Filozofske fakultete.

Plevnik, T. (Ed.) (2005). Pomembneteme v izobraževanju v Evropi: v Sloveniji Prenavljanje pedagoškega študija, v Evropi Učiteljski poklic v Evropi: zbornik besedil o izobraževanju učiteljev.
Ljubljana: Ministrstvo za vzgojo in šport.

Pravilnik o standardima kompetencija za profesiju nastavnika i njihovog profesionalnog razvoja. Retrieved 1. 11. 2014 from http://www.zuov.gov.rs/novisajt2012/dokumenta/132_standardinastavnika_cir.pdf

Protner, E. (2014). Wege der Durchsetzung des Herbartianismus – am Beispiel Sloweniens. History of Education & Children’s Literature, 9(1), 431-451.

Radovan, M., Mažgon, J., & Ermenc, K. S. (2014). Employment Status of the Graduates of the Department of Pedagogy and Andragogy. Ljubljana: Department of Pedagogy and Andragogy
(unpublished survey).

Razdevšek Pučko, C. (2004). Kakšnega učitelja potrebuje (pričakuje) današnja (in jutrišnja) šola? Sodobna pedagogika = Journal of contemporary educational studies, 55(special edition), 52-74.

Rusell, T. (1993). Teachers professional knowledge and the future of teacher education. Journal of Education for Teaching, 18(2), 205-216.

Rychen, D. S., & Salganik, L. H. (Eds.) (2003). Key Competencies for a Succesfful and Well-Functioning Society. Seattle, Toronto, Bern, Göttingen: Hogrefe & Huber.

Slavin, Е. R. (2002). Evidence-based Еducation Policies: Transforming Educational Practice and Research. Educational Researcher, 31(7), 15-28.

Slavin, Е. R. (2008). Perspectives on Evidence-Based Research in Education. What Works? Issues in Synthesizing Educational Program Evaluations. Educational Researcher, 37(1), 5-14.

Spasenović, V., & Ermenc, K. S. (Eds.) (2014). Kakovost univerzitetnega izobraževanja: mnenja študentov oddelkov za pedagogiko in andragogiko v Beogradu in Ljubljani. Ljubljana: ZnanstvenazaložbaFilozofskefakultete; Beograd: Institut za pedagogiju I andragogiju Filozofskog fakulteta.

Stojanović, A. (2008). Kompetencije nastavnika u svetlu promena u savremenom obrazovanju. Inovacije u nastavi, 21(1), 61-69.

Štefanc, D. (2006). Konceptkompetence v izobraževanju: definicije, pristopi, dileme = The concept of competence in education: definitions, approaches, dilemmas. Sodobna pedagogika = Journal of contemporary educational studies, 57(5), 66-85 & 30-44.

Šteh, B., Kalin, J., & Mažgon, J. (2014). The role and responsibility of teachers and students in university studies: a comparative analysis of the views expressed by pedagogy students. Zbornik Instituta za pedagoška istraživanja, 46(1), 50-67.

Vizek-Vidović, V., & Velkovksi, Z. (Eds.) (2013). Nastavnička profesija za 21.vek. Beograd: Centar za obrazovne politike.

Vranješević, J., & Vujisić-Živković, N. (2013). Profesionalni identitet nastavnika i obrazovanje između kompetencija i ideala. Teme, 37(2), 581-594.

Vujisić-Živković, N. (2012). Vojislav Bakić i razvoj pedagoške nauke u Srbiji. Beograd: Instutut za pedagogiju i andragogiju Filozofskog fakulteta u Beogradu.

Vujisić-Živković, N. (2008). Proces disciplinarizacije u polju pedagoškog istraživanja i obrazovanja – prvi deo: Istorijsko-komparativni kontekst razvoja pedagogije kao univerzitetske discipline. Pedagogija, 63(1), 540-554.

Vujisić-Živković, N., & Vranješević, J. (2014). Slika učenika osnovne škole u Srbiji u prvoj polovini XIX veka. Nastava i vaspitanje, 63(2), 245-257.
Published
2015-06-30