TEACHERS AS LEARNING EXPERTS - BETWEEN PHILOSOPHY OF TEACHING AND REFLEXIVE PRACTICE
Article Sidebar
Published:
Keywords:
teacher, teacher competences, teaching philosophy, reflexive practice
Main Article Content
Abstract
The aim of this paper is to present critical and contemporary approaches to studying the characteristics, personality and competencies of teachers, as well as current concepts important for the professional development of teachers and the quality of teaching: teaching philosophy and reflexive practice. In contemporary education, teachers are expected to be "learning experts" instead of a transmitters of prescribed content, and the primary carrier of the development of a modern curriculum, which instead of the contents, focuses on the outcomes, standards, subject and interpersonal competencies that learners need to acquire and develop during their education at all levels. In order to succeed in this, it is necessary for the teachers to remain (or become) self-regulated, reflexive practitioners, making them an expert for their own learning and for the learning of their students. In doing so, they should be guided by a system of beliefs, values and attitudes about what constitutes good teaching, which could be called “philosophy of teaching" and which the teacher needs to realize. This paper presents one of the ways to define a teacher’s own philosophy of teaching, proposed by Korn and Sikorski, as well as a "portrait" of a teacher who is a reflexive practitioner. It concludes with a review of the difficulties as well as of the numerous external and internal factors on which a teacher can rely on becoming or remaining a learning expert.
Keywords: teacher, teacher competences, teaching philosophy, reflexive practice
Downloads
Download data is not yet available.
Metrics
Metrics Loading ...
Article Details
How to Cite
Beara, M., Popović, D., & Jerković, I. TEACHERS AS LEARNING EXPERTS - BETWEEN PHILOSOPHY OF TEACHING AND REFLEXIVE PRACTICE. ANNUAL REVIEW OF THE FACULTY OF PHILOSOPHY, 44(2), 79–94. https://doi.org/10.19090/gff.2019.2.79-94
Issue
Section
Педагогија
References
Amulya, J. (2004). What is reflective practice? Centre for Reflective Community Practice: Massachusetts Institute of Technology. Preuzeto sa http://itslifejimbutnotasweknowit.org.uk/files/whatisreflectivepractice.pdf
Anđelković, A. (2017). Profesionalni razvoj u obrazovanju - pedagoški koncept nastavnika i izazovi školske prakse. Vranje: Pedagoški fakultet.
Anderson, L.W. (2004). Increasing Teacher Efectiveness. (2nd edition) Paris: UNESCO, IIEP.
Beara, M. (2012). Uloga primarne i sekundarne kontrole u procesu samoregulacije profesionalnog razvoja nastavnika (doktorska disertacija). Novi Sad: Filozofski fakultet Univerziteta u Novom Sadu.
Baucal, A., Pavlović-Babić, D., Đurić, V., Tošković, O., Radišić, J., Stanković, D. & Buđevac, N. (2009). Školska motivacija učenika u Srbiji (Neobjavljeni istraživaĉki izveštaj). Beograd: ZVKOV.
Bjekić, D. (1999). Profesionalni razvoj nastavnika. Užice: Učiteljski fakultet.
Bjekić, D. (2000). Uspešnost u nastavi i empatija nastavnika. Psihologija, 3-4, 499-520.
Bjekić, D., Dragićević, S. (2008). Evropski kontekst obrazovanja nastavnika tehničko-tehnološkog područja u Srbiji. U D. Golubović, I.Milićević, N. Stanković (Ur.) Tehnika i informatika u obrazovanju TIO’08, Zbornik radova sa konferencije. Štampano u celini. Maj 9.-11. 2008, Čačak (30-46). Čačak: Tehnički fakultet.
Brophy, J. E. (1983). Research on the self-fulfilling prophecy and teacher expectations. Journal of Educational Psychology, 75(5), 631–661.
Day, C. (1999). Developing Teachers. The Challenges of Lifelong Learning. London: Falmer Press. Preuzeto sa http://files.eric.ed.gov/fulltext/ED434878.pdf
DfEE (2000). Research into Teacher Effectiveness: A Model of Teacher Effectiveness. Research report 216 by Hay McBer for the DfEE. Preuzeto sa https://www.learntogether.org.uk
Đorđević J.Đ. (1988). Tipovi ličnosti nastavnika. Pedagoška stvarnost, 3, 20–28.
Edwards, G., Thomas, G. (2010). Can reflective practice be taught? Educational Studies, 36 (4), 403–414.
Eliot, Dž.(2006). Profesionalno obrazovanje nastavnika i razvijanje kompetencija: da li je moguć srećan brak. Pedagogija, 61(4), 431-441.
European Comission (2010). Teachers’ Professional Development – Europe in international comparison– An analysis of teachers’ professional development based on the OECD’s Teaching and Learning International Survey (TALIS). Luxembourg: Office for Official Publications of the European Union. Preuzeto sa http://doc.utwente.nl/92610/1/NC8010244ENC_002.pdf
Gordon, T. (1998). Kako biti uspešan nastavnik. Beograd: Kreativni centar i Most.
Havelka, N. (2000). Učenik i nastavnik u obrazovnom procesu. Beograd: Zavod za udžbenike i nastavna sredstva.
Havelka, N. (2005). Uvod u psihologiju međuljudskih odnosa u obrazovanju. Beograd: Centar za primenjenu psihologiju.
Hebib, E. (2007). Individualni razvoj nastavnika u školi. Nastava i vaspitanje, 56 (2), 174- 187.
Hebib, E. (2008). Kako nastavnici procenjuju okolnosti u kojima rade? Nastava i vaspitanje, 57(2), 200-214.
Jerković, I., Damjanović, B. (2007): Predmetne kompetencije nastavnika kao činilac kvaliteta nastave u osnovnoj školi. I Međunarodna konferencija o naprednim i sustavnim istraživanjima, Zbornik znanstveno-stručnog simpozija: Pedagogija u kontekstu društva znanja. 25–27 listopada 2007, Zadar (138–147). Zagreb: Učiteljski fakultet Sveučilišta u Zagrebu.
Korn, J. H., Sikorski, J. (2010). A Guide for Beginning Teachers of Psychology. Society for the Teaching of Psychology. Preuzeto sa http://teachpsych.org/ebooks/guide2010/index.php.
Kostović, S. (2008). Pigmalion u razredu. Novi Sad: Filozofski fakultet.
Lazarević, D., Trebješanin, B. (2013). Karakteristike i činioci pristupa studiranju studenata nastavničkih fakulteta. Psihologija, 46 (3), 299 – 314.
Malešević, D. (2015). Refleksija kao faktor ličnog i profesionalnog unapređivanja. Obrazovna tehnologija, 15(3), 189˗198. ISSN 1450-9407
Milutinović, J. (2014). Alternativne škole i implementacija konstruktivizma u školsku praksu. Nastava i vaspitanje, 63(1), 19-32.
Schön, D. (1983). The Reflective Practitioner. How Professionals Think In Action. New York: Basic Books
Standardi kompetencija nastavnika (2011). Prosvetni glasnik, Službeni glasnik Republike Srbije, Br. 5/2011.
Petrović-Bjekić, D. (1997). Dinamičke osobine ličnosti nastavnika i uspešnost u nastavi. Psihologija, 30 (1–2), 93-110.
Petrović, D. (1992). Radna motivacija i samoprocena uspešnosti nastavnika srednjih škola. Psihologija, 25 (1–2), 145–160.
Popović, D. (2018). Uticaj ostvarenosti autonomije nastavnika na autonomiju učenika, U: M. Kulić (ur.) Nauka i stvarnost 2. Pale: Filozofski fakultet Univerziteta u Istočnom Sarajevu. 152-169
Radulović, L., Pejatović, A. & Vujisić-Živković, N. (2010). Profesionalne kompetencije nastavnika (Standardi profesionalnih kompetencija nastavnika: da li su nam potrebni i kako do njih da dođemo). Andragoške studije, 1, 161–170.
Randi, J. (2004). Teachers as self-regulated learners. Teachers College Record, 106 (9), 1825–1853.
Reynolds, M. (2011). Reflective practice: origins and interpretations. Action Learning: Research and Practice. 8(1), 5–13.
Rivkin, S.G., Hanushek, E.A. & Kain, J.F. (2005). Teacher, schools, and academic achievement. Econometrica, 73(2), 417–458.
Rogers, C. (1998). Teachers expectations: implication for school improvement. U: D. Schorrocks-Taylor (Eds.) Directions in educational psychology. London: Whurr Publishers. 152-170.
Scheerens, J. (1994). The school level context of instructional effectiveness: a comparison between school effectiveness and restructuring models. Tijdschrift voor Onderwijsresearch, 19(1), 26-38.
Schonwetter, D.J., Sokal, L., Friesen, M. & Taylor K.L. (2002). Teaching Philosophies Reconsidered: A Conceptual Model for the Development and Evaluation of Teaching Philosophy Statements“. The International Journal for Academic Development 7(1), 83–97.
Slijepčević S., Zuković, S. (2015). Kompetencije pedagoga u kontekstu „društva koje uči“. Zbornik radova Filozofskog fakulteta u Prištini, 45(4), 137-152.
Stojiljković, S., Đigić, G. & Zlatković, B. (2012). Empathy and Teachers’ Roles. Procedia – Social and Behavioral Sciences, 69, 960-966.
TDA Training and Development Agency for Schools. (2007). Professional Standards for Teachers. Preuzeto sa http://www.rbkc.gov.uk/pdf/standards_core.pdf.
Wayne, A. M., Youngs, P. (2003). Teacher Characteristics and Student Achievement Gains: A Review. Review of Educational Research, Vol. 73, No.1, 89–122.
Williams, A., Ranson, S. (1999). A Learning Partnership. TNTEE Journal, Vol.1, No.1, 21–29.
Zakon o osnovama sistema obrazovanja i vaspitanja Republike Srbije. ("Sl. glasnik RS", br. 88/2017, 27/2018 - dr. zakoni i 10/2019).
Zuković, S. (2017). Savetodavni rad u institucijama vaspitanja i obrazovanja – teorijski i praktični aspekti. Novi Sad: Filozofski fakultet.
Anđelković, A. (2017). Profesionalni razvoj u obrazovanju - pedagoški koncept nastavnika i izazovi školske prakse. Vranje: Pedagoški fakultet.
Anderson, L.W. (2004). Increasing Teacher Efectiveness. (2nd edition) Paris: UNESCO, IIEP.
Beara, M. (2012). Uloga primarne i sekundarne kontrole u procesu samoregulacije profesionalnog razvoja nastavnika (doktorska disertacija). Novi Sad: Filozofski fakultet Univerziteta u Novom Sadu.
Baucal, A., Pavlović-Babić, D., Đurić, V., Tošković, O., Radišić, J., Stanković, D. & Buđevac, N. (2009). Školska motivacija učenika u Srbiji (Neobjavljeni istraživaĉki izveštaj). Beograd: ZVKOV.
Bjekić, D. (1999). Profesionalni razvoj nastavnika. Užice: Učiteljski fakultet.
Bjekić, D. (2000). Uspešnost u nastavi i empatija nastavnika. Psihologija, 3-4, 499-520.
Bjekić, D., Dragićević, S. (2008). Evropski kontekst obrazovanja nastavnika tehničko-tehnološkog područja u Srbiji. U D. Golubović, I.Milićević, N. Stanković (Ur.) Tehnika i informatika u obrazovanju TIO’08, Zbornik radova sa konferencije. Štampano u celini. Maj 9.-11. 2008, Čačak (30-46). Čačak: Tehnički fakultet.
Brophy, J. E. (1983). Research on the self-fulfilling prophecy and teacher expectations. Journal of Educational Psychology, 75(5), 631–661.
Day, C. (1999). Developing Teachers. The Challenges of Lifelong Learning. London: Falmer Press. Preuzeto sa http://files.eric.ed.gov/fulltext/ED434878.pdf
DfEE (2000). Research into Teacher Effectiveness: A Model of Teacher Effectiveness. Research report 216 by Hay McBer for the DfEE. Preuzeto sa https://www.learntogether.org.uk
Đorđević J.Đ. (1988). Tipovi ličnosti nastavnika. Pedagoška stvarnost, 3, 20–28.
Edwards, G., Thomas, G. (2010). Can reflective practice be taught? Educational Studies, 36 (4), 403–414.
Eliot, Dž.(2006). Profesionalno obrazovanje nastavnika i razvijanje kompetencija: da li je moguć srećan brak. Pedagogija, 61(4), 431-441.
European Comission (2010). Teachers’ Professional Development – Europe in international comparison– An analysis of teachers’ professional development based on the OECD’s Teaching and Learning International Survey (TALIS). Luxembourg: Office for Official Publications of the European Union. Preuzeto sa http://doc.utwente.nl/92610/1/NC8010244ENC_002.pdf
Gordon, T. (1998). Kako biti uspešan nastavnik. Beograd: Kreativni centar i Most.
Havelka, N. (2000). Učenik i nastavnik u obrazovnom procesu. Beograd: Zavod za udžbenike i nastavna sredstva.
Havelka, N. (2005). Uvod u psihologiju međuljudskih odnosa u obrazovanju. Beograd: Centar za primenjenu psihologiju.
Hebib, E. (2007). Individualni razvoj nastavnika u školi. Nastava i vaspitanje, 56 (2), 174- 187.
Hebib, E. (2008). Kako nastavnici procenjuju okolnosti u kojima rade? Nastava i vaspitanje, 57(2), 200-214.
Jerković, I., Damjanović, B. (2007): Predmetne kompetencije nastavnika kao činilac kvaliteta nastave u osnovnoj školi. I Međunarodna konferencija o naprednim i sustavnim istraživanjima, Zbornik znanstveno-stručnog simpozija: Pedagogija u kontekstu društva znanja. 25–27 listopada 2007, Zadar (138–147). Zagreb: Učiteljski fakultet Sveučilišta u Zagrebu.
Korn, J. H., Sikorski, J. (2010). A Guide for Beginning Teachers of Psychology. Society for the Teaching of Psychology. Preuzeto sa http://teachpsych.org/ebooks/guide2010/index.php.
Kostović, S. (2008). Pigmalion u razredu. Novi Sad: Filozofski fakultet.
Lazarević, D., Trebješanin, B. (2013). Karakteristike i činioci pristupa studiranju studenata nastavničkih fakulteta. Psihologija, 46 (3), 299 – 314.
Malešević, D. (2015). Refleksija kao faktor ličnog i profesionalnog unapređivanja. Obrazovna tehnologija, 15(3), 189˗198. ISSN 1450-9407
Milutinović, J. (2014). Alternativne škole i implementacija konstruktivizma u školsku praksu. Nastava i vaspitanje, 63(1), 19-32.
Schön, D. (1983). The Reflective Practitioner. How Professionals Think In Action. New York: Basic Books
Standardi kompetencija nastavnika (2011). Prosvetni glasnik, Službeni glasnik Republike Srbije, Br. 5/2011.
Petrović-Bjekić, D. (1997). Dinamičke osobine ličnosti nastavnika i uspešnost u nastavi. Psihologija, 30 (1–2), 93-110.
Petrović, D. (1992). Radna motivacija i samoprocena uspešnosti nastavnika srednjih škola. Psihologija, 25 (1–2), 145–160.
Popović, D. (2018). Uticaj ostvarenosti autonomije nastavnika na autonomiju učenika, U: M. Kulić (ur.) Nauka i stvarnost 2. Pale: Filozofski fakultet Univerziteta u Istočnom Sarajevu. 152-169
Radulović, L., Pejatović, A. & Vujisić-Živković, N. (2010). Profesionalne kompetencije nastavnika (Standardi profesionalnih kompetencija nastavnika: da li su nam potrebni i kako do njih da dođemo). Andragoške studije, 1, 161–170.
Randi, J. (2004). Teachers as self-regulated learners. Teachers College Record, 106 (9), 1825–1853.
Reynolds, M. (2011). Reflective practice: origins and interpretations. Action Learning: Research and Practice. 8(1), 5–13.
Rivkin, S.G., Hanushek, E.A. & Kain, J.F. (2005). Teacher, schools, and academic achievement. Econometrica, 73(2), 417–458.
Rogers, C. (1998). Teachers expectations: implication for school improvement. U: D. Schorrocks-Taylor (Eds.) Directions in educational psychology. London: Whurr Publishers. 152-170.
Scheerens, J. (1994). The school level context of instructional effectiveness: a comparison between school effectiveness and restructuring models. Tijdschrift voor Onderwijsresearch, 19(1), 26-38.
Schonwetter, D.J., Sokal, L., Friesen, M. & Taylor K.L. (2002). Teaching Philosophies Reconsidered: A Conceptual Model for the Development and Evaluation of Teaching Philosophy Statements“. The International Journal for Academic Development 7(1), 83–97.
Slijepčević S., Zuković, S. (2015). Kompetencije pedagoga u kontekstu „društva koje uči“. Zbornik radova Filozofskog fakulteta u Prištini, 45(4), 137-152.
Stojiljković, S., Đigić, G. & Zlatković, B. (2012). Empathy and Teachers’ Roles. Procedia – Social and Behavioral Sciences, 69, 960-966.
TDA Training and Development Agency for Schools. (2007). Professional Standards for Teachers. Preuzeto sa http://www.rbkc.gov.uk/pdf/standards_core.pdf.
Wayne, A. M., Youngs, P. (2003). Teacher Characteristics and Student Achievement Gains: A Review. Review of Educational Research, Vol. 73, No.1, 89–122.
Williams, A., Ranson, S. (1999). A Learning Partnership. TNTEE Journal, Vol.1, No.1, 21–29.
Zakon o osnovama sistema obrazovanja i vaspitanja Republike Srbije. ("Sl. glasnik RS", br. 88/2017, 27/2018 - dr. zakoni i 10/2019).
Zuković, S. (2017). Savetodavni rad u institucijama vaspitanja i obrazovanja – teorijski i praktični aspekti. Novi Sad: Filozofski fakultet.