Theory, Practice and Competences in the Study of Pedagogy – Views of Ljubljana and Belgrade University Teachers
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.
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References
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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.
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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). NastavniÄka 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., & VranjeÅ¡ević, J. (2014). Slika uÄenika osnovne Å¡kole u Srbiji u prvoj polovini XIX veka. Nastava i vaspitanje, 63(2), 245-257.
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
BodroÅ¡ki, B. (2009). Herbartova koncepcija vaspitanja: znaÄaj 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 pouÄevanju in izobraževanju uÄiteljev. 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.
KrofliÄ, R. (2000). Avtoriteta in pedagoÅ¡ki 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). Å ola ni podjetje: neoliberalni napad na javno Å¡olstvo. Ljubljana: Krtina.
Lenzen, D. (2002). VodiÄ za studijznanosti o odgoju – Å¡tomože, Å¡toželi. 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., & KundaÄina, M. (2012). Razlike u kompetencijama nastavnika razredne nastave steÄenim 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.
MedveÅ¡, Z. (2010a). O kontinuiteti in diskontinuiteti v razvoju pedagogike na Slovenskem. In N. LiÄen (Ed.), Kulture v dialogu (pp. 91-104). Ljubljana: Filozofska fakulteta.
MedveÅ¡, Z. (2010b). Pedagogika med humanistiko, družboslovjem in tehniko. In D. NeÄak (Ed.), Pogledi (pp. 84-113). Ljubljana: Znanstvena založba Filozofske fakultete.
Mladenović, V. (1936). OpÅ¡ta pedagogika. Beograd: IzdavaÄka knjižarnica Gece Kona.
MurÅ¡ak, J., Javrh, P., & Kalin, J. (2011). Poklicni razvoj uÄiteljev. Ljubljana: Znanstvena založba Filozofske fakultete.
PeÄek ÄŒuk, M., & Lesar, I. (2009). MoÄ vzgoje. Ljubljana: TehniÄnazaložba Slovenije.
Peklaj, C. (Ed.) (2006). Teorija in praksa v izobraževanju uÄiteljev. Ljubljana: Center za pedagoÅ¡ko izobraževanje Filozofske fakultete.
Peklaj, C., Kalin, J., PeÄjak, S., Puklek LevpuÅ¡Äek, M., ValenÄiÄ Zuljan, M., & AjdiÅ¡ek, N. (2009). UÄiteljske kompetence in doseganje vzgojno-izobraževalnih ciljev v Å¡oli. Ljubljana: Znanstvena založba Filozofske fakultete.
Plevnik, T. (Ed.) (2005). Pomembneteme v izobraževanju v Evropi: v Sloveniji Prenavljanje pedagoÅ¡kega Å¡tudija, v Evropi UÄiteljski poklic v Evropi: zbornik besedil o izobraževanju uÄiteljev.
Ljubljana: Ministrstvo za vzgojo in Å¡port.
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).
RazdevÅ¡ek PuÄko, C. (2004). KakÅ¡nega uÄitelja potrebuje (priÄakuje) danaÅ¡nja (in jutriÅ¡nja) Å¡ola? 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). NastavniÄka 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., & VranjeÅ¡ević, J. (2014). Slika uÄenika osnovne Å¡kole u Srbiji u prvoj polovini XIX veka. Nastava i vaspitanje, 63(2), 245-257.
Published
2015-06-30
How to Cite
Skubic Ermenc, K., Živković VujisićN., & Spasenović, V. (2015). Theory, Practice and Competences in the Study of Pedagogy – Views of Ljubljana and Belgrade University Teachers. Center for Educational Policy Studies Journal, 5(2), 35-55. https://doi.org/10.26529/cepsj.141
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