Stališča učiteljev glasbe do glasbenega poučevanja v obdobju zgodnje adolescence
Povzetek
V prispevku predstavljamo izsledke deskriptivne metode kvalitativne raziskave, v kateri smo preučevali stanje glasbenega poučevanja v obdobju zgodnje adolescence z vidika stališč osnovnošolskih učiteljev glasbe do dejavnikov, ki vplivajo na načrtovanje in izvajanje glasbenega poučevanja. Raziskava je temeljila na kvalitativni analizi podatkov, ki smo jih pridobili s pomočjo intervjujev z 18 učitelji glasbe iz devetih držav (Slovenije, Argentine, Avstralije, Združenih držav Amerike, Turčije, Poljske, Rusije, Italije in Nemčije). Izsledki raziskave so pokazali, da so intervjuvanci prevladujoče naklonjeni glasbenemu poučevanju, ki temelji na avtentični glasbeni komunikaciji prek dejavnosti izvajanja, ustvarjanja in poslušanja glasbe. Med dejavniki, ki vplivajo na zastopanost glasbenega poučevanja v obdobju zgodnje adolescence, so učitelji poudarili kakovost kurikularnih podlag in ustrezno strokovno usposobljenost učiteljev. V tem okviru so izsledki raziskave pokazali, da učni načrti za glasbo v slovenskem in mednarodnem kontekstu ne dajejo zadostnih kurikularnih podlag za uresničevanje glasbenega poučevanja. Problematika je izstopajoča zlasti ob pomanjkljivi strokovni usposobljenosti učiteljev za izvajanje kurikularnih izhodišč v praksi glasbenega poučevanja z avtentičnimi načini glasbene komunikacije. Ugotovitve raziskave nudijo vpogled v kompleksnost dejavnikov, kot so avtentično glasbeno poučevanje, učni načrt za glasbo in kompetence učiteljev, ki pogojujejo načrtovanje in izvajanje avtentičnega glasbenega poučevanja v obdobju zgodnje adolescence. Izsledki predstavljajo tudi izhodišča za nadaljnje raziskave v širšem kontekstu ter oblikovanje smernic za kurikularne posodobitve in posodobitve glasbenega poučevanja v splošnem šolstvu.
Prenosi
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