Koncepcije nastave univerzitetskih nastavnika i njihovi pristupi nastavi/University Teachers’ Conceptions of Teaching and Their Approaches to Teaching
Journal Title: Nastava i vaspitanje/ Studies in Teaching and Education - Year 2023, Vol 72, Issue 3
Abstract
U sklopu razmatranja mogućnosti unapređivanja kvaliteta visokoškolske nastave, od devedesetih godina 20. veka pa do danas u literaturi se intenzivno proučavaju koncepcije nastave univerzitetskih nastavnika i njihovi pristupi nastavi, a u vezi s tim i pitanje pedagoškog osposobljavanja i usavršavanja univerzitetskih nastavnika. Budući da se u literaturi koriste različiti termini za opisivanje raznorodnih načina na koje nastavnici konceptualizuju visokoškolsku nastavu, cilj ovog rada odnosi se na sagledavanje različitih pojmovno-terminoloških određenja u ovom području naučnog istraživanja. Pri tome je posebna pažnja usmerena na analizu istraživačkih nalaza u literaturi koji se tiču di-leme da li su koncepcije nastave univerzitetskih nastavnika i njihovi pristupi nastavi relativno stabilni kroz vreme ili predstavljaju relacione konstrukte koji se razvijaju kao odgovor na određeni kontekst ili nastavnu situaciju. Pored razmatranja polja značenja konstrukata koncepcija nastave univerzitetskih nastavnika i njihovih pristupa nastavi, dodatni cilj istraživanja predstavljalo je analiziranje istraživačkih nalaza u literaturi koji se odnose na relacije između ova dva konstrukta. Konstatovano je da nalazi u literaturi podupiru ideju da koncepcije nastave univerzitetskih nastavnika predstavljaju osnovu za njihovu nastavnu praksu. Zaključuje se da univerzitetske nastavnike treba podsticati na osvešćivanje svojih uverenja i samopreispitivanje, jer se time stvara osnova za usvajanje naučno zasnovanih koncepcija o nastavi i unošenje adekvatnih promena u nastavnu praksu. visokoškolska nastava, koncepcije nastave, pristupi nastavi, uverenja o nastavi, univerzitetski nastavnici. Within the scope of discussing possibilities for improving the quality of higher education teaching, ongoing since the 1990s, intensive research has been evident in literature, regarding university teachers’ conceptions of teaching and their approaches to teaching, and in that respect, also the issue of pedagogical training and advanced professional training of university teachers. In view of the fact that different terms have been used in literature to describe the diverse ways in which teachers conceptualise higher education teaching, the purpose of this paper is to gain a profound understanding of the different conceptual and terminological definitions in this area of academic research. In this process, special attention has been directed at analysing the research findings presented in literature regarding the dilemma of whether university teachers’ conceptions of teaching and their approaches to teaching are relatively stable over time, or represent relational constructs that develop in response to a specific context or the teaching situation. Apart from discussing the scope of the meaning of the constructs of university teachers’ conceptions of teaching and their approaches to teaching, an additional objective of the research has been to analyse the research findings presented in literature, relating to the relationship between these two constructs. It has been established that the findings presented in literature corroborate the idea that university teachers’ conceptions of teaching are the basis for their teaching practice. The conclusion is that understanding beliefs about teaching and finding appropriate ways to encourage university teachers’ awareness of them, and their self-assessment, is of essential importance, because this creates the fundaments for adopting scientifically based conceptions of teaching and introducing adequate changes in teaching practice in order to support students’ learning in a better way.
Authors and Affiliations
Milutinović Jovana
Keywords
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- EP ID EP731542
- DOI 10.5937/nasvas2303397M
- Views 17
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