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Nastava i vaspitanje
2016, vol. 65, br. 3, str. 471-490
jezik rada: srpski
vrsta rada: pregledni članak
doi:10.5937/nasvas1603471K

Creative Commons License 4.0
Socioemocionalni aspekti nastave i učenja
Univerzitet u Beogradu, Filozofski fakultet

e-adresa: kkrstic@f.bg.ac.rs

Projekat

Identifikacija, merenje i razvoj kognitivnih i emocionalnih kompetencija važnih društvu orijentisanom na evropske integracije (MPNTR - 179018)

Sažetak

Školsko učenje odvija se u sredini koja je između ostalog određena i kvalitetom socioemocionalne interakcije i odnosa nastavnika i učenika. Poslednjih godina sve je veći broj istraživanja i radova koji ukazuju na značaj i ulogu socioemocionalnog odnosa nastavnika i učenika tokom procesa nastave i učenja. U ovom radu analizirani su socioemocionalna interakcija nastavnika i učenika, uloga emocija u procesu nastave i učenja i vezanost za nastavnika, kao specifičan kvalitet emocionalnog odnosa između učenika i nastavnika. Prikazani su rezultati velikog broja istraživanja koji ukazuju da su različiti aspekti socioemocionalnog odnosa značajni za učenje, intrinzičku motivaciju učenika, školsko postignuće, samoefikasnost, doživljaj sebe, socijalne odnose sa vršnjacima i nastavnicima, prilagođenost na školu, angažovanje i entuzijazam u učenju, emocionalne probleme i probleme u ponašanju. Kvalitetan odnos s učenicima odražava se i na entuzijazam, zadovoljstvo poslom i stres nastavnika. U radu je istaknuto da nastavnik može biti baza sigurnosti za učenike u školi, pružajući im sigurnost i podršku koje su neophodne za slobodno istraživanje i učenje u školskoj sredini. Na kraju rada date su neke opšte smernice za unapređivanje nastavničke prakse zasnovane na saznanjima o značaju pozitivnog socioemocionalnog odnosa između nastavnika i učenika.

Ključne reči

socioemocionalna interakcija; interakcija nastavnik-učenik; emocije; vezanost za nastavnika

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