2019, vol. 24, br. 1, str. 101-114
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Pripremanje učitelja za svet promena - učitelj za 21. vek
Preparation of teachers for the changing world: Teacher for the 21st century
Sažetak
U radu se daje teorijski prikaz savremenih stavova i smernica za obrazovanje učitelja u uslovima zahteva sadašnjeg vremena. Vreme promena u kome se prilike vrlo brzo menjaju i utiču i na obrazovanje i vaspitanje zahteva od učitelja da bude osoba koja poseduje fleksibilnost i adaptilnost, socijalne i interkulturne sposobnosti, produktivnost i odgovornost i liderske veštine, što utiče i na proces pripreme ovakvih osoba u procesu inicijalnog obrazovanja, kao i profesionalnog razvoja. Obrazovanje učitelja za 21. vek mora da odslikava filozofiju podrške učenju i učenicima i fokusira se na tri paradigme vrednosti: vrednosti usmerene na učenika, vrednosti usmerene na identitet učitelja i vrednosti koje su u službi profesije i zajednice. Posebno se definišu četiri određenja ličnosti budućih učitelja: učiti razmišljati kao učitelj, učiti znati kao učitelj, učiti osećati kao učitelj i učiti delovati kao učitelj. U radu se ističe značaj savremenih pristupa i metoda u radu sa budućim učiteljima, pri čemu se posebno naglašavaju metode koje obiluju dijalogom, praksom, razmenom iskustava, kritičkim mišljenjem, saradničkim učenjem, samoregulisanim učenjem, odnosno poučavanje budućih učitelja sa pozicije student u centru.
Abstract
This paper gives a theoretical overview of contemporary conceptions of teacher education in regard to contemporary needs. The rapid changes influence the education and demand from a teacher to be a person with many qualities: flexibility and adaptability, social and intercultural ability, responsibility and something of the leader's skills, which altogether plays a part in the process of preparation of these individuals for their initial education as well as for professional development. Therefore education of teachers for the 21st century has to be grounded in the concept of supporting learning and the learners and to be focused on the three value paradigms: values directed towards the student, values directed towards the identity of the teacher and values in the service of the profession and community. Four features of the personality of the future teachers are defined: to learn to think like a teacher, to learn to know like a teacher, to learn to feel like a teacher and to learn to act like a teacher. This paper emphasizes the importance of modern approaches and methods of working with future teachers underscoring the methods which abound in dialogs, practice, exchange of experience, critical thinking, associative learning, self-regulated learning, that is, instruction by "a student in focus".
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