2012, vol. 17, br. 1, str. 19-36
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Uloga dnevnika pedagoške prakse u profesionalnom razvoju vaspitača
The role of the journal of pedagogical practice in professional development of preschool teachers
Univerzitet u Novom Sadu, Učiteljski fakultet, Sombor
Keywords: educator; pedagogical practices; the daily pedagogical practice; training schools; the competence of teachers
Sažetak
Izbalansiranost teorijskog i praktičnog dela nastave predmeta koji su, prema kurikulumu, vezani za profesionalno osposobljavanje vaspitača težnja je svake visokoškolske ustanove. Vodeći računa da nijedan segmenat ne preuzme dominaciju, potrebno je predvideti celokupan tok aktivnosti u predškolskim ustanovama, a samim tim, i osmišljavanje evidencije, tj. dnevnika prakse. Kakva je uloga dobro koncipiranog i pripremljenog dnevnika pokušaće se u ovom radu sagledati iz nekoliko uglova, kako bi se dotakle sve njegove, pre svega, pozitivne strane i, eventualno, predvidele neke buduće, a sve to radi što kvalitetnijeg osposobljavanja studenata, potonjih vaspitača i njihove pripreme za budući poziv. U radu, što je najvažnije, sagledava se cilj i svrha pojedinih vidova neposredne pedagoške prakse koju studenti vaspitačkog smera tokom studiranja izvode, a onda, za svaki njihov oblik, nudi se odgovarajući model vođenja dnevnika od strane studenata tokom časova prakse.
Abstract
Uniform balance of theoretical and practical instruction in subjects that are related to the curriculum for the professional training of teachers is the aspiration of every high school. Due to the fact that no segment assumes dominance, it is necessary to predict the overall flow of activities that should take place in preschools and thereof, accordingly, design daily journals of practice. The role of a well conceived and prepared daily journal is viewed in this paper from several angles, in order to tackle all of its primarily positive sides and possibly predict some in advance, with intention to develop well-trained teachers and prepare them for the future profession. This paper, most importantly, looks at the object and purpose of certain forms of direct pedagogical practice performed by students, and then for each of its shapes provides an appropriate model of journal keeping by the students during the practical implementation.
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