Концептуализација и истраживање професионалног развоја наставника

Наташа А. Вујисић Живковић, Универзитет у Београду, Филозофски факултет, имејл: nvujisic@f.bg.ac.rs
Јелена Д. Врањешевић, Универзитет у Београду, Филозофски факултет
Иновације у настави, XXXII, 2019/3, стр. 13–23

| PDF | | Extended summary PDF |
doi: 10.5937/inovacije1903013V

 

Резиме: Професионални развој наставника представља све заступљенију тему у савременој литератури о образовању. У овом раду представили смо могућу теоријску концептуализацију професионалног развоја наставника, његове карактеристике као индивидуалног и колаборативног процеса и однос са променама у савременом образовању. Циљ истраживања био је да се утврди која професионална питања и дилеме заокупљају наставнике и учитеље који су на почетку свог професионалног развоја, а којим се питањима и дилемама баве као искусни практичари, како би се допринело даљем конципирању професионалног развоја као континуираног процеса. Налази истраживања су у складу са трофазним моделом професионалног развоја наставника Фулера и Брауна, у коме су ови аутори издвојили фазу „бриге за опстанак“, фазу „бриге за наставу“ и фазу „бриге за ученике“. Истраживање је потврдило постојање ових фаза у професионалном развоју и учитеља и наставника.

Кључне речи: професионални развој, трофазни модел, наставник почетник, искусан наставник.

 

Summary: The topic of teacher professional development is increasingly gaining momentum in contemporary literature on education. In this paper, we present a possible theoretical conceptualisation of teacher professional development, its characteristics as both individual and collaborative processes, and its correlation with changes in contemporary education. The aim of the research was to identify the professional issues and dilemmas that preoccupy early primary teachers and subject teachers at the beginning of their professional development, as well as which issues and dilemmas they deal with as experienced practitioners, in order to contribute to further conceptualisation of professional development as a continuous process. The findings of the research are in line with the three-phase model of professional development of Fuller and Brown, in which these authors and teachers distinguished the “care for survival” phase, the “care for teaching” phase, and the “student care” phase. The research confirmed the existence of these stages in the professional development of both early primary teachers and subject teachers.

Keywords: professional development, three-phase model, beginner teacher, experienced teacher.

 

Литература

  • Berliner, D. (1994). Expertise: The wonders of exemplary performance. In: Mangiery, J. N. & Block, C. C. (Eds.). Creating powerful thinking in teachers and students (161‒186). Fort Worth, TX: Holt, Rinehart & Winston.
  • Bolam, R. (1994). The impact of research on policy and practice in continuing professional development. British Journal of In-service Education. 20, 35‒46.
  • Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology. 3 (2), 77‒101.
  • Eliot, Dž. (2006). Profesionalno obrazovanje nastavnika i razvijanje kompetencija – da li je moguć srećan brak? Pedagogija. 61 (4), 431–440.
  • Evans, L. (2019). Implicit and informal professional development: what it ’looks like’, how it occurs, and why we need to research it. Professional Development in Education. 45 (1), 3‒16.
  • Ferguson, Е. L. & Brownlee, J. L. (2018). An Investigation of Preservice Teachers’ Beliefs About the Certainty of Teaching Knowledge. Australian Journal of Teacher Education. 43 (1), 94‒111.
  • Fuller, F. F. (1969). Concerns for teachers: A developmental conceptualization. American Educational Research Journal. 6, 207–226.
  • Fuller, F. & Brown, O. (1975). Becoming a teacher. In: Ryan, K. (еd.). Teacher education: Seventy-fourth year book of the National Society for the Study of Education, Pt. 2 (25–52). Chicago, IL: University of Chicago Press.
  • Gary T. H., Kevin, F. & Kevin, C. B. (2012). The Effects of Experience and Attrition for Novice High-School Science and Mathematics Teachers. Science. 335 (6072), 1118‒1121.
  • Gossman, P. (2008). Teaching development ‒ Experience and philosophy. Teacher Education Quarterly. 35 (2), 155‒169.
  • Hargreaves, E. & Elhawary, D. (2019). Professional development through mutually respectful relationship: senior teachers’ learning against the backdrop of hierarchical relationships. Professional Development in Education. 45 (1), 46‒58.
  • Hiebert, J. (1999). Relationships between research and the NCTM standards. Journal for Research in Mathematics Education. 30 (1), 3‒19.
  • Khalid, A. B. (2009). Barriers to the successful integration of ICT in teaching and learning environments: a review on the literature. Eurasia Journal of Mathematics. 5 (3), 235‒245.
  • Korać, I. (2014). Različiti pristupi definisanju kompetencija nastavnika. Inovacije u nastavi. 27 (4), 63‒71.
  • Marieke, O. A. & Edgar, K. (2014). Novice and experienced teachers’ views on professionalism. Trames. 18 (68/63), 4, 327–344.
  • Martin, K. N. & Baldwin, B. (1994). Beliefs Regarding Classroom Management Style: Differences Between Novice and Experienced Teachers. Paper presented at the Annual Conference of the Southwest Educational Research Association. Retrieved May 7, 2019. from www: https://files.eric.ed.gov/fulltext/ED387471.pdf.
  • Mauricio, A. H. G. (2015). Elementary preservice teachers’ beliefs about teacher effectiveness (a dissertation submitted to the Faculty of Purdue university, Indiana).
  • Meskill, J. M., Stephen, A. & Rosalie, K. P. (2002). Expert and novice teachers talking technology: precepts, concepts, and misconcepts. Language Learning & Technology. 6 (3), 46‒57.
  • Radulović, L., Pejatović, A., Vujisić Živković, N. (2010). Profesionalne kompetencije nastavnika: standardi profesionalnih kompetencija nastavnika, da li su nam potrebni i kako da do njih dođemo. Andragoške studije. 7 (1), 161–170.
  • Reid, H. & Soan, S. (2019). Providing support to senior managers in schools via ’clinical’ supervision: a purposeful, restorative professional and personal developmental space. Professional Development in Education. 45 (1), 59‒72.
  • Rust, F. О. (1992). The first year of teaching: It’s not what they expected. Paper presented at the annual meeting of the American Educational Research Association, San Francisco. Retrieved May 7, 2019. from www: http://old.mofet.macam.ac.il/iun-archive/ProfRust/RustCVAbridged.pdf.
  • Schoon, D. (1983). Reflective practitioner. New York: Jossey Bass.
  • Strahan, B. D. (1989). How experienced and novice teachers frame their views of instruction: An analysis of semantic ordered trees. Teaching and Teacher Education. 5 (1), 53‒67.
Language selection
Open Access Statement
345 Open access declaration can be found on this page

Information about copyright 345 Teaching Innovations are licensed with Creative Commons Attribution License (CC BY 4.0). Information about copyright can be found on this page.
Open Access Journal
345
Indexed by
345 This journal was approved on 2018-01-22 according to ERIH PLUS criteria for inclusion. Download current list of ERIH PLUS approved journals.
Indexed by
345 University of Belgrade, Teacher Education Faculty has entered into an electronic licensing relationship with EBSCO Information Services, the world's most prolific aggregator of full text journals, magazines and other sources. The full text of Teaching Innovations / Inovacije u nastavi is available now on EBSCO's international research databases.
Indexed by
345
Ethics statement
345 Publication ethics and publication malpractice statement can be found on this page.
Follow Teaching Innovations
345   345   345