Учење уз праксу као потенцијал развијања професионалних компетенција студената

Далиборка Р. Поповић, Државни универзитет у Новом Пазару, Департман за филозофске науке, Република Србија, имејл: daliborka.p76@gmail.com
Александра К. Анђелковић, Универзитет у Нишу, Педагошки факултет у Врању, Република Србија
Иновације у настави, XXXIII, 2020/2, стр. 56–69

| PDF | | Extended summary PDF |
doi: 10.5937/inovacije2002056P

Резиме: Актуелни образовни трендови у иницијалном образовању студената усмерени су на изградњу чвршћих веза између универзитета и институција у којима ће радити, уз нагласак на снажнијим међуинституционалним интеграцијама и заједничким одговорностима за исходе образовног процеса студената. Развијање професионалних компетенција студената приближавањем пракси представља пропорционалну могућност за унапређивање квалитета рада и на универзитетима и у радним организацијама. У сусрет томе, у теоријском делу рада као једна од могућности разматран је концепт учење уз праксу (енг. Work Integrate learning ‒ WIL). Овим концептом иницира се повезивање академских дисциплина са организацијама домаћина, које у једнаком степену као и факултети брину о развоју професионалних компетенција студената. Циљ истраживања је сагледавање процена о утицају иницијалног образовања на припремљеност за рад. Узорком су обухваћени школски педагози (N=91), а инструментом који је креиран за потребе ширег истраживања испитивана је њихова припремљеност за рад у школи. Кључни правци деловања које импликују добијени резултати огледају се у изменама програма на факултетима и иновативним организационим решењима факултета и школа приликом организације и реализације студентске праксе, али и у другачије прописаној законској регулативи о сарадњи школа домаћина и факултета, чиме би се иницирала подељена брига и посвећеност образовним исходима студената, као идеје на којима почива концепт учења уз праксу.
Кључне речи: WIL – учење уз праксу, иницијално образовање, сарадња школа и универзитета, професионалне компетенције.

Summary: Current educational trends in students’ initial education are aimed at building stronger links between universities and the institutions in which they will work, with an emphasis on stronger interinstitutional integrations and shared responsibilities for the outcomes of the students’ educational process. The development of students’ professional competencies by providing access to practical work represents an opportunity for improving the quality of work at both universities and students’ future workplace. The theoretical part of the paper elaborates on the concept of work-integrated learning (WIL) as a way for achieving this goal. This concept initiates the connection of academic disciplines with host organizations which, just as much as faculties, give due attention to the development of professional competencies of students. The aim of the research is to assess the impact of initial education on job preparedness. The sample included school pedagogues (N = 91), and the instrument created for the needs of a wider research examined their preparedness for work in schools. The key directions of action stemming from the obtained results are reflected in the changes of the university curricula and innovative organizational solutions of faculties and schools during the organization and implementation of students’ professional practice, but also in a differently prescribed legislation on the cooperation between host schools and faculties, which would help initiate a shared care for and commitment to educational outcomes of students as underlying ideas of the concept of work-integrated learning.

Кeywords: WIL – work-integrated learning, initial education, school-university cooperation, professional competencies.

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