@conference{
author = "Arsenović Pavlović, Marina and Jolić Marjanović, Zorana and Antić, Slobodanka",
year = "2010",
abstract = "Pozicija naučnika-istraživača je danas bitno izmenjena, jer on ne otkriva
fenomen koji će izučavati, nego ga sam aktivno konstruiše. Konstrukcija
kurikuluma Pedagoške psihologije za studente koji se obrazuju za profesionalni
rad sa osobama sa poremećajima i smetnjama u razvoju, je akciono
istraživanje (AI) koje je započelo osnivanjem Fakulteta i traje do današnjeg
dana. Ovaj rad deo je refleksivne faze tog AI i ima za cilj analizu programa
pomenutog predmeta. Jedinica analize u radu je sam kurikulum, a unutar
njega se razmatraju ciljevi, teme i sadržaji od 1986. godine do danas. Rezultati
analize pokazuju da su se teme i sadržaji u naučnoistraživačkom i
nastavnom radu sa studentima FASPER-a menjali, tako da budu u funkciji
potrebа, koje proističu iz karakteristika društvenog okruženja u kome
će budući profesionalci raditi: primena dramskih radionica u edukativne,
vaspitne i rehabilitacione svrhe, školski strahovi učenika, znanja dece o sopstvenim
pravima i participaciji u školi, mišljenja nastavnika o inkluziji i
promenama u školi, predstave i stavovi nastavnika o dečijim potrebama,
feminizacija obrazovanja, uticaj krize na naučni podmladak, sociokulturni
hendikep dece Roma, socijalna distanca dece Roma i ne-Roma, socijalna
distanca studenata prema Romima, samopoštovanje učenika Roma, etnički
stereotipi i autostereotipi Roma i ne-Roma, opterećenost studenata i učenika
itd. Rezultati istraživanja pokazuju da se obrazovni proces, shvaćen
kao AI, ne može svesti na tretman, objektivno meriti i spolja oblikovati primenom
psiholoških teorija i znanja. Ovo posebno važi na FASPER-u, jer je
praktični cilj kursa edukacija budućih edukatora, tačnije formiranje refleksivnih
praktičara koji će biti osposobljeni za istraživanje i menjanje pedagoške
prakse i autonomno delovanje., Nowadays, the position of the scientist-researcher is significantly altered, for
he does not reveal a phenomenon to study, but is actively constructing it. The
construction of the curriculum of Educational Psychology, for students who will
work with persons with developmental disabilities, is an action research (AR)
that began with the establishment of the Faculty, and lasts to this day. This paper
is a part of the reflexive phase of the AR, and is aimed at the analysis of the
aforementioned curriculum.
The unit of the analysis is the curriculum itself, and its goals, themes and
contents are being considered, from the year 1986 until today. Results of the
analysis show that themes and contents, that students are introduced to, tend to
change, in order to meet the needs arising from the social environment they work
in as professionals: for example, the use of drama workshops for educational and
rehabilitation purposes, school fears of students, knowledge of children about
their rights and the participation in the school, teachers' opinions about the
inclusion and changes in the school performance, attitudes of teachers toward
children's needs, feminization of education, impact of the society crisis on young
researchers, socio-cultural handicap of Roma children, social distance of Roma
and non-Roma students, social distance towards Roma students, self-esteem of
Roma students, ethnic stereotypes and auto-stereotypes of Roma and non-Roma
students, overburdening of students, etc.
The results show that the educational process, understood as an AR, can not
be reduced to treatment, objectively measured, and shaped from the outside
by psychological theory and knowledge. This is especially true for the Faculty
of Special Education and Rehabilitation (FASPER), since the practical goal of
the curriculum is to educate future educators, as reflective practitioners who
will be trained to research and change educational practice, as well as to act
autonomously.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - „ Smetnje i poremećaji: fenomenologija, prevencija i tretman deo I / Disabilities and Disorders: Phenomenology, Prevention and Treatment Part I “,Beograd / Belgrade 2010",
title = "Razvoj nastave krizne pedagoške psihologije i formiranje stručnjaka za rad sa osobama sa smetnjama i poremećajima u razvoju, Development of the curriculum for educational psychology and of experts for persons with developmental disabilities and disorders",
pages = "420-407",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4473"
}
