Predstave nastavnika o sopstvenoj ulozi u zadovoljavanju dečijih potreba
Conceptions of teachers about their role in children needs satisfaction
Аутори
Arsenović-Pavlović, MarinaJolić, Zorana
Antić, Slobodanka
Остала ауторства
Matejić-Đuričić, ZoricaКонференцијски прилог (Објављена верзија)
Метаподаци
Приказ свих података о документуАпстракт
Namera istraživačica u ovom radu bila je da empirijskim putem proniknu
u način na koji nastavnici opažaju sopstvenu ulogu u zadovoljavanju potreba
njihovih učenika. Pošlo se od pretpostavke da su nastavnici, po prirodi svoga
posla, u toku svog radnog vremena dominantno upućeni na direktan kontakt
sa decom i da to oblikuje njihovo ponašanje i subjektivne doživljaje. Nastavnici
su, takođe, posebno obrazovani za profesionalno bavljenje obrazovanjem i
vaspitanjem mladih, pa u tom pogledu (zajedno sa roditeljima) imaju ključnu
ulogu, kako u zaštiti prava, tako i u zadovoljavanju potreba dece.
Istraživanjem su dobijeni odgovori od 305 nastavnika razredne i predmetne
nastave iz centralnih beogradskih škola. Rezultati pokazuju da nastavnici
najveći značaj za normalan razvoj deteta daju fizičkim, emocionalnim i potrebama
za organizacijom, a manji potrebama za ovladavanjem, raznovrsnom
stimulacijom i socijalnim potrebama. Sopstvenu i roditeljsku odgovornost
nastavnici ocenjuju kao d...osta visoku. Učitelji se razlikuju od predmetnih
nastavnika u vrsti odgovornosti, a nastavnice od nastavnika u rangiranju
važnosti dečjih potreba i u oceni stepena odgovornosti različitih aktera.
The purpose of this paper was to empirically examine the way in which
teachers perceive their role in satisfaction of the needs of pupils. We started
with the assumption that teachers, by the nature of their work, are during their
working hours mostly in direct contact with children, and therefore modify their
behavior and subjective experiences. Since teachers are, also, specifically trained
for professional engagement in education and upbringing of children, they are
considered to have (along with parents) a key role in protection of rights, as well
as in satisfaction of children needs.
Research data were gathered on a sample of 305 teachers from Belgrade central
schools. Results show that teachers perceive physical, emotional and organizational
needs as more important then competence, variety and social needs. They highly
evaluate their own and parental responsibility for satisfaction of these needs.
Evaluations of teachers of younger students differ in value from ones o...f teachers
of older students, and female teachers differ from male teachers in average rank
of different children needs and evaluations of responsibility of various school life
partakers in their satisfaction.
Кључне речи:
predstave nastavnika / samopercepcija / dečije potrebe / lična odgovornost / conceptions of teachers / self-perception / personal responsibility / children needsИзвор:
Zbornik radova - „Istraživanja u specijalnoj pedagogiji/ Research in Special pedagogy “,Beograd / Belgrade,2009, 2009, 147-164Издавач:
- Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
Институција/група
rFASPERTY - CONF AU - Arsenović-Pavlović, Marina AU - Jolić, Zorana AU - Antić, Slobodanka PY - 2009 UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/4534 AB - Namera istraživačica u ovom radu bila je da empirijskim putem proniknu u način na koji nastavnici opažaju sopstvenu ulogu u zadovoljavanju potreba njihovih učenika. Pošlo se od pretpostavke da su nastavnici, po prirodi svoga posla, u toku svog radnog vremena dominantno upućeni na direktan kontakt sa decom i da to oblikuje njihovo ponašanje i subjektivne doživljaje. Nastavnici su, takođe, posebno obrazovani za profesionalno bavljenje obrazovanjem i vaspitanjem mladih, pa u tom pogledu (zajedno sa roditeljima) imaju ključnu ulogu, kako u zaštiti prava, tako i u zadovoljavanju potreba dece. Istraživanjem su dobijeni odgovori od 305 nastavnika razredne i predmetne nastave iz centralnih beogradskih škola. Rezultati pokazuju da nastavnici najveći značaj za normalan razvoj deteta daju fizičkim, emocionalnim i potrebama za organizacijom, a manji potrebama za ovladavanjem, raznovrsnom stimulacijom i socijalnim potrebama. Sopstvenu i roditeljsku odgovornost nastavnici ocenjuju kao dosta visoku. Učitelji se razlikuju od predmetnih nastavnika u vrsti odgovornosti, a nastavnice od nastavnika u rangiranju važnosti dečjih potreba i u oceni stepena odgovornosti različitih aktera. AB - The purpose of this paper was to empirically examine the way in which teachers perceive their role in satisfaction of the needs of pupils. We started with the assumption that teachers, by the nature of their work, are during their working hours mostly in direct contact with children, and therefore modify their behavior and subjective experiences. Since teachers are, also, specifically trained for professional engagement in education and upbringing of children, they are considered to have (along with parents) a key role in protection of rights, as well as in satisfaction of children needs. Research data were gathered on a sample of 305 teachers from Belgrade central schools. Results show that teachers perceive physical, emotional and organizational needs as more important then competence, variety and social needs. They highly evaluate their own and parental responsibility for satisfaction of these needs. Evaluations of teachers of younger students differ in value from ones of teachers of older students, and female teachers differ from male teachers in average rank of different children needs and evaluations of responsibility of various school life partakers in their satisfaction. PB - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation C3 - Zbornik radova - „Istraživanja u specijalnoj pedagogiji/ Research in Special pedagogy “,Beograd / Belgrade,2009 T1 - Predstave nastavnika o sopstvenoj ulozi u zadovoljavanju dečijih potreba T1 - Conceptions of teachers about their role in children needs satisfaction EP - 164 SP - 147 UR - https://hdl.handle.net/21.15107/rcub_rfasper_4534 ER -
@conference{ author = "Arsenović-Pavlović, Marina and Jolić, Zorana and Antić, Slobodanka", year = "2009", abstract = "Namera istraživačica u ovom radu bila je da empirijskim putem proniknu u način na koji nastavnici opažaju sopstvenu ulogu u zadovoljavanju potreba njihovih učenika. Pošlo se od pretpostavke da su nastavnici, po prirodi svoga posla, u toku svog radnog vremena dominantno upućeni na direktan kontakt sa decom i da to oblikuje njihovo ponašanje i subjektivne doživljaje. Nastavnici su, takođe, posebno obrazovani za profesionalno bavljenje obrazovanjem i vaspitanjem mladih, pa u tom pogledu (zajedno sa roditeljima) imaju ključnu ulogu, kako u zaštiti prava, tako i u zadovoljavanju potreba dece. Istraživanjem su dobijeni odgovori od 305 nastavnika razredne i predmetne nastave iz centralnih beogradskih škola. Rezultati pokazuju da nastavnici najveći značaj za normalan razvoj deteta daju fizičkim, emocionalnim i potrebama za organizacijom, a manji potrebama za ovladavanjem, raznovrsnom stimulacijom i socijalnim potrebama. Sopstvenu i roditeljsku odgovornost nastavnici ocenjuju kao dosta visoku. Učitelji se razlikuju od predmetnih nastavnika u vrsti odgovornosti, a nastavnice od nastavnika u rangiranju važnosti dečjih potreba i u oceni stepena odgovornosti različitih aktera., The purpose of this paper was to empirically examine the way in which teachers perceive their role in satisfaction of the needs of pupils. We started with the assumption that teachers, by the nature of their work, are during their working hours mostly in direct contact with children, and therefore modify their behavior and subjective experiences. Since teachers are, also, specifically trained for professional engagement in education and upbringing of children, they are considered to have (along with parents) a key role in protection of rights, as well as in satisfaction of children needs. Research data were gathered on a sample of 305 teachers from Belgrade central schools. Results show that teachers perceive physical, emotional and organizational needs as more important then competence, variety and social needs. They highly evaluate their own and parental responsibility for satisfaction of these needs. Evaluations of teachers of younger students differ in value from ones of teachers of older students, and female teachers differ from male teachers in average rank of different children needs and evaluations of responsibility of various school life partakers in their satisfaction.", publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation", journal = "Zbornik radova - „Istraživanja u specijalnoj pedagogiji/ Research in Special pedagogy “,Beograd / Belgrade,2009", title = "Predstave nastavnika o sopstvenoj ulozi u zadovoljavanju dečijih potreba, Conceptions of teachers about their role in children needs satisfaction", pages = "164-147", url = "https://hdl.handle.net/21.15107/rcub_rfasper_4534" }
Arsenović-Pavlović, M., Jolić, Z.,& Antić, S.. (2009). Predstave nastavnika o sopstvenoj ulozi u zadovoljavanju dečijih potreba. in Zbornik radova - „Istraživanja u specijalnoj pedagogiji/ Research in Special pedagogy “,Beograd / Belgrade,2009 Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 147-164. https://hdl.handle.net/21.15107/rcub_rfasper_4534
Arsenović-Pavlović M, Jolić Z, Antić S. Predstave nastavnika o sopstvenoj ulozi u zadovoljavanju dečijih potreba. in Zbornik radova - „Istraživanja u specijalnoj pedagogiji/ Research in Special pedagogy “,Beograd / Belgrade,2009. 2009;:147-164. https://hdl.handle.net/21.15107/rcub_rfasper_4534 .
Arsenović-Pavlović, Marina, Jolić, Zorana, Antić, Slobodanka, "Predstave nastavnika o sopstvenoj ulozi u zadovoljavanju dečijih potreba" in Zbornik radova - „Istraživanja u specijalnoj pedagogiji/ Research in Special pedagogy “,Beograd / Belgrade,2009 (2009):147-164, https://hdl.handle.net/21.15107/rcub_rfasper_4534 .