FAKTORI UNAPREĐIVANjA PROFESIONALNE KOMPETENTNOSTI ŠKOLSKIH PEDAGOGA

Abstract

The paper indicates the significance of school pedagogues and a wide spectrum of their work in immediate school practice through theoretical and research data. Starting from the existing researches on school pedagogues’ work and their needs to realize specific tasks in school practice, the paper shows school pedagogues and students, future pedagogues, rating potential factors on improving professional competences. Considering curcumstances that create school reality and its developing needs, there is a dilemma about factors that influence competences of school pedagogues for the work in schools. The aim of the research is to determine an opinion about the influence of individual factors on empowerments of competencies of pedagogues for the work in school practice. The first part of the paper considers the term of competencies that are important for school pedagogues because the pedagogue is seen as the bearer of educational changes. Then the analysis of demands and difficulties with which school pedagogues confront is done, as well as the perspective of empowerment of their school competencies. The research approach is orientated on considering perceptions of examinees about factors that can be in function of empowerment competencies of school pedagogues, in accordance with the nature and peculiarities of their professional role. In chapter II problems and perspective of school pedagogues-competences for professional acting pointed to actual demands set before schools and pedagogues, as well as to the fact that programs of initial education cannot follow them. The pedagogues that are beginners at schools do not have enough usable competencies that they can use to solve practical tasks in school practice. For these reasons, it is necessary that pedagogues develop abilities that enable flexibility and adaptability through self-development and self-improvement, which is very important for survival in contemporary society. One needs to look for factors that empower competencies needed for work in school practice so that the school pedagogue can be adequately positioned in school practice and can be able to answer to all its demands. So education politics should be oriented not only towards defining competencies of school pedagogues but also towards creating possibilities for their development, first through initial education and then through quality programs for professional improvement. The subject of research is directed towards searching for the most influential factors of empowerment of competencies of pedagogues, and the aim is to determine the influence of individual factors on the empowerment of competencies of school pedagogues for the work in school practice. The results of the research show that concrete pedagogical situations, the school pedagogue is in direct contact with, are the most influential factors of empowerment for competencies of pedagogue. In Research done so far noticed that initial education of pedagogues, was evaluated as a factor that has less influence on the empowerment of competencies for work of school pedagogues compared to other offered factors. The results also show the differences in opinions between two groups of examinees, as well as opinions of pedagogues about programs of professional improvement and opinions of students of pedagogy about educational subjects that serve to empower their competencies for the practical work in schools. It is possible to observe the results of research as resources in light of empowerment of initial education of students and professional improvement, whereby it is important to consider the development of concept of mentoring, because there is the recognition that initial education does not contribute to developing competencies for working in school practice.