Preliminary communication

The Teacher – A Reflective Researcher of the Teaching Practice

Veljko Bandjur ; Teacher Training Faculty University of Belgrade
Jelena Maksimović orcid.org/0000-0001-8356-0211 ; Faculty of Philosophy, University of Niš

Abstract

The needs of modern society set before teachers some new requirements with regard to the teacher's changed role. Teachers are ceasing to be agents transferring knowledge and are becoming persons who diagnose and organize the research process. As a starting point in the discussion, we have analyzed the correlation between the methodological training of teachers in the model of the reflective practitioner and in the model of educating the teacher - researcher. Likewise, the paper has analyzed teachers' positions on knowledge, skills and potentials needed for the study and promotion of educational practice, viewed against: the length of professional service, the knowledge and use of a foreign language, the school environment, the length of undergraduate study and the grade point average during this study. The goal of the research is to initiate practical changes which would bring about expected results in terms of promoting educational practice. The research pooled 390 Serbian primary school teachers. The results have shown that knowledge of the methodology of pedagogical research (construction and use of instruments, project and research implementation) is perceived as most indispensable for the promotion of educational practice

Keywords

methodology education; reflective practitioner; teacher researcher; teacher training

Hrčak ID:

111353

URI

https://hrcak.srce.hr/111353

Publication date:

30.10.2013.

Article data in other languages: croatian

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