hrcak mascot   Srce   HID

Prethodno priopćenje

PRIMARY AND SECONDARY MUSIC SCHOOL TEACHER‐TRAINEE COMPETENCES – AN EMPLOYER'S PERSPECTIVE

Marina Novak ; Sveučilište u Zagrebu; Muzička akademija

Puni tekst: hrvatski, pdf (28 MB) str. 245-256 preuzimanja: 145* citiraj
APA 6th Edition
Novak, M. (2016). KOMPETENCIJE NASTAVNIKA – PRIPRAVNIKA U OSNOVNIM I SREDNJIM GLAZBENIM ŠKOLAMA – PERSPEKTIVA POSLODAVACA. Život i škola, LXII (3), 245-256. Preuzeto s https://hrcak.srce.hr/177058
MLA 8th Edition
Novak, Marina. "KOMPETENCIJE NASTAVNIKA – PRIPRAVNIKA U OSNOVNIM I SREDNJIM GLAZBENIM ŠKOLAMA – PERSPEKTIVA POSLODAVACA." Život i škola, vol. LXII, br. 3, 2016, str. 245-256. https://hrcak.srce.hr/177058. Citirano 28.10.2020.
Chicago 17th Edition
Novak, Marina. "KOMPETENCIJE NASTAVNIKA – PRIPRAVNIKA U OSNOVNIM I SREDNJIM GLAZBENIM ŠKOLAMA – PERSPEKTIVA POSLODAVACA." Život i škola LXII, br. 3 (2016): 245-256. https://hrcak.srce.hr/177058
Harvard
Novak, M. (2016). 'KOMPETENCIJE NASTAVNIKA – PRIPRAVNIKA U OSNOVNIM I SREDNJIM GLAZBENIM ŠKOLAMA – PERSPEKTIVA POSLODAVACA', Život i škola, LXII(3), str. 245-256. Preuzeto s: https://hrcak.srce.hr/177058 (Datum pristupa: 28.10.2020.)
Vancouver
Novak M. KOMPETENCIJE NASTAVNIKA – PRIPRAVNIKA U OSNOVNIM I SREDNJIM GLAZBENIM ŠKOLAMA – PERSPEKTIVA POSLODAVACA. Život i škola [Internet]. 2016 [pristupljeno 28.10.2020.];LXII(3):245-256. Dostupno na: https://hrcak.srce.hr/177058
IEEE
M. Novak, "KOMPETENCIJE NASTAVNIKA – PRIPRAVNIKA U OSNOVNIM I SREDNJIM GLAZBENIM ŠKOLAMA – PERSPEKTIVA POSLODAVACA", Život i škola, vol.LXII, br. 3, str. 245-256, 2016. [Online]. Dostupno na: https://hrcak.srce.hr/177058. [Citirano: 28.10.2020.]

Sažetak
Often the question is raised whether, and to what extent, the teachers‐trainees, upon completing their studies of music at a higher musical institution, are able to teach in elementary or secondary music school without additional training. The learning outcomes of study programs at music academies suggest that, upon graduating, the students are competent to work independently in the classrooms. However, in order to verify the actual situation, it is necessary to collect feedback, both from graduate students, as well as from their employers, music school’s principals. Thus far graduate feedback has been acquired informally, through their direct contact with former professors at academies, and there has been no formal effort to gather feedback from employers. In order to collect feedback from employers, a survey was conducted in cooperation with the principals of primary and secondary music schools in Croatia (N = 23) in which, through eighteen categories, among other things, the actual level of competence required for teaching and acquired through studies at a music academy was assessed. Respondents were, in addition, required to highlight five, in their opinion most important teacher competencies. Research has indicated that the teachers‐trainees are largely competent in their field of knowledge, artistic independence and subject matter, while the worst evaluated was their ability to criticise and self‐criticise and their ability to adapt to new situations. As the five most important competencies, along the ability and desire to learn and the ability to apply knowledge in solving practical problems, respondents are stressed the importance of the great knowledge of the profession, the ability to plan, organize and evaluate the goals of teaching and teamwork.

Ključne riječi
higher education music pedagogy; lifelong learning; music schools; teaching

Hrčak ID: 177058

URI
https://hrcak.srce.hr/177058

[hrvatski] [njemački]

Posjeta: 478 *