Theory, practice and competences in the study of pedagogy - views of Ljubljana and Belgrade university teachers.

Autor/inn/en	Skubic Ermenc, Klara; Zivkovic Vujisic, Natasa; Spasenovic, Vera
Titel	Theory, practice and competences in the study of pedagogy - views of Ljubljana and Belgrade university teachers. Paralleltitel: Teorija, praksa in kompetence v izobrazevanju pedagogov - pogledi ljubljanskih in beograjskih visokosolskih uciteljev.
Quelle	In: CEPS journal, 5 (2015) 2, S. 35-55Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
URN	urn:nbn:de:0111-pedocs-109931
Schlagwörter	Pädagogik; Kompetenz; Erziehungswissenschaft; Empirische Untersuchung; Interview; Lehrerausbildung; Kompetenzorientierung; Hochschulbildung; Universität; Bologna-Prozess; Theorie-Praxis-Beziehung; Serbien; Slowenien
Abstract	Over the previous decade, higher education in Slovenia and Serbia has undergone considerable reforms, influenced by the Bologna process and its agenda of competence and learning outcomes. In the context of these reforms, the aim of this research is to consider the question of the relationship between the theoretical and the practical education of pedagogues at the university level. Eleven university professors from departments of pedagogy and andragogy at the universities of Ljubljana and Belgrade were interviewed. The semi-structured interviews focused on two main research questions: 1) how they understand the relationship between pedagogical theory and practice, and the identity of pedagogy as a science in that context, and 2) their opinion about the competence-based approach in the context of the study of pedagogy. The findings show that the majority of the interviewed university teachers hold an opinion that pedagogy is primarily a theoretical (reflective) science and, accordingly, that the mastery of theory is crucial for the development of pedagogues' competences. Furthermore, most of them are rather reserved and critical of the competence approach as well as of the practical skills development. Although there are some differences in opinions between the professors from Ljubljana and Belgrade, this study shows that similar discourses pre-vail. The gap between pedagogical theory and practice is one of the major issues that have been current in pedagogical science in the recent decades. The findings of our research indicate that there is dissatisfaction with the relationship between modern pedagogical theory and practice, accompanied by the need for its reconceptualization. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2015/4