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OriginaltitelTheory, practice and competences in the study of pedagogy - views of Ljubljana and Belgrade university teachers
ParalleltitelTeorija, praksa in kompetence v izobrazevanju pedagogov - pogledi ljubljanskih in beograjskih visokosolskih uciteljev
Autoren ; ;
OriginalveröffentlichungCEPS Journal 5 (2015) 2, S. 35-55
Dokument
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Schlagwörter (Deutsch)Universität; Bologna-Prozess; Hochschulbildung; Pädagogik; Erziehungswissenschaft; Theorie-Praxis-Beziehung; Kompetenzorientierte Methode; Lehrerausbildung; Kompetenz; Empirische Untersuchung; Interview; Serbien; Slowenien
TeildisziplinVergleichende Erziehungswissenschaft
Hochschulforschung und Hochschuldidaktik
DokumentartAufsatz (Zeitschrift)
ISSN2232-2647
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):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.)
weitere Beiträge dieser ZeitschriftCEPS Journal Jahr: 2015
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Eintrag erfolgte am24.07.2015
Empfohlene ZitierungSkubic Ermenc, Klara; Zivkovic Vujisic, Natasa; Spasenovic, Vera: Theory, practice and competences in the study of pedagogy - views of Ljubljana and Belgrade university teachers - In: CEPS Journal 5 (2015) 2, S. 35-55 - URN: urn:nbn:de:0111-pedocs-109931
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