Page 71 - Glasbenopedagoški zbornik Akademije za glasbo v Ljubljani / The Journal of Music Education of the Academy of Music in Ljubljana: Mostovi med formalnim in neformalnim glasbenim izobraževanjem, leto 15, zvezek 31 / Year 15, Issue 31, 2019
P. 71
Tihana Škojo, Renata Jukiæ, THE ASSESSMENT OF PEDAGOGICAL COMPETENCES...
Tihana Škojo1, Renata Jukiæ2
1Akademija za umjetnost i kulturu u Osijeku, Sveuèilište Josipa Jurja Strossmayera u
Osijeku
2Filozofski fakultet u Osijeku, Sveuèilište Josipa Jurja Strossmayera u Osijeku
THE ASSESSMENT OF PEDAGOGICAL COMPETENCES OF SOLFEGGIO
TEACHERS
Kratki znanstveni prispevek / Short Scientific Article
Abstract
For the purpose of researching pedagogical competences, a semi-structured interview with
solfeggio teachers, all of whom are employed in music schools in Croatia, was conducted. The
research has shown that solfeggio teachers value their competences primarily through the
professional dimension. They are predominantly focused on achieving the educational tasks of
solfeggio classes, practicing intonation and rhythmic skills, and learning the music metalanguage.
Although they are aware of the importance of pedagogical competences, they emphasize their
secondary position in relation to professional competences.
The results of this research lead to the conclusion that a greater awareness of the importance of
pedagogical aims in teaching solfeggio and of the pedagogical dimension of competences with
teachers in music education is needed.
Keywords: solfeggio teachers, pedagogical competences, music schools, Croatia
Izvleèek
Ocenjevanje pedagoških kompetenc uèiteljev solfeggia
Pedagoške kompetence uèiteljev solfeggia, zaposlenih v glasbenih šolah na Hrvaškem, so bile
preuèevane z uporabo polstrukturiranega intervjuja. Raziskava je pokazala, da uèitelji solfeggia
kompetence vrednotijo predvsem skozi strokovno dimenzijo. Veèinoma so osredinjeni na
doseganje vzgojno-izobra evalnih ciljev pri pouku solfeggia, urjenja intonacije, ritmiènih vešèin in
uèenja glasbenega metajezika. Èeprav se uèitelji solfeggia zavedajo pomena pedagoških
kompetenc, poudarjajo njihov drugoten polo aj glede na strokovne kompetence.
Rezultati raziskave vodijo do zakljuèka, da je potrebno veèje zavedanje pomena pedagoških ciljev
pri pouku solfeggia in da so pedagoške dimenzije kompetenc uèiteljev glasbene vzgoje potrebne.
Kljuène besede: uèitelji solfeggia, pedagoške kompetence, glasbene šole, Hrvaška
69
Tihana Škojo1, Renata Jukiæ2
1Akademija za umjetnost i kulturu u Osijeku, Sveuèilište Josipa Jurja Strossmayera u
Osijeku
2Filozofski fakultet u Osijeku, Sveuèilište Josipa Jurja Strossmayera u Osijeku
THE ASSESSMENT OF PEDAGOGICAL COMPETENCES OF SOLFEGGIO
TEACHERS
Kratki znanstveni prispevek / Short Scientific Article
Abstract
For the purpose of researching pedagogical competences, a semi-structured interview with
solfeggio teachers, all of whom are employed in music schools in Croatia, was conducted. The
research has shown that solfeggio teachers value their competences primarily through the
professional dimension. They are predominantly focused on achieving the educational tasks of
solfeggio classes, practicing intonation and rhythmic skills, and learning the music metalanguage.
Although they are aware of the importance of pedagogical competences, they emphasize their
secondary position in relation to professional competences.
The results of this research lead to the conclusion that a greater awareness of the importance of
pedagogical aims in teaching solfeggio and of the pedagogical dimension of competences with
teachers in music education is needed.
Keywords: solfeggio teachers, pedagogical competences, music schools, Croatia
Izvleèek
Ocenjevanje pedagoških kompetenc uèiteljev solfeggia
Pedagoške kompetence uèiteljev solfeggia, zaposlenih v glasbenih šolah na Hrvaškem, so bile
preuèevane z uporabo polstrukturiranega intervjuja. Raziskava je pokazala, da uèitelji solfeggia
kompetence vrednotijo predvsem skozi strokovno dimenzijo. Veèinoma so osredinjeni na
doseganje vzgojno-izobra evalnih ciljev pri pouku solfeggia, urjenja intonacije, ritmiènih vešèin in
uèenja glasbenega metajezika. Èeprav se uèitelji solfeggia zavedajo pomena pedagoških
kompetenc, poudarjajo njihov drugoten polo aj glede na strokovne kompetence.
Rezultati raziskave vodijo do zakljuèka, da je potrebno veèje zavedanje pomena pedagoških ciljev
pri pouku solfeggia in da so pedagoške dimenzije kompetenc uèiteljev glasbene vzgoje potrebne.
Kljuène besede: uèitelji solfeggia, pedagoške kompetence, glasbene šole, Hrvaška
69
