Page 74 - 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. 74
SBENOPEDAGOŠKI ZBORNIK, 31. zvezek
such as emotional sensitivity, creativity, co-operation, ethics, etc., as a positive model to
their students. Numerous authors emphasize the extraordinary role of personality by
specifying numerous desirable traits of a successful teacher (Antiæ, 2000; Açkgöz, 2005).
Brophy (1993) writes that a successful music instructor shows a high level of musicality,
plans his teaching in order to achieve clearly stated music goals, successfully recognizes
student’s problems and needs, successfully communicates and motivates learners, uses
appropriate and effective educational materials, develops a stimulating working
environment, considers and plans an effective personal growth and development program,
recognizes his weaknesses and seeks to successfully overcome them and serves as a model
for his students (Brophy, 1993). Jurèiæ (2014) observes contemporary teachers through a
dynamic combination of dynamic competences and pedagogical competencies that relate
to personal, communication, analytical (reflexive), social, emotional, developmental
dimensions and skills in problem solving. Jurèiæ (2014) as well as Terhart (2001) and
Palekèiæ (2007) emphasizes that the teacher’s competence in pedagogical communication
is directly related to the success of the teaching process. Developed communication
competences are positively reflected in the establishment of partnerships with students;
they support student’s learning and have a significant impact on the creation of a
democratic and enjoyable classroom atmosphere. Communication competencies are
closely linked to social skills and emotional competences through which teachers
overcome specific situations they encounter during the educational process. Such
competences enable successful leadership of humanist-oriented teaching, fostered by
tolerance, encouragement, and directed towards the development of individual abilities.
Reflexive competence refers to the analysis of progress of the individual lesson. Rojko
(2009) highlights the need for permanent intelligent observation, research and reflection
of music education for the purpose of progress, while Ljubetiæ & Kostoviæ Vranješ (2008)
conclude that only a teacher who permanently invests in the improvement of his/her
professional performance can meet the vision and challenges of the teaching profession.
The core guideline of all teachers is precisely the developmental competence, the desire to
improve knowledge and develop and perfect skills as well as the pursuit of lifelong
learning ideas in reaching the best possible educational and learning outcomes.
Research
Aim and research methodology
This paper describes the research carried out to determine the pedagogical competences of
solfeggio teachers. In accordance with the formulated goal, the following tasks were
identified:
– Analyze opinions on the desirable competence profile of solfeggio teachers.
– Analyze the problems teachers encounter in teaching solfeggio.
– Examine attitudes about the particular dimensions of pedagogical competences;
personal, communicative, analytical, social, emotional and developmental.
– Identify competences which are not sufficiently developed during the studies and
fit them into the guidelines for a more successful curriculum on art studies.
72
such as emotional sensitivity, creativity, co-operation, ethics, etc., as a positive model to
their students. Numerous authors emphasize the extraordinary role of personality by
specifying numerous desirable traits of a successful teacher (Antiæ, 2000; Açkgöz, 2005).
Brophy (1993) writes that a successful music instructor shows a high level of musicality,
plans his teaching in order to achieve clearly stated music goals, successfully recognizes
student’s problems and needs, successfully communicates and motivates learners, uses
appropriate and effective educational materials, develops a stimulating working
environment, considers and plans an effective personal growth and development program,
recognizes his weaknesses and seeks to successfully overcome them and serves as a model
for his students (Brophy, 1993). Jurèiæ (2014) observes contemporary teachers through a
dynamic combination of dynamic competences and pedagogical competencies that relate
to personal, communication, analytical (reflexive), social, emotional, developmental
dimensions and skills in problem solving. Jurèiæ (2014) as well as Terhart (2001) and
Palekèiæ (2007) emphasizes that the teacher’s competence in pedagogical communication
is directly related to the success of the teaching process. Developed communication
competences are positively reflected in the establishment of partnerships with students;
they support student’s learning and have a significant impact on the creation of a
democratic and enjoyable classroom atmosphere. Communication competencies are
closely linked to social skills and emotional competences through which teachers
overcome specific situations they encounter during the educational process. Such
competences enable successful leadership of humanist-oriented teaching, fostered by
tolerance, encouragement, and directed towards the development of individual abilities.
Reflexive competence refers to the analysis of progress of the individual lesson. Rojko
(2009) highlights the need for permanent intelligent observation, research and reflection
of music education for the purpose of progress, while Ljubetiæ & Kostoviæ Vranješ (2008)
conclude that only a teacher who permanently invests in the improvement of his/her
professional performance can meet the vision and challenges of the teaching profession.
The core guideline of all teachers is precisely the developmental competence, the desire to
improve knowledge and develop and perfect skills as well as the pursuit of lifelong
learning ideas in reaching the best possible educational and learning outcomes.
Research
Aim and research methodology
This paper describes the research carried out to determine the pedagogical competences of
solfeggio teachers. In accordance with the formulated goal, the following tasks were
identified:
– Analyze opinions on the desirable competence profile of solfeggio teachers.
– Analyze the problems teachers encounter in teaching solfeggio.
– Examine attitudes about the particular dimensions of pedagogical competences;
personal, communicative, analytical, social, emotional and developmental.
– Identify competences which are not sufficiently developed during the studies and
fit them into the guidelines for a more successful curriculum on art studies.
72
