Page 75 - 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. 75
Tihana Škojo, Renata Jukiæ, THE ASSESSMENT OF PEDAGOGICAL COMPETENCES...
In the research analyzing the pedagogical dimensions of teaching competences, thirteen
participants were included, ten teachers and three solfeggio teachers. All teachers are
highly qualified university graduates who completed art academies in Croatia. The range
of years of employment is from 1 to 25 years.
A semi-structured, individually conducted interview was used to collect the necessary
data. Main and follow-up questions were prepared and the answers were recorded for
further processing. The research was conducted during February and March 2019.
Participation in the research was voluntary and confidential with the intention of using the
answers solely for scientific purposes.
Results and Discussion
In qualitative data analysis, the coding procedure was used to obtain interpretable
categories, which were then interpreted in accordance with the research tasks. In the data
analysis, data reduction was used by “cut and paste” method – cutting and pasting similar
statements together (Krueger, 1994). Some comments were quoted entirely because of the
contextual significance of the whole statement.
It should be noted that all the interviewers commented openly on all the chosen topics and
thus provided insight into the real state of solfeggio teaching.
Interview with teachers began by expressing opinions on the desirable competences of
solfeggio teachers. Qualitative data processing has shown that teachers consider
professional competence indispensable, but that many other didactic-methodological and
pedagogical competences are needed as well.
A professor who has completed the theoretical course, but if this is not possible,
professional factors must be satisfied and [He/She] must have a clear professional
aim of the lesson.
The profession (vocation) must be in the first place and most importantly to have
the broad understanding, to realize that solfeggio is not for its own purpose but has
the function in real-life situations.
Ideal solfeggio teacher should be familiar with the subject’s contents, including
professional competences, a lot of work needs to be done in methodological and
pedagogical approach.
It would be good for him to have completed the theoretical course, and flexibility as
well, creativity, willingness to adapt to new technologies are needed.
The teacher must first be an expert, needs to know the subject matter, be competent
in performing all aspects of teaching. He should set an example for students,
possessing professional competences and be persistent in the implementation of
teaching contents.
Must know how to convey knowledge in different ways, adapt to different situations
with students, have emotional qualities, and possess professional knowledge.
73
In the research analyzing the pedagogical dimensions of teaching competences, thirteen
participants were included, ten teachers and three solfeggio teachers. All teachers are
highly qualified university graduates who completed art academies in Croatia. The range
of years of employment is from 1 to 25 years.
A semi-structured, individually conducted interview was used to collect the necessary
data. Main and follow-up questions were prepared and the answers were recorded for
further processing. The research was conducted during February and March 2019.
Participation in the research was voluntary and confidential with the intention of using the
answers solely for scientific purposes.
Results and Discussion
In qualitative data analysis, the coding procedure was used to obtain interpretable
categories, which were then interpreted in accordance with the research tasks. In the data
analysis, data reduction was used by “cut and paste” method – cutting and pasting similar
statements together (Krueger, 1994). Some comments were quoted entirely because of the
contextual significance of the whole statement.
It should be noted that all the interviewers commented openly on all the chosen topics and
thus provided insight into the real state of solfeggio teaching.
Interview with teachers began by expressing opinions on the desirable competences of
solfeggio teachers. Qualitative data processing has shown that teachers consider
professional competence indispensable, but that many other didactic-methodological and
pedagogical competences are needed as well.
A professor who has completed the theoretical course, but if this is not possible,
professional factors must be satisfied and [He/She] must have a clear professional
aim of the lesson.
The profession (vocation) must be in the first place and most importantly to have
the broad understanding, to realize that solfeggio is not for its own purpose but has
the function in real-life situations.
Ideal solfeggio teacher should be familiar with the subject’s contents, including
professional competences, a lot of work needs to be done in methodological and
pedagogical approach.
It would be good for him to have completed the theoretical course, and flexibility as
well, creativity, willingness to adapt to new technologies are needed.
The teacher must first be an expert, needs to know the subject matter, be competent
in performing all aspects of teaching. He should set an example for students,
possessing professional competences and be persistent in the implementation of
teaching contents.
Must know how to convey knowledge in different ways, adapt to different situations
with students, have emotional qualities, and possess professional knowledge.
73
