Page 78 - 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. 78
SBENOPEDAGOŠKI ZBORNIK, 31. zvezek
professional training programs, but everything depends on the content being
offered, lecturers, etc.
At the end of the faculty I got the fundamental knowledge for teaching, but I
reached the necessary experience through practice.
The competences I have gained during my studies are mostly professional, and at
the professional conferences I have been upgrading my pedagogical,
psychological and didactic skills. I often hear useful advice from people with a lot
of experience.
As far as the profession itself is concerned, I did not have to develop my skills
additionally after graduation because there was no need. As far as methodology of
teaching is concerned - I had to learn constantly and I still have to.
I was prepared at the faculty for teaching music and art classes, but not for
teaching solfeggio, so I had to learn it myself.
The faculty has built the foundation, the main idea for practice, but when one
begins to work, he starts seeing his/her gaps in the knowledge and works towards
correcting them.
At the university I have acquired a minimum of pedagogical knowledge and this
was not satisfactory at the beginning of my work experience. I have to constantly
develop and improve my skills.
Most of my competences have been defined through teaching.
The next question related to the self-assessment of the style of teaching because the
teacher’s pedagogical competences are dynamically combined with their didactic
competences. Some teachers mentioned the atmosphere in the classroom, highlighting the
importance of pleasant emotional atmosphere. Additionally, all teachers emphasize the
need to focus on educational outcomes, not mentioning the raising component.
In the teaching, one has to achieve a good balance between the autocratic and
democratic style of teaching, as this greatly influences the teaching process and
students. I always aim primarily for the realization of a professional objective.
It is most important to reach a professional objective, but I try not to create an
uncomfortable atmosphere. I respect the students’ abilities and I don’t think it is
right for them to be afraid of me.
It is important to establish discipline during the processing of new content, but
when we practice, then the atmosphere is more relaxed. I think my style is more
autocratic, but not in a particularly strict way.
In responses related to the communication dimension, teachers evaluate their
communication skills as satisfactory, clear and open. They emphasize the importance of
humor, and even renaming dictations using witty names helps to establish better
communication. Student’s ignorance and their occasional attempts to shift attention from
the subject at hand are mentioned by teachers as causing problems in communication.
They declare:
76
professional training programs, but everything depends on the content being
offered, lecturers, etc.
At the end of the faculty I got the fundamental knowledge for teaching, but I
reached the necessary experience through practice.
The competences I have gained during my studies are mostly professional, and at
the professional conferences I have been upgrading my pedagogical,
psychological and didactic skills. I often hear useful advice from people with a lot
of experience.
As far as the profession itself is concerned, I did not have to develop my skills
additionally after graduation because there was no need. As far as methodology of
teaching is concerned - I had to learn constantly and I still have to.
I was prepared at the faculty for teaching music and art classes, but not for
teaching solfeggio, so I had to learn it myself.
The faculty has built the foundation, the main idea for practice, but when one
begins to work, he starts seeing his/her gaps in the knowledge and works towards
correcting them.
At the university I have acquired a minimum of pedagogical knowledge and this
was not satisfactory at the beginning of my work experience. I have to constantly
develop and improve my skills.
Most of my competences have been defined through teaching.
The next question related to the self-assessment of the style of teaching because the
teacher’s pedagogical competences are dynamically combined with their didactic
competences. Some teachers mentioned the atmosphere in the classroom, highlighting the
importance of pleasant emotional atmosphere. Additionally, all teachers emphasize the
need to focus on educational outcomes, not mentioning the raising component.
In the teaching, one has to achieve a good balance between the autocratic and
democratic style of teaching, as this greatly influences the teaching process and
students. I always aim primarily for the realization of a professional objective.
It is most important to reach a professional objective, but I try not to create an
uncomfortable atmosphere. I respect the students’ abilities and I don’t think it is
right for them to be afraid of me.
It is important to establish discipline during the processing of new content, but
when we practice, then the atmosphere is more relaxed. I think my style is more
autocratic, but not in a particularly strict way.
In responses related to the communication dimension, teachers evaluate their
communication skills as satisfactory, clear and open. They emphasize the importance of
humor, and even renaming dictations using witty names helps to establish better
communication. Student’s ignorance and their occasional attempts to shift attention from
the subject at hand are mentioned by teachers as causing problems in communication.
They declare:
76
