Page 79 - 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. 79
Tihana Škojo, Renata Jukiæ, THE ASSESSMENT OF PEDAGOGICAL COMPETENCES...
I talk a lot with the students, but this does not exclude reaching the professional
objective.
Sometimes I do a gag, I’m joking at the beginning of the lesson and the atmosphere
is more positive, which creates better surroundings for the processing of the
solfeggio content.
Numerous authors directly link teacher traits (Shoyer & Leshem, 2016), emotional “rules”
(Winograd, 2003) and the quality of classroom interaction (Dorman et al., 2006) and the
effectiveness of the teaching process. The personal dimension of pedagogical
competences was the topic of our next question. Teachers assessed themselves
emotionally competent by emphasizing empathy, understanding of their students,
adherence and appreciation as the most important characteristics. They particularly
emphasize that the students exploit the excessive empathy of the teacher and kindness in
order to avoid their obligations and conclude that it is necessary to observe the students
and try to behave fairly and professionally in every situation.
The answers to the question related to the assessment of their social competences and
problem solving skills, lead to a conclusion that it is obvious that some of the teachers feel
they are very professional in dealing with such situations. They stress they are listening to
both sides of the story, and if they cannot solve a conflict, they refer the case to the school
principal. The rest of the teachers feel very bad in such situations and try to solve the
problem as soon as possible, in peaceful manner. Some teachers are aware they sometimes
overreact, but they never exaggerate. Teachers feel they are establishing good
relationships with parents and cooperate well with their colleagues and are generally open
to cooperation. In responses to other aspects of social competences, teachers highlight
they are approachable and they deal with mastering the problems of intonation and
rhythm with students.
Pedagogical competence implies a quality analytical dimension (Jurèiæ, 2012).
Qualitative data processing gave rise to two categories and one subcategory of responses.
The first category related to pedagogical documentation, which demonstrates that only a
small part of interviewed teachers write the lesson plan for each individual lesson and
personal notes, which serve as a reflective diary. In this category, statements which made
it clear that the purpose of the teacher’s personal notes is assessment and evaluation of the
students were particularly emphasized. The above mentioned categories also outlined the
statements which referred to the evaluation of students in solfeggio classes. Teachers
mention that students are numerically evaluated each month in the following aspects:
music theory, rhythmic dictation, melodic dictation, melodic-rhythmic dictation, a vista
singing, musical intervals, chords and class participation.
The second category concerned analytical reflections of the teaching process. We quote
the following answers:
I always try to write down specific situations so that they can be solved properly. I
always try to accompany every lesson by some notes.
I always think of good and bad decisions. I am very self-critical in this respect and I
am always trying to improve.
77
I talk a lot with the students, but this does not exclude reaching the professional
objective.
Sometimes I do a gag, I’m joking at the beginning of the lesson and the atmosphere
is more positive, which creates better surroundings for the processing of the
solfeggio content.
Numerous authors directly link teacher traits (Shoyer & Leshem, 2016), emotional “rules”
(Winograd, 2003) and the quality of classroom interaction (Dorman et al., 2006) and the
effectiveness of the teaching process. The personal dimension of pedagogical
competences was the topic of our next question. Teachers assessed themselves
emotionally competent by emphasizing empathy, understanding of their students,
adherence and appreciation as the most important characteristics. They particularly
emphasize that the students exploit the excessive empathy of the teacher and kindness in
order to avoid their obligations and conclude that it is necessary to observe the students
and try to behave fairly and professionally in every situation.
The answers to the question related to the assessment of their social competences and
problem solving skills, lead to a conclusion that it is obvious that some of the teachers feel
they are very professional in dealing with such situations. They stress they are listening to
both sides of the story, and if they cannot solve a conflict, they refer the case to the school
principal. The rest of the teachers feel very bad in such situations and try to solve the
problem as soon as possible, in peaceful manner. Some teachers are aware they sometimes
overreact, but they never exaggerate. Teachers feel they are establishing good
relationships with parents and cooperate well with their colleagues and are generally open
to cooperation. In responses to other aspects of social competences, teachers highlight
they are approachable and they deal with mastering the problems of intonation and
rhythm with students.
Pedagogical competence implies a quality analytical dimension (Jurèiæ, 2012).
Qualitative data processing gave rise to two categories and one subcategory of responses.
The first category related to pedagogical documentation, which demonstrates that only a
small part of interviewed teachers write the lesson plan for each individual lesson and
personal notes, which serve as a reflective diary. In this category, statements which made
it clear that the purpose of the teacher’s personal notes is assessment and evaluation of the
students were particularly emphasized. The above mentioned categories also outlined the
statements which referred to the evaluation of students in solfeggio classes. Teachers
mention that students are numerically evaluated each month in the following aspects:
music theory, rhythmic dictation, melodic dictation, melodic-rhythmic dictation, a vista
singing, musical intervals, chords and class participation.
The second category concerned analytical reflections of the teaching process. We quote
the following answers:
I always try to write down specific situations so that they can be solved properly. I
always try to accompany every lesson by some notes.
I always think of good and bad decisions. I am very self-critical in this respect and I
am always trying to improve.
77
