Page 81 - 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. 81
Tihana Škojo, Renata Jukiæ, THE ASSESSMENT OF PEDAGOGICAL COMPETENCES...
develop pedagogical, psychological, didactic and methodical competences during their
long-time work experience and through professional training programs.
Given the opinion of the teachers, we identified the need for greater awareness of the
importance of educational goals in teaching solfeggio and emphasizing the pedagogical
dimension of competences of teachers in music education. In order to understand the
multidimensional view of teachers’ competences, in line with contemporary pedagogical
perspectives, we are also stressing the need for the implementation of a large number of
didactic and pedagogical content in study programs and the increased number of hours of
pedagogical practice, so that students, future teachers, could through systematic learning
of different teaching skills gain self-confidence for successful teaching job.
References
Açkgöz, F. (2005). A Study on Teacher Characteristics and their Effects on Students
Attitudes. The Reading Matrix, 5 (2), pp. 103–115.
Aniæ, V. (2003). Veliki rjeènik hrvatskog jezika. Zagreb: Novi Liber.
Antiæ, S. (2000). Rjeènik suvremenog obrazovanja: obrazovanje u trendu 21. stoljeæa.
Zagreb: Hrvatski pedagoško-knji evni zbor.
Brophv, T. (1993). Evaluation of Music Educators: Toward Defining An Appropriate
Instrument. ERIC.
Ban, M., Svalina, V. (2013). Razlièiti pristupi svladavanju intonacije u nastavi
solfeggia. ivot i škola: èasopis za teoriju i praksu odgoja i obrazovanja, 30 (2), pp.
172–191.
Brust Nemet, M., Velki, T. (2016). The Social, Emotional and Educational Competences
of Teachers as Predictors of Various Aspects of the School Culture. Croatian Jpurnal of
Education: Hrvatski èasopis za odgoj i obrazovanje, 18 (4), pp. 1087–1119.
Cheetham, G., Chivers, G. (1996). Towards a holistic model of professional competence.
Journal of European Industrial Training, 20 (5), pp. 20–30.
Dorman, J. P., Fisher, D. L., Waldrip, B. G. (2006). Classroom environment, students
perceptions of assessment, academic efficacy and attitude to science: A Lisrel analysis.
In: Fisher, D. L., Khine, M. S. (edt.). Contemporary Approaches to Research on
Learning Environments Worldviews. Singapore: World Scientific, pp. 1–28.
Hrvatiæ, N., Piršl, E. (2007) Kurikulum pedagoške izobrazbe uèitelja. In: V. Previšiæ
(edt.), Kurikulum: Teorije, metodologija, sadr aj, struktura. Zagreb: Školska knjiga. pp.
385–407.
Hrvatiæ, N., Bartuloviæ, M. (2007) Škola buduænosti: nove kompetencije uèitelja. In: V.
Pu evski i V. Strugar (edt.) Poruke XV. Kri evaèkih pedagoških dana: Škola danas, za
buduænost: znanstveno-praktièni obzori: zbornik radova. Hrvatsko pedagoško-knji evni
zbor, Ogranak. pp. 56–67.
79
develop pedagogical, psychological, didactic and methodical competences during their
long-time work experience and through professional training programs.
Given the opinion of the teachers, we identified the need for greater awareness of the
importance of educational goals in teaching solfeggio and emphasizing the pedagogical
dimension of competences of teachers in music education. In order to understand the
multidimensional view of teachers’ competences, in line with contemporary pedagogical
perspectives, we are also stressing the need for the implementation of a large number of
didactic and pedagogical content in study programs and the increased number of hours of
pedagogical practice, so that students, future teachers, could through systematic learning
of different teaching skills gain self-confidence for successful teaching job.
References
Açkgöz, F. (2005). A Study on Teacher Characteristics and their Effects on Students
Attitudes. The Reading Matrix, 5 (2), pp. 103–115.
Aniæ, V. (2003). Veliki rjeènik hrvatskog jezika. Zagreb: Novi Liber.
Antiæ, S. (2000). Rjeènik suvremenog obrazovanja: obrazovanje u trendu 21. stoljeæa.
Zagreb: Hrvatski pedagoško-knji evni zbor.
Brophv, T. (1993). Evaluation of Music Educators: Toward Defining An Appropriate
Instrument. ERIC.
Ban, M., Svalina, V. (2013). Razlièiti pristupi svladavanju intonacije u nastavi
solfeggia. ivot i škola: èasopis za teoriju i praksu odgoja i obrazovanja, 30 (2), pp.
172–191.
Brust Nemet, M., Velki, T. (2016). The Social, Emotional and Educational Competences
of Teachers as Predictors of Various Aspects of the School Culture. Croatian Jpurnal of
Education: Hrvatski èasopis za odgoj i obrazovanje, 18 (4), pp. 1087–1119.
Cheetham, G., Chivers, G. (1996). Towards a holistic model of professional competence.
Journal of European Industrial Training, 20 (5), pp. 20–30.
Dorman, J. P., Fisher, D. L., Waldrip, B. G. (2006). Classroom environment, students
perceptions of assessment, academic efficacy and attitude to science: A Lisrel analysis.
In: Fisher, D. L., Khine, M. S. (edt.). Contemporary Approaches to Research on
Learning Environments Worldviews. Singapore: World Scientific, pp. 1–28.
Hrvatiæ, N., Piršl, E. (2007) Kurikulum pedagoške izobrazbe uèitelja. In: V. Previšiæ
(edt.), Kurikulum: Teorije, metodologija, sadr aj, struktura. Zagreb: Školska knjiga. pp.
385–407.
Hrvatiæ, N., Bartuloviæ, M. (2007) Škola buduænosti: nove kompetencije uèitelja. In: V.
Pu evski i V. Strugar (edt.) Poruke XV. Kri evaèkih pedagoških dana: Škola danas, za
buduænost: znanstveno-praktièni obzori: zbornik radova. Hrvatsko pedagoško-knji evni
zbor, Ogranak. pp. 56–67.
79
