\u27CRITICAL POINTS\u27 OF TEACHERS\u27 PEDAGOGICAL COMPETENCE

Zbog izuzetne važnosti za kvalitetu odgojno-obrazovnoga procesa pitanje pedagoške kompetentnosti ucitelja za uciteljsku ulogu trajna je preokupacija znanstvenika i strucnjaka, posebice u polju društvenih znanosti. Od pedagoški kompetentnog ucitelja ocekuje se da posjeduje posebna znanja i vještine, ali i osobna obilježja kako bi bio pozitivan model za identifikaciju svojim ucenicima te autoritet koji se dragovoljno slijedi. S ciljem istraživanja pedagoške (ne)kompetentnosti ucitelja odnosno, «osvjetljavanja» sastavnica koje cine pedagošku kompetenciju i/ili nekompetenciju poduzeto je istraživanje na uzorku od 260 ucitelja i uciteljica osnovnih škola Splitsko-dalmatinske županije. Rezultati provedenog istraživanja pokazali su kako je pedagošku kompetenciju ucitelja moguce shvacati kao kontinuum od nekompetentnosti (cije su osnovne sastavnice sumnja, nesigurnost, neznanje, nezadovoljavajuci odnosi, doživljaj tereta uciteljskog poziva itd.) do kompetentnosti cija su glavna obilježja: kompetencija u svim aspektima pedagoškog djelovanja, sigurnost, izbor adekvatnih postupaka itd., što rezultira osjecajem zadovoljstva uciteljskim pozivom. Dobiveni rezultati provedenog istraživanja posebice, oni vezani za pedagošku nekompetenciju, polazište su za operacionalizaciju programa permanentnog strucnog usavršavanja ucitelja s ciljem podizanja razine njihove pedagoške kompetencije.The issue of pedagogical competence is at the centre of attention of researchers and experts in social sciences because of its great importance for the quality of the education process. A pedagogically competent teacher is expected to have special knowledge and skills, but also personal traits to become a positive role model for his/her pupils, and an authority whose example they will follow volontarily. In order to investigate the elements of pedagogical competence and incompetence of teachers, we have conducted research including 260 male and female teachers from primary schools in Splitsko-dalmatinska county. The research results indicated that the pedagogical compoetence of teachers should be viewed as a continuum ranging from incompetence (the elements of which are doubt, insecurity, ignorance, dissatisfactory relationships, the sense of being burdened by the teaching profession, etc.), to competence in all aspects of pedagogical activity, security, choice of adequate methods, etc., all of which results in the sense of satisfaction with being a teacher. The results obtained, especially the ones concerning pedagogical incompetence, are the starting point for the operationalization of the programme of permanent professional development of teachers, especially aimed at increasing the level of their pedagogical competence