Kompetentnost učitelja u kulturi suvremene škole

Prema Agenciji za znanost i visoko obrazovanje kompetencije predstavljaju dinamičnu kombinaciju kognitivnih i metakognitivnih vještina, znanja i razumijevanja, međuljudskih, intelektualnih i praktičnih vještina te etičkih vrijednosti. Razvoj tih kompetencija cilj je svakoga obrazovnog programa. Europska komisija za unaprjeđivanje obrazovanja i stručnog usavršavanja navodi kako obrazovanje učitelja treba biti interdisciplinarno i multidisciplinarno, stoga bi učitelj trebao interdisciplinarno poznavati svoju struku, razumjeti razvojna obilježja učenika i stilove učenja. Učitelj treba biti vješt u poučavanju te razumjeti društveni i kulturni kontekst obrazovanja i škole, poznavati kulturu škole te pridonositi daljnjem razvijanju i kreiranju. S ciljem istraživanja kompetencija učitelja u kulturi suvremene škole, provedeno je istraživanje o kompetencijama učitelja na uzorku od 54 učitelja razredne nastave iz različitih osnovnih škola iz Vukovarsko-srijemske i Osječko-baranjske županije, te učenicima 4. razreda osnovne škole iz ruralne sredine. Rezultati su pokazali kako se ispitanici (učitelji) osjećaju pedagoški kompetentnim u svim područjima pedagoškog djelovanja, najviše u područjima organiziranja odgojno-obrazovnog procesa, utvrđivanja postignuća u školi i oblikovanju školskog ozračja, a najmanje u području izgradnje kurikuluma školskog podsustava. Pokazalo se da ne postoje razlike u doživljaju pedagoške kompetentnosti učitelja s obzirom na godine radnog staža. Utvrđeno je da se učitelji s više godina radnog staža (21 i više godina) osjećaju najkompetentnijim, a učitelji s najmanje godina staža (0-10 godina) najmanje kompetentnim. Također se pokazalo da ne postoji razlika u doživljaju pedagoških kompetencija učitelja urbane i ruralne sredine, s obzirom na stupanj obrazovanja i s obzirom na stupanj stručnog usavršavanja. Isto tako, utvrđeno je da ispitanici (učenici 4. razreda osnovne škole) doživljavaju svog učitelja pedagoški kompetentnim.According to the “Agency for science and higher education” competences represent a dynamic combination of cognitive and metacognitive skills, knowledge and understanding, interpersonal, intellectual and practical skills and ethical values. The goal of every educational program is development of these competences. The European Commission for the Improvement of Education and Professional Development states that teacher education should be interdisciplinary and multidisciplinary, therefore, the teacher should have interdisciplinary knowledge of his profession and he should understand the developmental characteristics of students and the styles of learning. The teacher should be highly skilled at teaching and understanding the social and cultural context of education and school as well as knowing the culture of the school and contributing to further development and creation. In order to study the competences of teachers in contemporary school culture, a survey of teachers' competences was conducted on a sample of 54 teachers from different primary schools from Vukovarsko-srijemska and Osječko-baranjska county. The survey was also conducted among pupils of the 4th grade of elementary school from the rural environment. The results showed that the respondents (teachers) feel pedagogically competent in all areas of pedagogical activity, mostly in the areas of organization of the educational process, in determining school achievements and in the design of school environments, and at least in the area of curriculum building of the school subsystem. There haven't been differences in the experience of teacher's pedagogical competence with respect to years of work experience. It was established that teachers with the highest number of years of service (21 and over) feel the most competent, and teachers with at least one (0-10 years) least competent qualifications. It has also been shown that there is no difference in the experience of the pedagogical competences of the urban and rural environment teachers, given the level of education and the degree of professional development. Likewise, it was established that respondents (4th grade pupils) experience their teacher as pedagogically competent