PEDAGOGICAL (IN)COMPETENCE OF TEACHERS

Pedagoška kompetencija učitelja/ica iznimno je važna za kvalitetu odgojno – obrazovnog procesa, kao i za rezultat tog procesa, stoga se tom pitanju i u znanstvenoj i u stručnoj javnosti posvećuje sve više pozornosti.mPedagoški kompetentan/na učitelj/ica treba posjedovati posebna pedagoškamznanja i vještine, ali i osobine ličnosti nužne za uspostavljanje, građenje i unapređivanje odnosa kako s učenicima, tako i s njihovim roditeljima, ali i kolegama te svim ostalim čimbenicima odgojno-obrazovnog procesa. Samo onaj učitelj/ica koji posjeduje kompetencije u različitim aspektima pedagoškog djelovanja, kritički promišlja o sebi i svojoj odgojno-obrazovnoj praksi, mijenja i unapređuje svoja ponašanja te oblikuje poticajno okruženje i ozračje u učionici/školi, ima osjećaj zadovoljstva u pedagoškom radu te može očekivati da će i „izlazni“ rezultati u smislu učeničkih postignuća i napredovanja na svim razinama biti pozitivni. S ciljem istraživanja pedagoške (ne)kompetentnosti učitelja poduzeto je istraživanje na uzorku od 260 učitelja/ica u Splitsko-dalmatinskoj županiji. Rezultati provedenog istraživanja pokazali su kako velika većina anketiranih učitelja/ica ima doživljaj pedagoške kompetencije, ali da ima i onih koji se ne procjenjuju pedagoški kompetentnima zbog osjećaja nesigurnosti, nepreuzimanja odgovornosti, „nedoživljavanja“ eventualnih pogrešaka, svjesnosti o vlastitim pogreškama, teškoća u rješavanju disciplinskih problema itd.The pedagogical competence of teachers, of paramount importance both for the quality of the education process and its outcomes, is receiving increasing attention from scientists and experts, as well as the general public. A pedagogically competent teacher is expected to possess not only specific pedagogical knowledge and skills, but also certain personality and quality traits necessary to establish, develop, and improve relationships with pupils and their parents, as well as with colleagues and other participants in the education process. It is only teachers who, apart from possessing the required competences in diverse aspects of pedagogical activity, critically evaluate themselves and their teaching practices, trying to change and improve their behaviour and methods, at the same time creating a stimulating environment and atmosphere both in class and at school, that derive genuine satisfaction and pleasure from their work. Such teachers can rightly expect the outcomes of their work, expressed in terms of their pupils’ achievements and progress at all levels, to be positive as well. With a view to establishing the pedagogical (in)competence of teachers, research was conducted on a sample of 260 primary school teachers of Split- Dalmatia County. The results obtained seem to indicate that a great majority of respondents perceive themselves as pedagogically competent. However, there are those who do not regard themselves as pedagogically competent, primarily for one of the following reasons: insecurity, lack of confidence, reluctance to assume responsibility, failure to observe possible errors, increased awareness of their own errors, diffi culties in dealing with issues of discipline, etc