COMPETENCES OF TEACHER TRAINING STUDENTS FOR TEACHING MUSIC IN PRIMARY SCHOOL

Problematika kompetentnosti učitelja za poučavanje glazbe u nižim razredima osnovne škole uočena je u različitim zemljama, obrazovnim sustavima i kulturama. Svima je zajedničko to da razredni učitelji imaju slabo samopouzdanje i ne osjećaju se kompetentnima za izvođenje nastave glazbe (Nikolić, 2014; Svalina, 2015; Šulentić Begić, 2016). Cilj ovog istraživanja bio je ispitati osjećaju li se studenti pete godine učiteljskog studija kompetentni za izvođenje sata glazbe u osnovnoj školi. Analizom programa učiteljskih studija u Republici Hrvatskoj uočeno je da među fakultetima postoje razlike u njihovim nazivima, satnici, redoslijedu i ukupnom trajanju glazbenoga obrazovanja na studijima. Istraživanje je podijeljeno u dva dijela: analiza nastavnih planova i programa učiteljskih studija u Zagrebu, Zadru i Splitu te ispitivanje mišljenja i stavova budućih magistara primarnoga obrazovanja o njihovim profesionalnim kompetencijama u području nastave glazbe. Uz pomoć rezultata može se zaključiti kako je malo više od polovine studenata sigurno u svoje sposobnosti za izvođenje sata glazbe u osnovnoj školi, a od toga, malo manji postotak studenata je siguran da im je studij pridonio u kompetencijama. Prema tome ipak je više studenata koji su sigurni u svoje kompetencije, ali i dalje postoji dovoljan broj studenata koji se ne osjećaju sposobnima i koji nisu sigurni u svoje znanje.Nastava glazbe na učiteljskom studiju treba biti usmjerena prema cilju kompletne naobrazbe studenata za podučavanje glazbe u osnovnoj školi. Kompetentan učitelj trebao bi moći planirati sat, organizirati sadržaje, smišljati prikladne zadatke, najučinkovitije metode i sredstava rada, kao i odabirati odgovarajuće motivacije, ali i voditi, upravljati učionicom te utjecati na raspoloženje koje vlada u njoj. Vidimo da teorija i praksa nisu u ravnoteži i da bi se trebala provesti detaljnija istraživanja, kojima bi se trebalo dodatno pojasniti zašto se studenti ne osjećaju dovoljno kompetentni i spremni za održavanje sata glazbe u osnovnoj školi, iako na učiteljskim fakultetima imaju mnogo predmeta vezanih uz teoriju ali i praksu.The issue regarding the competence of music teachers in the lower grades has been noticed in many different countries, educational systems, and cultures. One thing they all share is the low self-esteem and feeling incompetent in their own teaching. (Nikolić, 2014; Svalina, 2015; Šulentić Begić, 2016).The aim of this research was to examine whether students of the fifth year of teacher studies feel competent to perform a music lesson in elementary school. The analysis of teacher studies programs in the Republic of Croatia revealed that there are differences among faculties in their names, hours, sequence and total duration of music education at the studies. The research is divided into two parts: an analysis of the curricula and programs of teacher studies in Zagreb, Zadar and Split, and an examination of the opinions and attitudes of future masters of primary education about their professional competences in the field of music teaching. With the help of results, it can be concluded that a little more than half of the students are confident in their abilities to perform a music lesson in elementary school, while a smaller percentage of students are confident that their studies have contributed to their competencies. Therefore, there are still more students who are sure of their competence, but there is still a sufficient number of students who do not feel capable and who are not sure of their knowledge.The objective of this study is to determine whether students who graduate from the teaching course feel qualified to teach music lessons at primary school. By analysing different curricula of teacher's courses in Croatia, we conclude that there are differences in the names, order, schedule, and duration of curricula concerning music education. Based on our research, we conclude that there is a very small percentage of students who feel competent enough to teach music in primary school, and an even lower percentage believe that their education has helped them in their skill set. We can see that theory and practice are not in balance, and detailed studies should be conducted that would explain in more detail why students do not feel qualified and ready for teaching Music classes in primary school even if their programs have a plethora of courses regarding both theory and practice