Collaborative Learning in Music Education

Suradniĉko (kooperativno) uĉenje sve je više prisutno u suvremenoj nastavnoj praksi kao jedan od modernih naĉina uĉenja i pouĉavanja. Temelji se na postupcima aktivnog uĉenja uĉenika koji zahtijevaju suradnju u paru ili u grupama radi postizanja zajedniĉkih ciljeva uĉenja. Suradniĉko uĉenje pomaţe u razvijanju sposobnosti rješavanja problema i zakljuĉivanja, unapreĊuje odnose meĊu ĉlanovima grupe te pridonosi razvijanju samopouzdanja i samopoštovanja uĉenika. Uloga uĉitelja, kao partnera u uĉenju, odnosi se na voĊenje, usmjeravanje i motiviranje uĉenika pri dolasku doći do traţenog cilja. U radu se prikazuje razvoj suradniĉkog uĉenja, obiljeţja i mogućnosti primjene suradniĉkog uĉenja u nastavi te strategije suradniĉkog uĉenja u nastavi. Teorijski se dio rada bavi suradniĉkim uĉenjem i s aspekta stjecanja socijalnih kompetencija uĉenika s naglaskom na pedagogiju odnosa uĉenika te pedagogiju odnosa uĉenika i uĉitelja. Empirijski dio prikazuje istraţivanje provedeno s ciljem ispitivanja mišljenja i stavova uĉitelja Glazbene kulture prema suradniĉkom uĉenju u nastavi.Collaborative (cooperative) learning is increasingly present in contemporary teaching practices as one of the modern ways of learning and teaching. It is founded on the steps of actively learning students which require cooperation in pairs or groups to achieve common goals in learning. Collaborative learning helps develop problem-solving and reasoning skills, improves relationships among group members, and contributes to the development of self-confidence and self-esteem. The role of the teacher as a partner in learning refers to leading, guiding, and motivating the student to reach his or her desired goal. This paper presents the development, characteristics, and theoretical and empirical applications of collaborative learning in class. The theoretical part of the paper deals with collaborative learning and the aspects of students acquiring social competencies with an emphasis on the pedagogical relationships between the student and his or her colleagues, as well as the pedagogical relationships between the student and their teacher. The empirical part of the paper deals with presenting research conducted to examine the thoughts and opinions music teachers have toward the use of collaborative learning methods in classes