文章基本信息

标题：Theory, Practice and Competences in the Study of Pedagogy – Views of Ljubljana and Belgrade University Teachers
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作者：Klara Skubic Ermenc ; Nataša Živković Vujisić ; Vera Spasenović 等
期刊名称：Center for Educational Policy Studies Journal
印刷版ISSN：1855-9719
电子版ISSN：2232-2647
出版年度：2015
卷号：5
期号：2
页码：35-55
出版社：University of Ljubljana
摘要：Over the previous decade, higher education in Slovenia and Serbia hasundergone considerable reforms, influenced by the Bologna process andits agenda of competence and learning outcomes. In the context of thesereforms, the aim of this research is to consider the question of the relationshipbetween the theoretical and the practical education of pedagoguesat the university level. Eleven university professors from departments ofpedagogy and andragogy at the universities of Ljubljana and Belgradewere interviewed. The semi-structured interviews focused on two mainresearch questions: 1) how they understand the relationship betweenpedagogical theory and practice, and the identity of pedagogy as a sciencein that context, and 2) their opinion about the competence-basedapproach in the context of the study of pedagogy. The findings show thatthe majority of the interviewed university teachers hold an opinion thatpedagogy is primarily a theoretical (reflective) science and, accordingly,that the mastery of theory is crucial for the development of pedagogues’competences. Furthermore, most of them are rather reserved and criticalof the competence approach as well as of the practical skills development.Although there are some differences in opinions between the professorsfrom Ljubljana and Belgrade, this study shows that similar discourses prevail.The gap between pedagogical theory and practice is one of the majorissues that have been current in pedagogical science in the recent decades.The findings of our research indicate that there is dissatisfaction with therelationship between modern pedagogical theory and practice, accompaniedby the need for its reconceptualization.
关键词：pedagogy; pedagogical practice; competences; university;education of pedagogues; university teachers