Sustainable development is an essential precondition, and also the ultimate goal, of the organization of numerous human activities, with particular emphasis on education. One of the key dimensions of sustainable development is the social dimension, which refers to citizens' comprehension of its importance. The aim of the study presented in this paper was to establish the attitudes of future pedagogists towards sustainable development. The sample consisted of 240 respondents. The study used the descriptive method, and the data collection technique used was the questionnaire survey-the Questionnaire for the Assessment of Attitudes to Sustainable Development. The results of the survey confirm the general research hypothesis that students regard sustainable development as extremely important. Students of teacher training faculties are aware of the concept and importance of sustainable development for the present and the future, but are insufficiently prepared to educate future generations about it. The pedagogical implications of this study would be that university teachers should implement more content dealing with sustainable development as part of the curriculum, particularly at faculties educating future pedagogists. This is particularly important for these students so that they can act with the future in mind-the future of young generations.
Samorefleksija obuhvata promišljanje o sopstvenoj praksi, kao i kritičko promišljanje o svojim aktivnostima, te načinima poboljšanja sopstvene prakse. Ona je put ka uspešnijem nastavnom radu, većem zadovoljstvu u poslu, kontinuranom napredovanju. Refleksivni nastavnik je istraživač svoje prakse koji je spreman da menja vlastito ponašanje i razume praktične probleme sa ciljem profesionalnog razvoja i unapređenja kvaliteta nastave. Za nastavnike sa izraženom samorefleksijom karakteristična je potreba za permanentnim samousavršavanjem kao i unapređenjem sopstvene prakse. Refleksivan nastavnik kroz rad sprovodi tehnike refleksivne prakse i tako unapređuje svoj profesionalni razvoj. U radu je definisan pojam refleksivne prakse i pojam refleksivnog nastavnika, navedeni su neki od modela refleksivne prakse, te su navedene kompetencije refleksivnog nastavnika. Nadalje, nastavnička refleksija je prikazana u ovom radu kao prilika za profesionalni razvoj i celoživotno učenje nastavnika. Pregledom dostupne literature možemo konstatovati da refleksija stvara put za celoživotno učenje nastavnika, što predstavlja neophodnost današnjice.
To prepare the young generation for goals and tasks that the modern society poses to education and personal development, in the state and on international level, permanent changes and improvements are required, especially in raising quality, international compliance of goals, educational standards and development of teacher competences. These components, including the goals, shapes and methods of teacher education, are not once and for all given and developed. In particular, it stresses the importance of enabling teachers, educators and school principals to introduce changes in educational work, as well as to possess organizational and cooperative skills for activities. The aim of this work is to stress the importance of continuous development of the competences of teachers in class. The research is important due to the necessity for permanent (lifelong) education of individuals, especially teachers. During this research, the emphasis was on studying existing literature. The research was conducted based on the content analysis, which is based on the study of secondary sources. The question we ask is whether the competences of teachers in modern schools contribute to the efficiency of education? This topic should determine how much competence teachers actually develop in practice.
In the existing pedagogical literature, the need for permanent, continuous improvement of teachers and teacher competencies is emphasized. In that context, the ideal tool for that is informal education. “Informal education” is a term often used to describe learning activities from everyday life. Informal education is defined as a lifelong process in which each individual acquires attitudes, values, skills and knowledge from everyday experiences and educational influences from their environment - family and neighbors of work and play, libraries, museums, markets, mass media. Informal education is a combination of life and learning and relies on systematic and cumulative aspects of everyday experiential learning. The aim of this paper is to show the importance of informal education, to point out its basic segments, characteristics, as well as to show the importance of lifelong learning of teachers. The importance of the topic of this paper is extremely great, due to the need for permanent (lifelong) learning of teachers and the importance of informal learning. During this research, the emphasis was on the study of existing literature. The research was conducted on the basis of content analysis, which is based on the study of secondary sources. The tasks of the research were as follows: 1. to point out the concept of informal education, 2. to point out the characteristics of informal education, 3. To point out the importance of permanent teacher education, 4. to point out the necessity of continuous improvement of teacher competencies. The need to study this topic is extremely great due to the importance of informal education, as well as the importance of permanent teacher education and the need for continuous improvement of teacher competencies.
Az ökológiai válság napjainkban egy nagy világproblémát jelent, amely más problémákkal ellentétben mindannyiunkat érint, függetlenül attól, hogy hol élünk, milyen osztályhoz vagy valláshoz tartozunk. Ez nemcsak a jóléttel kapcsolatos probléma, hanem közvetlenül az emberi faj fennmaradásával is összefügg. A környezettudatosság a gyermekek és fiatalok körében a nevelés és oktatás folyamatában fejlődik, az oktatás legfontosabb tényezője az iskola. A tanárok nagyon fontos szerepet játszanak ebben a folyamatban. A tanárok egyik feladata a tanulók környezettudatosságának fejlesztése annak érdekében, hogy képesek legyenek megőrizni és megóvni természeti környezetüket. A környezettudatosság elsajátításának egyik módja a tanárok és a diákok közötti jó kommunikáció. Éppen az iskoláskorban a környezettudatosság fejlesztésének fontossága miatt ez a dolgozat kiegészíti a tanulók környezettudatosságának fejlesztésének fontosságáról szóló meglévő szakirodalmat, valamint a tanárok és diákok közötti minőségi interperszonális kommunikáció fontosságáról szól. A munka célja, hogy rámutasson a kommunikációnak, a tanárok és diákok kommunikációs készségeinek, valamint a hallgatók és tanárok közötti interperszonális kapcsolatnak a fontosságára. A kutatás során a hangsúly a meglévő irodalom tanulmányozásán volt. A kutatás tartalomelemzés alapján történt, amely másodlagos források vizsgálatára épül. A kutatási probléma a következő volt: Mennyire fontos a környezettudatosság fejlesztésében a tanárok és diákok közötti kommunikáció? A kérdésre adott válasz képezi a kutatás tárgyát. A kutatás pedagógiai vonatkozásai a következők: Az elmélet és a gyakorlat megerősíti, hogy a pedagógusok bevonása a gyermekek fejlődésébe az egyik legfontosabb előrejelzője a környezettudatosság kialakulásának. Ez a kérdés azonban gyakran háttérbe szorul az oktatási intézményekben.Kulcsszavak: kommunikáció, tanár, diák, ökológia, ökológiai tudatosság Ekološka kriza danas predstavlja veliki svetski problem, koji se za razliku od ostalih problema tiče svih nas i to bez obzira gde živimo, kojoj klasi ili veri pripadamo. To nije problem koji je samo u vezi sa blagostanjem već je i u direktnoj vezi sa samim opstankom ljudskog roda. Ekološka svest kod dece i omladine se razvija u procesu vaspitanja i obrazovanja, a najvažniji faktor obrazovanja je škola. Nastavnici igraju veoma važnu ulogu u tom procesu. Jedna od uloga nastavnika jeste razvoj ekološke svesti učenika kako bi ih osposobili za očuvanje i zaštitu svoje prirodne sredine. Jedan od načina usvajanja ekološke svesti je dobra komunikacija između nastavnika i učenika. Upravo zbog važnosti izgrađivanja ekološke svesti u školskom uzrastu, ovaj rad predstavlja dopunu postojeće literature o značaju razvoja ekološke svesti kod učenika, kao i o važnosti kvalitetne interpersonalne komunikacije između nastavnika i učenika. Cilj rada je da ukaže na važnost komunikacije, na važnost komunikacijskih veština nastavnika i učenika, kao i na značaj interpersonalnog odnosa između učenika i nastavnika. U toku ovog istraživanja akce...
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