Teaching the Communication Course: Intercultural Communication

Webb, Nathan G.; Vaughn, Mary

doi:10.31446/jcp.2019.12

Cited by 1 publication

(1 citation statement)

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“…То потврђује и први издвојени фактор различитост садржаја. Овакав тренд својствен је и осталим државама у свету, мада с одређеним посебним специфичностима (Webb & Vaughn, 2019). Оне се првенствено огледају у зависности од сваког појединачног наставничког факултета и профила наставника који се на њему образују (Salamondra, 2021;Munz & Colvin, 2018).…”

Section: закључци и расправеunclassified

Комуникологија Као Наставна Дисциплина У Студијском Програму За Разредну Наставу– Потреба И Значај

Миленовић¹,

Миленовић²,

Седларевић³

2021

gped

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The problem of research is the importance and need for learning communication as a teaching discipline in studies for classroom teaching, which is theoretically studied from the angle of university teaching, study of communication science and reflective practice of teachers and on an empirical level based on students’ perception of classroom teaching. The research started from the general assumption that the contents from communication science are important for performing the teaching profession, but that it is insufficiently studied in the studies for class teaching. We also started from special assumptions that the research will single out the factors that indicate the importance of learning content from communication studies in studies for primary education and that it will be determined that there is no significant difference in students’ assessments of the importance and need for learning content from communication studies. For class teaching depending on the enrolled year of study. In order to determine that, in October 2021, on a sample of 108 students of the Study Program for Classroom Teaching at the Faculty of Teacher Education in Prizren - Leposavic, the research presented in this paper was conducted. Data collected by the CSTD-SCC Scalar (〈 = .845) were processed by factor analysis and analysis of variance. Factor analysis singled out three factors: 1) the diversity of content, 2) the importance of learning and 3) the need to learn content from communication studies in the classroom. Analysis and analysis of variance showed that there is no significant difference in the assessments of primary school students about the importance and need to learn content from communication studies in primary school studies, depending on the enrolled year of study. He concludes that teaching contents in communication science are important for future teachers, that they are differently represented in study programs for classroom teaching in the Republic of Serbia, that students generally agree in assessments of the importance and need to learn communication science in classroom studies, which indicates the need to change and supplements of study programs for class teaching with teaching contents in communication science and the need for professional development of teachers in order to acquire the necessary knowledge in communication science. Keywords: teaching profession, teacher, communication in the classroom, socialcommunication competencies, clear and loud expression, quality listening.

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Section: закључци и расправеunclassified