Verfügbarkeit: Nastavna metodika u riječi i slici

Nastavna metodika u riječi i slici:

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Bibliographische Detailangaben
1. Verfasser:	Pranjić, Marko (VerfasserIn)
Format:	Buch
Sprache:	Croatian
Veröffentlicht:	Zagreb Hrvatski Studiji Sveučilišta u Zagrebu 2013
Schriftenreihe:	Posebna izdanja / Sveučilište u Zagrebu, Hrvatski Studiji 10
Schlagworte:	Didaktik
Online-Zugang:	Inhaltsverzeichnis Ausfuehrliche Beschreibung
Beschreibung:	Zsfassung in engl. Sprache u.d.T: Teaching methodology - theoretical foundations
Beschreibung:	600 S. Ill., graph. Darst.
ISBN:	9789537823061

Internformat

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Datensatz im Suchindex

_version_	1804151512259100672
adam_text	Sadržaj PREDGOVOR ..............................................................................11 TEORIJSKA UPORIŠTA Teorijske osnove nastavne metodike ...................................................19 Metoda i metodika ............................................................................20 Bitne odrednice nastave ....................................................................23 Nastava uopće i nastavna metodika ..................................................28 Metodičko osposobljavanje nastavnika ............................................32 Suvremeni koncept nastavničke naobrazbe ......................................38 Bitni elementi u planiranju nastave ....................................................46 Nastavni ciljevi .................................................................................46 Nastavni sadržaji ...............................................................................50 Nastavne metode ...............................................................................55 Ključni elementi metodike ................................................................64 Pravila primjene metoda u nastavi ...................................................68 Nastavni mediji .................................................................................76 Rutinsko planiranje nastave ..............................................................85 INTERAKCIJSKI NASTAVNI OBLICI Akcijski nastavni oblici .........................................................................91 Pokazivati kako nešto načiniti ..........................................................92 Izgraditi pojam ili misaoni postupak ................................................95 Zadati da se nešto obradi ili izradi ....................................................98 Komunikacijski nastavni oblici .........................................................100 Nastavnikovo izlaganje ...................................................................102 Impulsi ili poticaji za razmišljanje .................................................103 Nastavno pitanje .............................................................................104 Nastavni razgovor ...........................................................................106 Artikulacijski nastavni oblici .............................................................109 Nastavna jedinica usredotočena na postupak poučavanja ..............111 Struktura nastave usredotočene na vještine ....................................112 Struktura nastave usredotočene na doživljaj ...................................113 Otvorena nastavna struktura ...........................................................113 5 Društveni nastavni oblici ....................................................................114 Kratka povijest nastavnih oblika ....................................................114 Klasifikacija društvenih nastavnih oblika .......................................116 Pojedinačno (individualno) učenje .................................................118 Učenje u parovima (partnersko učenje) ..........................................121 Razredno učenje (čelna/frontalna nastava) .....................................124 Učenje u grupi (grupno učenje) ......................................................129 Funkcija vođenja radne grupe .........................................................151 VERBALNI I AUDIOVIZUALNI NASTAVNI OBLICI Razgovorni oblici ................................................................................159 Razgovor u nastavi .........................................................................159 Oblici nastavnoga razgovora ..........................................................161 Razgovor među učenicima .............................................................167 Pripovijedanje .....................................................................................171 Svrha pripovijedanja ........................................................................172 Razvijajuće pripovijedanje ............................................................181 Konkretno о pripovijedanju u nastavnom procesu .........................185 Diskusija ...............................................................................................186 Način pokretanja diskusije ..............................................................187 Uloga voditelja diskusije i pravila njenog odvijanja ......................187 Nastavnikova uloga ........................................................................188 Audiovizualni mediji u nastavi ..........................................................191 Audiovizualni mediji kao komunikacijska sredstva .......................192 Audiovizualni mediji kao faktori socijalizacije ..............................192 Audiovizualni mediji kao nastavno i odgojno sredstvo ..................193 Audiovizualni mediji kao obrazovna sredstva ................................194 Audiovizualni mediji kao nastavna sredstva ..................................197 UMJETNIČKO STVARALAŠTVO U NASTAVI Likovno oblikovanje ...........................................................................205 Likovno stvaralaštvo u nastavnoj teoriji .........................................206 Učeníkov kreativni odnos prema gradivu .......................................208 Učenik i materijal za likovno obrazovanje .....................................209 Likovno stvaralaštvo kao instrument komunikacije .......................209 Crtanje kao alternativa receptivnom načinu učenja ........................212 Izražajni oblici u sklopu nastave .....................................................214 Metodički okviri .............................................................................219 Faze likovne nastave .......................................................................224 6 Popratni crteži u nastavi ....................................................................231 Nastanak metode .............................................................................231 Popratni crteži i dječja mašta ..........................................................232 Interpretacijska sredstva .................................................................235 Sažetak ............................................................................................236 Likovna umjetnička djela u nastavi ..................................................236 Slika ima svoj govor .......................................................................237 Umjetničko djelo ............................................................................240 Suvremena umjetnost ......................................................................248 Metodičke faze ................................................................................250 Karikatura u nastavi ...........................................................................253 Sadržaj karikature ..........................................................................254 Karikatura u službi promjene ..........................................................258 Karikature u nastavi ........................................................................259 Fotografije, folije i stripovi u nastavi ................................................263 Fotografija kao nastavno sredstvo ..................................................264 Vrste fotografija ..............................................................................264 Metodičko svojstvo fotografije .......................................................266 Fotogovor ........................................................................................267 Uporaba folija u nastavi .....................................................................272 Vrste folija ......................................................................................273 Tehnike izrade folija .......................................................................274 Stripovi u nastavi ................................................................................276 Stripovi i angažiranje djece ............................................................277 Kriteriji uporabe stripova ................................................................278 SCENSKO STVARALAŠTVO U NASTAVI Glazba i pjesma u nastavi ...................................................................283 Glazba u funkciji odgoja .................................................................284 Kriteriji metodičkog postupka s glazbom ......................................285 Vrednovanje pjesme i glazbe ..........................................................286 Odnos prema pjesmi i glazbi u nastavi ...........................................288 Učenje glazbe ..................................................................................289 Tradicionalna pjesma ......................................................................290 Suvremena pjesma ..........................................................................293 Glazbeno oblikovanje, meditiranje, slušanje ..................................296 Igra uloga u nastavi ............................................................................302 Pristupi igri .....................................................................................303 7 Od teksta do igre .............................................................................305 Meditacija u nastavi ............................................................................306 Pitanja koja se nameću ....................................................................307 Držanje tijela i disanje ....................................................................309 Dürckheimova koncepcija ..............................................................310 Integriranje istočnog i zapadnog .....................................................311 Pedagoški učinci meditacije ...........................................................313 NEPOSREDNA PRIPREMA I PROSTOR Metodički postupak ............................................................................319 Planiranje nastave je planiranje učenja ...........................................321 Sustavno planiranje nastave ............................................................324 Nastavna načela ..............................................................................326 Uvjeti održavanja nastave ...............................................................330 Grupe i osobe sa kojima je nastavnik u odnosu ..............................339 Izvođenje nastave kao metodički Čin .................................................339 Poučavanje kao metodičko djelovanje ............................................341 Raspolaganje oblicima djelovanja ..................................................343 Pravila zasnovana na životnom iskustvu ........................................346 Neposredna priprema nastavne jedinice ...........................................348 Precizno identificiranje ciljeva .......................................................349 Vrednovanje postignutih ciljeva .....................................................353 Matrica nastavnikove neposredne pripreme ...................................356 Mjesto izvođenja nastave ...................................................................360 Elementi koji definiraju mjesto održavanja nastave .......................367 Moguće komunikacije u nastavi .....................................................368 Ponašanje prema problematičnim intervencijama učnika ..............369 VJEŽBANJE I VREDNOVANJE U NASTAVI Vježbanje i ponavljanje ......................................................................375 Njihova povijest ..............................................................................375 Mjesto u nastavi .............................................................................375 Učenje napamet (memoriranje) ......................................................377 Domaće zadaće ...............................................................................378 Radna pomagala i tehnike ...............................................................385 Vrednovanje - ocjenjivanje u nastavi ...............................................388 Vrednovanje okolnosti ....................................................................389 Vrednovanje i prosudba prakse poučavanja ....................................391 8 Mjerenje učeničkog uspjeha ...........................................................396 Povratak učeniku ...........................................................................404 Izbor metoda ...................................................................................407 Područja motrenja ...........................................................................409 Razine motrenja ..............................................................................410 Bloomova taksonomija i obrazovanje ............................................413 Upitnik učenikova individualnog ocjenjivanja ...............................419 Prikupljanje podataka .....................................................................424 TEACHING METHODOLOGY - THEORETICAL FOUNDATIONS Introduction .....................................................................................431 Method and methodology ..............................................................431 What determines teaching? .............................................................433 Teaching methodology and didactics ..............................................436 Methodological teacher training .....................................................439 Conclusion ......................................................................................441 LITERATURA ............................................................................445 KAZALA AUTORSKO KAZALO .............................................................531 POJMOVNO KAZALO .............................................................551 OSNOVNI POJMOVI ................................................................587 BILJEŠKA О PISCU ..................................................................599 TEACHING METHODOLOGY - THEORETICAL FOUNDATIONS Nastavna metodika u riječi i slici Introduction Teaching practice in Croatia as well as abroad has come to view the term teaching methodology as appropriate in the context of a par¬ ticular subject (such as history, philosophy, mathematics, physics, musical and physical education, etc.). On the other hand, there is a certain hesitation in referring to teaching methodology on its own, as though such a concept could not exist, or would not, at the very least, be precise enough - since the phrase does not specify what is being taught. Are we justified in discussing teaching methodol¬ ogy along with subject teaching methodology or not? If we accept the former, do we run the risk of being justly criticized? Are these two fields mutually exclusive or — which is perhaps even worse — is one in danger of being obliterated by the other? The answer is a re¬ sounding — no! There is an abundance of professional and scientific literature devoted to subject teaching methodology, or subject di¬ dactics, as this is called in certain German-speaking countries (Keip, 2010; Gehring, 2004; Aselmeier, 1985; Bonz, 1998). The field has a rich history, solid foundations and sound reasons for existence. Each school subject is specific in a particular way and these specific traits ought to be preserved, nurtured and promoted as part of the teach¬ ing process. Students learn - or should learn — about these specific characteristics as they acquire their subject knowledge at university level. However, this cannot possibly be sufficient in view of what £ will be required of them as future teachers. In addition to subject- < specific tasks, they will also have a host of other duties in which £ they will be aided by the contribution of theoretical knowledge and 2 practical skills addressed in the body of world literature on teaching, н or more precisely, on teaching methodology. g о Method and methodology о If each particular school subject can have its own teaching method- ¿g ology, can teaching -as an educational process which comprises a ^ variety of subjects and their attendant methodologies - have its own 5 methodology? Is it possible to imagine a process of such complexity β 431 І Marko Pranjić and expect it to yield vital results, (such as the acquisition of knowl¬ edge and skills, the clarification and adoption of attitudes, assistance in the development of a complete human being), without methods and a methodology of its own? Before we answer this question, it is first necessary to define method , i.e., methodology, as well as the context these terms may appear in. Etymologically speaking, the term method is of Greek coinage and comprises two words: μετά (metá) і οδός, (hodós), which would literally mean along the road or path , but is better translated as following the right way, discov¬ ering the right road or path . The Greek-Croatian dictionary by Sene translates the term μέθοδος (méthodos) as the road of discovery, the manner of discovery or depiction (Sene, 1988:591). The adjective μεθοδικός, (methodikos) derives from this concept, and its feminine form μεθοδική (methodike) is the term methodology derives from. According to Volpicelli, methodology generally refers to the man¬ ner of applying a particular method or methods in scientific research (Volpicelli, 1990:7469), while according to Pieretti a method „gener¬ ally refers to a set of principles, rules and procedures which govern activities required to carry out research, in order to solve a problem or reach a certain goal (Pieretti, 1990:7633). Given the meaning as well as the definitions provided in an influential contemporary peda¬ gogical encyclopedia, it is evident that both terms may appear out¬ side the educational sphere so it would not be objective to view them as purely an educational terminus tehenicus (Vukasović, 1986). Q Nonetheless, they may unquestionably be found in this field, and it І is in this context that we find them most relevant, particularly meth- ^ odology. Croatian pedagogical sources see it as a science of teaching £ methods (Pedagogijski leksikon, 1939:204), a science which stud- g ies the laws of teaching a particular subject (Enciklopedijski rječnik x pedagogije (1963:488), the theory of teaching (Vukasović, 1986:53), ¿ and an introduction to a specific subject area (Kalin, 1986:38). It is g viewed as a science or a discipline which belongs to the field of g pedagogy, (Pataki, 1963:30; Opća enciklopedija Jugoslavenskog i leksikografskog zavoda sv. 5 1979:451; Klaić, 1982:877), which is 5 not really debatable when we speak of the educational system, and \| it is precisely that which we are interested in. However, none of the 5 sources cited: not encyclopedias, dictionaries nor particular authors £ mention a teaching methodology. No doubt one of the reasons is Ш 432 < Nastavna metodika u riječi i slici that methodology is considered so much a part of teaching that this is taken for granted, and referring to a teaching methodology in this context would be seen as redundant. Yet if we consider the fact that methodologies may be found outside the context of both teaching and pedagogy (Anić, 1999:842) - which is evident from Volpicelli s definition earlier on — i.e., that methodology may be seen as the way in which methods are applied in any discipline or skill, the term teaching methodology no longer appears redundant or vague, nor is there any doubt what kind of methodology is being discussed. Thus, teaching methodology is explicitly concerned with teaching , both in terms of theory, as is attested by a large body of literature (Bruer, 1993; Gruschka, 2005; Schroeder, 2002; Neuenschwander, 2005), and in terms of practice (Buschmann, 2010; Petersen-Priesmann, 1988; Petersen-Sommer, 1999). How could we then define teach¬ ing and why should there be a teaching methodology? Here is an example: Teaching is an interactive event in which learners, under the guidance of professionally trained teachers, in a planned manner, in institutions created for that very purpose (schools), acquire and further develop selected cultural content with the aim of improv¬ ing their socialization, qualification and personalization. (Pranjić, 2005:184, Wiater, 2010). What determines teaching? The definition of teaching we have just read is a contemporary con- ξ cept, a very broad and complex one, which regards educational ac- § tivity as linked to the school as the most appropriate institution. It is § based on related scientific and professional literature, as we intend to ξ demonstrate by providing arguments for each of its key components, б Let us once again look at its essential elements. Firstly, the definition œ of teaching accords the highest significance to the two cornerstones ï it rests on. On the one hand, there is the qualified teacher (Dubs, ι 2009; Altrichter, 2007), who in addition to subject-specific knowl- g edge must also be exceptionally skilled at passing this knowledge § on to those who are less knowledgeable, which implies further spe- 2 cialization. On the other hand, there is the learner (Lehberger, 2008; jg Gruehn, 2000) who is a recipient of teaching for at least three rea- \| sons: socialization, qualification and personalization (Wellenhofer, 5 2002; Geissler, 2006). Teaching should provide the learner with all £ 433 I Marko Pranjić these, which surpasses the knowledge and skills acquired as part of subject teaching methodology. Consequently, we may ask - where is the future teacher to acquire all this? Not in his or her subject field, that is certain. The answer lies in what is called teacher train¬ ing (Allemann-Ghionda, 2006; Blömeke, 2008; Stratmann, 2006; Seebauer, 2008), of which teaching methodology is an integral part. Teaching, therefore, inherently possesses a marked social aspect (Pazzini, 1983; Matthes, 1991) when it teaches the learner how to function within social structures. This by no means refers simply to passive socialization, but rather to the learner s critical stance to¬ wards what society has to offer. This means that the learner, while acquiring a social heritage, applies his or her innovativeness in wid¬ ening the scope of this heritage. This is because this particular aspect of promoting the development of a human being implies an individ¬ ual and critical stance towards the achievements on offer. Another goal of teaching, which relates to the learner and is a part of the definition given earlier on, is to enable his or her future qualification (Mahnke, 2002; Kraft-Lochter, 1999). During the teaching process the learner or student acquires professional knowledge and skills which will in the future enable him or her to do a job and make a living for themselves. The third goal of teaching is personalization (Weber, 1979; Hammel, 1987) of one of the previously mentioned cornerstones of teaching. In the case of this goal the pedagogical aspect (Kramer, 2009; Fees, 2009) prevails over the educational as¬ pect, which is something that teaching must not forget at any time о if it is to remain true to its purpose. The learner is offered a range 3 of educational content and socializes with the teacher as well as his t peers, which allows him to develop not only professionally but also 2 as a unique and original human being, which is achieved by the in- j dividualization of teaching (Řumpf, 1986; Arnot, 2009). In other б words, the learner has a right to expect that a respect for his or her § uniqueness will be incorporated in the teaching process. This im- o plies comprehensive pedagogical and psychological knowledge, an t awareness of the extremely complex processes involved in reaching ig adulthood, as well as a wide range of diverse methods which are Ξ learned and acquired as part of teaching methodology - i.e., all that 25 renders the teaching process successful. Clearly, a well-formulated S 434 CO Z О z nastavna metodika u riječi i slici curriculum (Gessier, 2010; Walther, 2006) is also needed to aid in the realization of these goals. It must be constantly referred to in order to evaluate whether the goals are being reached or not. Quality in teaching as well as in teaching methodology implies that schools, as institutions in which teaching is organized, reflected upon and carried out, are very important. (Hubrig, 2005; Buhren, 2007; Gonschorek, 2009). School does not simply refer to warm, dry premises with adequate ventilation. It is an edifice that assumes the responsibility of meeting all the requirements of quality teaching; a building where both teachers and students will feel at home and where both will be allowed to grow and develop personally and pro¬ fessionally. It will also provide the necessary didactic tools and aids, be suited to various forms of classroom management, and more. Definitions of teaching also include references to cultural content (Gies, 2006; Grell, 2010). This, in fact, refers to the pedagogical- educational content in a cultural environment, which singles out one over another in the belief that each is crucial to the integral develop¬ ment of the learner. The learner s choice is guided by the criteria of the content theory as one of the visions of didactic theory, mean¬ while bearing in mind the triple goal of teaching: the socialization, professionalization and personalization of the learner. Relevant sources have provided us with a certain degree of support for what determines teaching; however, not everything has been included, nor has sufficient detail been given. Still, it is quite enough to consider the complexity of teaching as a profession. To summarize — interac¬ tion in teaching has its actors and relationships, hence it cannot hap¬ pen without the application of methodology. In addition to teachers and learners as the chief participants in the teaching process, a number of things are assumed or need to be included for the educational pro¬ cess to function such as: adequate school equipment and organization, 7 and premises where teaching takes place, which is impossible with- g out methods and methodology. Choosing the content for a particular о course implies both methods and methodology. Socialization, profes¬ sionalization and personalization of the learner — is this even possible without a range of methods and appropriate methodology?! There is quite enough content to consider methods and methodology suited to a particular occasion and a particular profession. 435 CO Z О CĽ О Q Marko Pranjić Teaching methodology and didactics Fortunately, we are not alone in our views. There is a vast body of literature which addresses the research of teaching (Gudjons, 2006; Kiel, 2008; Badr Goetz, 2007; Thai, 2004; Wellenhofer, 2002; Bönsch, 2000; Schöningh, 2011), as a special, even privileged, pro¬ fession devoted to education within a specific situation composed of, amongst other things, a number of different school subjects. This certainly cannot be exhaustively covered by subject teach¬ ing methodology, but rather by what the relevant literature refers to as teaching methodology. This field is increasingly parting ways with didactics and coming into its own right as a science (Hinrichs, 2000, Apel, 1982, Guhl-Ott, 1985, Nenninger, 1990), after decades of being subsumed under didactics. Other sciences have developed in similar ways throughout history, and become independent of the fields they originated from. We need only look back at what was once studied as part of a philosophy programme and what a PhD in philosophy implies today! In defining teaching methodology it may be said that it is a serious, well-structured, even scientific, approach which underlines the im¬ portance and complexity of teaching — issues which didactics alone cannot focus on in sufficient scope and depth since these are not the only issues didactics research is concerned with. This area is increas- M ingly being taken over by teaching methodology with all the Γόητρ¬ ο ly acquired content and research methods, but with a determination g to make the field broader in scope and more organized in structure => so that it may truly become a new discipline. Particular emphasis is j placed on laws that govern teaching and learning within the educa¬ is tional process (Schröder, 2000; Sacher, 2003; Pazzini, 2010), which, g in fact, constitutes the very core of teaching, along with a number ΐ of other areas which add to the quality of this very complex process ι and enable it to function smoothly. Teaching methodology inevitably § includes the following: teaching methods, classroom management, g teaching tools and aids, teaching techniques, the significance of the x teacher as well as the learner in the teaching process, the role of the «g learner in teaching, curricula, course books and resource materials, g the design and teaching of particular course content, the organiza- 5 tion and teaching of particular units, the setting and completion of /Ş teaching goals, highly organized schools which are able to guaran- 1 436 Nastavna metodika u riječi i suci tee quality teaching, the model school environment, the expectations which society holds with regard to teaching staff, specific procedures of teacher and learner assessment, evaluation of learning outcomes, and more similar topics (Pranjić, 1999; Bruer, 1993, Letiche, 1984, Hare, 1985, Maier, 1976; Baumgart, 2005). All these topics and ad¬ ditional skills and content definitely cannot be addressed by subject teaching methodology, nor perfunctorily by didactics. They must be the focus of a discipline which is in a way superior to the teaching of any particular subject, i.e., teaching methodology. It may be seen from the topics which have just been mentioned that they, at least in part, lie in the sphere of didactics, particularly the branch calling itself the theory of teaching (Pranjić, 2005, Wiater, 2010). However, some of these topics are, at the very least, bor¬ derline , if not actually much closer to what is becoming known as teaching methodology in scientific and professional literature, necessitating a distinction between didactics and teaching method¬ ology. Didactics is a well-established discipline with a century of tradition in social sciences (Kron, 2004, Wende, 1993, Sting, 1974, Koch, 1983). The discipline has a very wide scope of research, which leads the unaware to refer to it as simply the science of teach¬ ing. It may still be described thus (Glöckel, 1990, Blankertz, 1991), but didactics is at the same time a science of teaching and learning in a general sense (Hermann, 2009, Blendinger, 2000), which may, especially today, largely take place outside a formal teaching setting, z It is also the theory of educational content/materials (Klafki, 2007, ξ Weniger, 1965), which only partly concerns teaching. In addition, it ζ may be defined as the theory of managing learning processes (Klaf- £ ki, 2007, Joller-Graf, 2006), which does concern teaching, but other g topics as well. Finally, some view didactics as the applied theory of fc teaching and learning (Atkinson - Loser, 1977, Friedrich, 2005), 2 which is much closer to the psychology of teaching and learning; ^ i.e. neuroscience. б о Unlike didactics, various sources still see teaching methodology as о balancing between science and skill, or, perhaps it might be more о accurate to say - as attempting to reflect solidly on a successful skill. ^ This indicates that not all theoreticians are convinced teaching meth- odology may, without any doubt, be considered a well-established science with a clearly defined scope of research, as well as an ätten- 437 Ξ Marko Pranjić dant research methodology which would determine specific method¬ ological procedures that should be used to acquire and evaluate new knowledge (Guhl, 1985; Höckmair, 2009; Messner, 1978). This is a problem teaching methodology shares with a number of other dis¬ ciplines - which the majority perceives as historically, content-wise and methodologically well-established - if we take exactness as the criterion which determines a discipline. The entire body of research published thus far points to a main - or perhaps a more suitable term would be single — focus of teaching methodology: that is, teaching as a very complex profession encom¬ passing all the previously mentioned aspects and carried out within an educational structure. Teaching methodology emphasizes skills which are modeled on its own theoretical insights into teaching or those borrowed from a concept of didactics. Epistemologically speaking, it is an interdisciplinary science, like many others (Berg¬ mann, 2010, Schultze, 1985, Tuider, 2008, Schorz, 2009), yet it fo¬ cuses on reflecting upon, organizing and enabling the educational process, complex as it is, to be carried out. Clearly, in this it is com¬ parable to a broader definition of didactics, as well as to a number of other disciplines, so it would not do to concentrate primarily on differences between the two. The same may be said of neuroscience, the psychology of teaching and learning, pedagogical psychology, ^ sociology of behavior and many more. This is not surprising when 0 it comes to defining particular interdisciplinary fields. Pedagogy g has had a similar start, as has sociology, certain medical sciences, 1 psychology, a number of disciplines in the area of mathematics and ^ physics, and others whose research areas overlap and are not mutu- \| ally exclusive. It is consequently very difficult to define a discipline g in such a precise manner that there would be no allegations of tres- i passing . At a time when new sciences and scientific disciplines are ¿ coming into existence, one of the solutions is to adapt the principle § of interdisciplinarity as one of the legitimate contemporary founda- § tions of epistemology (Ludwig, 2008, Baumann, 2010, Neumeier, χ 2008). ΑΠ science has its roots in practice; subsequently methodical Л reflection develops, as well as attendant procedures to render reflec- \| tion credible, verifiable and measurable (depending on the kind!), 5 until each field grows into a research subject for a science or a £ group of sciences. Teaching methodology is swiftly developing in Ш 438 Nastavna metodika u riječi i slici this direction. If some still consider it simply a challenging skill, this is probably due to the quality of the body of theoretical knowledge which is gradually making it an established science (Lehmhaus, 1984; Park, 2010; Seebauer, 2005; Guhl, 1985). Regardless of the stance one takes, it is no less essential to teachers and all those who will be part of the teaching process. On the contrary! Methodological teacher training When it comes to the teacher training of future educators, a distinc¬ tion needs to be made between the qualifications they will achieve in teaching methodology as opposed to subject teaching methodology. Students will concentrate on the teaching methodology of their cho¬ sen subject in their subject-specific courses before they attend teach¬ er training, where they will focus on teaching methodology alone. The emphasis is primarily placed on actual teaching, and in terms of disseminating knowledge the focus is on the particular manner of transmission of scientific insight which constitutes the foundation of primary and secondary education. Not as much importance is ac¬ corded to the methodology of acquiring new insights (doing scien¬ tific research and higher levels of acquisition of scientific as well as professional skills and insights, which is more characteristic of edu¬ cation at university level; however, it is not completely excluded, particularly at the primary level and in certain elite schools). This z latter methodology must be taught not only to future teachers, but j= to all those who will be awarded a university degree in a particular і discipline. It is offered as part of the students subject-specific meth- £ odology courses; i.e. their subject teaching methodology curricu- <. lum, and gives students the opportunity to learn the methodological Ь procedures involved in gaining new insights in a manner which is 2 characteristic to their particular field or discipline. j Teaching methodology addresses issues that will allow students to g become fully-fledged teachers, and, to a lesser degree, researchers о (Óhidy, 2007; Ernst, 1992), which points to the conclusion that their g education is exceedingly well-balanced. Subject teaching methodol- jg ogy, which students have acquired prior to or during teacher train- о ing, accounts for a small part of the whole, while the rest of their χ education is concerned with the training they require to become ¿2 439 І Marko Pranjić fully-fledged teachers. Consequently, when we talk about training future teachers, it makes infinite sense to talk about teaching meth¬ odology, particularly because the focus is on the transmission of sci¬ entific insight at a different level and to a different age group, which future teachers need to be equipped for, and it is unlikely to expect that subject-specific education will provide this. Teaching methodol¬ ogy, as opposed to subject-specific courses, places an emphasis on teaching as a unique and highly complex profession which must function smoothly (Hinrichs, 2000; Terhart, 2005; Martial, 2002). Students need to learn the skills of devising, planning and organiz¬ ing teaching, as well as teaching performance. They must also learn all that is required for teaching to function unimpeded. Thus, teach¬ ing methodology is concerned with determining which criteria must be met by teachers in a general sense, and these are much broader in scope than those that must be met when teaching a particular school subject. In this regard, there should be no blurring of lines between subject teaching methodology and teaching methodology, or consid¬ ering the two to be one and the same. Subject teaching methodology is merely a prerequisite for the acquisition of teaching methodology. In contrast to the former, which safeguards and promotes the distinc- tiveness of subject-specific content, the latter provides students with the knowledge and skills which will enable them to teach compe¬ tently and disseminate knowledge in fields other than just their own. g Teaching methodology relies on all topics which provide a broader 5 and more detailed perspective on educational issues; that is, on all § the disciplines from which the content derives. If subject teaching <£ methodology addresses only a part of what teacher training com- 6 prises, it follows that we may also speak of area methodology. A £ number of teachers will be teaching different subjects belonging to £ the same area - for instance, mathematics and physics, Greek and V Latin, English and German, Spanish and Italian, and so on (Bausch, g 2008) - which share many similarities, methodologically speaking, о From a methodological viewpoint, in this case it might do more о harm than good to insist on the unique characteristics of a particular g subject, while from an economic viewpoint there would be no rea- w son to add to the students course load with information very similar g to that which has already been covered as part of one subject teach- ¿2 ing methodology course. The main difference between such pairs of 1 440 Nastavna metodika u riječi i suci subjects lies in their content, the attendant research methodology and learning outcomes within a particular field; however, this lies outside the scope of teaching methodology, conscious though it is of the significance of the subject content with regard to achieving teaching goals. Taking everything we have said so far into consideration, it may appear that this view of teaching methodology calls into question other content relevant to educating future teachers; for instance, in the fields of pedagogy, didactics or psychology. This is by no means the case! Each of these disciplines with its unique content, and par¬ ticularly learning outcomes, will play a significant role in providing comprehensive teacher training. In fact, when it comes to teacher training — which has made teaching methodology a compulsory course — these disciplines contribute to making teaching methodol¬ ogy more effective. Conclusion In the context of teacher training, teaching is a complex, multi-lay¬ ered and crucial educational field which presupposes its own meth¬ odology, recognized worldwide as such for over a century and a half (Thrämer, 1848). It is evident from the sources mentioned in this paper that teaching methodology is widely discussed and written about, not so much in our own country as abroad. Its tasks are numer- g ous: addressing the issues of how to teach, i.e. transmit knowledge, how to treat the learner during the teaching process, the relationship between the educatee and educator (learner — teacher!), how to ere- «2 ate an effective teaching environment, how to organize and equip б a school or premises where teaching takes place, how to select the adequate teaching tools and aids, and so on. The logic of these pro¬ cedures is very similar in many subjects, particularly when they be- 7 long to the same area. That is the reason why teaching methodology g places greater emphasis on unifying factors, rather than attempting о to compartmentalize teaching according to various school subjects, ş In other words, it favors a synthesis of skills and insights relevant g to the education process, as they possess an inner logic regardless « of the content of a particular school subject. All those who educate g (kindergarten teachers, as well as primary, secondary and tertiary 2i 441 1 Q oc о Marko Pranjić teachers) should be trained in various ways of teaching, seeking out and acquiring scientific, professional, artistic and other knowledge, as well as a host of other components that make the very complex education process complete and enable it to function smoothly - or, to put it another way, they should be trained in teaching methodology (Stratmann, 2006; Blömeke, 2008). Methodological resourcefulness is not a natural quality which can be taken for granted; it is a qual¬ ity which can and should be acquired. It is governed by laws which may be accessed through sufficient information and practice. If all this is lacking, there is genuine reason to conclude that the content will not be transmitted to everyone s benefit. A lack of awareness where this is concerned creates numerous difficulties for teachers and particularly their pupils, the pupils parents and also society as a whole. It is not uncommon that whole classes have failed a certain subject simply because the teacher was unable to awaken the pupils interest and motivation or was unable to adapt the content to the age group or social setting in question (Süssenbacher, 1979; Urhahne, 2002; Pommer, 2003). Those sufficiently aware of the need to foster the growth of com¬ plete human beings as well as a complete society know that both teaching and the cultural enrichment of society require — in addi¬ tion to the acquisition of scientific and professional insights — the methodology which is to be applied in passing these insights on to о others. Consequently, methodology must on no account be margin¬ alized or disparaged. It would be undesirable to leave everything to didactics because teaching methodology is becoming increasingly independent, particularly in terms of practice, but in theory as well. \| However, it has not distanced itself from its origins to the extent \| that this is expected in the context of interdisciplinary research. In x transmitting the content of a particular subject, teaching methodolo- ¿ gy enables the future teacher to use in the best possible way the vari- g ous repositories of knowledge (course programmes, resource books, § course books, scientific literature and so on), teaches them to plan ι the education process and to supervise and evaluate its progress, to 2 consider classroom management in teaching, to become accustomed \| to applying particular methods, and to use the most technologically 5 advanced tools and aids in order to suitably resolve educational is- K sues, both in theory and practice. Hence, quality education implies ■ 442 t/ł z Z о Nastavna metodika u riječi i suci not only that the educator will have a university degree, but will be methodologically qualified as well. In this sense, teaching meth¬ odology, which is, amongst other things, in the service of teaching and learning, provides answers to the following questions: how to replicate an insight, how to foster human individuality, how to make school work interesting and motivating - and all this as part of con¬ temporary methodological research. We have long been aware that it is not enough for the teacher to be merely professionally quali¬ fied, accredited to teach by the school authorities or be of a certain age to be good at teaching. This clarifies the urgent need for a form of organized thought and skill which does not simply answer the questions what and why , but also how , and holds the school doors wide open for the teacher - that is, for teaching methodol¬ ogy itself, as well as ways of teaching, techniques, aids, materials, etc. In conclusion, on the basis of all that has been said so far, how could we define teaching methodology? It is a methodical reflection on the theory and practice of teaching, with the goal of enhancing the education process, and as such it constitutes the central premise of teacher training. The concept of teacher training which includes this kind of course has been offered for many years at the Centre for Croatian Studies at the University of Zagreb, and has proved to be both functional and highly economical. Participants attend around ten study programmes, social sciences and humanities alike. This is definitely an appropriate solution for the given situation. None of the § following have been made redundant by the course - not pedagogy, £ didactics, psychology, the content unique to any particular subject Щ teaching methodology, nor a range of other courses offered as part «2 of teacher training. On the contrary, the content of all these has been Ş made more functional as more thorough and practical methodologi¬ cal training is provided to future teachers, giving them the confi¬ dence to embark on a highly responsible profession. 7 LU cd О О Q О 443
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spellingShingle	Pranjić, Marko Nastavna metodika u riječi i slici Didaktik (DE-588)4070463-4 gnd
subject_GND	(DE-588)4070463-4
title	Nastavna metodika u riječi i slici
title_auth	Nastavna metodika u riječi i slici
title_exact_search	Nastavna metodika u riječi i slici
title_full	Nastavna metodika u riječi i slici Marko Pranjić
title_fullStr	Nastavna metodika u riječi i slici Marko Pranjić
title_full_unstemmed	Nastavna metodika u riječi i slici Marko Pranjić
title_short	Nastavna metodika u riječi i slici
title_sort	nastavna metodika u rijeci i slici
topic	Didaktik (DE-588)4070463-4 gnd
topic_facet	Didaktik
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