engleski

Attitudes of Music Teachers towards organizing Distance Learning in the Context of Lifelong Education

At the time of the Covid-19 virus pandemic, all teaching, including music, underwent sudden and unexpected changes. The focus on technology and its use have emerged as a major challenge for educators. Teacher competencies have always been crucial in educational work, but they have been particularly pronounced during distance learning. Distance learning is characterized by physical distance and complete digitalization of the teaching process. This paper is aimed at determining the attitudes of teachers of Music Culture and Music Arts regarding the conduct of distance learning and their self-assessment of their own knowledge and skills for its realization. Data was collected through an online survey during the 2021/22 school year. 83 teachers of Music Culture and Music Arts were included in the research. The results showed that teachers believe that they receive satisfactory support from the school in the implementation of distance learning, that they have access to tools for organizing such classes, and that they are satisfied with their quality and role. At the same time, only a quarter of teachers believe that there are a sufficient number of courses and workshops in this area organized by the school, and a third also think about courses in the environment in which they live. Also, the respondents are of the opinion that they have competencies for conducting distance learning, but they believe that they did not acquire these competencies during their academic studies. Furthermore, most teachers believe that students do not acquire the same knowledge as in the classroom, and that grades are not a true reflection of their knowledge, so they grade them milder than usual. Finally, the results showed that none of the sociodemographic variables (gender, years of service, and school location) were statistically significantly related to their attitudes and assessments of their own competence (p˃0.05). The results of this research indicate the need for lifelong learning so that teachers can respond to the challenges of contemporary pedagogical reality.

teachers of Music Culture and Music Arts, distance learning, lifelong learning

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