Naslov
Pedagogical Disciplines in Teacher Education: Teaching of Values and Values in Education

Autori
Babić, Nada ; Irović, Stanislava

Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni

Izvornik
Rozvoj študijneho a vedneho odboru pedagogika na Slovensku / Švec, Štefan ; Potočarova Maria - Bratislava : Filozoficka fakulta Univerzity Komenskeho, Bratislava, 2005, 159-164

Skup
Rozvoj študijneho a vedneho odboru pedagogika na Slovensku

Mjesto i datum
Bratislava, Slovačka, 22.09.2003. - 23.09.2003

Vrsta sudjelovanja
Pozvano predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
teacher education ; values ; pedagogical disciplines ; teaching

Sažetak
Discussions about pedagogical disciplines in the education of teachers (from preschool to university level) are most often related to their normative, analytical, constructive and reflective dimensions. Standardization and reflectivness are at the extreme ends of the continuum. Standardization is seen in the sense of defining, suggesting guidelines, giving instructions for regular pedagogical activities. Guidelines, which are instructions derived from universally accepted norms, have explicitly and implicitly ideological background – they are an extension of political interests of the body in power. The effectiveness of norms in pedagogical disciplines is questionable because the transformation of generally accepted norms into practical guidelines is not direct and, therefore, it can result in undesirable effects. Reflectiveness along with analyticity and constructiveness means, above all, an evaluation of possible and real effects of pedagogical activities, and a critical approach towards standardization in explicit and implicit theories of education. In this paper we focus out attention on the question of values in education. It is our opinion that right now it is high time for a critical moment of reflection on pedagogical disciplines and educational systems. It is especially so in the teaching and training of teachers from whom we expect to possess a high level of professional knowledge and skills for reflection and self- reflection.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija

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