Samoprocjena profesionalnih kompetencija studenata ranoga i predškolskog odgoja i obrazovanja u provođenju likovnih i glazbenih aktivnosti s djecom

Jerneja Herzog - Prethodno priopćenje
Blaženka Bačlija Sušić
Marijana Županić Benić

Pre-service early childhood and preschool education teachers’ self-assessment of competences in visual arts and music

Sažetak
Likovna i glazbena umjetnost podržavaju emocionalni, kognitivni i psihomotorni razvoj u ranom djetinjstvu. Odgojitelji zato moraju imati dovoljne kompetencija da bi potaknuli sudjelovanje djece u umjetničkim aktivnostima pa je cilj ovog istraživanja bio ispitati kompetencije u umjetničkom području studenata u inicijalnom obrazovanju učitelja. U istraživanju su sudjelovali studenti treće godine ranog i predškolskog odgoja i obrazovanja Učiteljskog fakulteta, Sveučilišta u Zagrebu te Pedagoškog fakulteta, Sveučilišta u Mariboru. Ispitanici koji su završili gimnaziju su bolje procjenjivali svoje profesionalne kompetencije izvođenja glazbenih aktivnosti u odnosu na ispitanike koji su završili umjetničku srednju školu. Ispitanici koji su završili gimnaziju bolje su procjenjivali svoje kompetencije planiranja likovnih aktivnosti, ali ispitanici koji su završili srednju umjetničku školu bolje su procjenjivali svoje kompetencije izvođenja likovnih aktivnosti.

Abstract
Visual arts and music facilitate emotional, cognitive, social, and psychomotor development in early childhood, and therefore, preschool teachers need to develop a certain level of competence to engage children in the arts. Hence, the purpose of this study was to gain insight into pre-service early childhood and preschool education teachers’ self-assessed teaching competences in the arts. Students enrolled in the third year of Early Childhood and Preschool Education study programme at the Faculty of Teacher Education, University of Zagreb and at the Faculty of Education, University of Maribor, were asked to participate in this study. The participants who graduated from grammar schools evaluated their teaching competences in music with a higher grade than the participants who graduated from secondary art schools. The participants who graduated from grammar schools were also more likely to report higher competence for planning visual arts activities, whereas the participants who graduated from secondary art schools were more likely to report higher competence in conducting visual art activities.