Милан С. Станчић, Универзитет у Београду, Филозофски факултет, Београд, Србија, имејл: mstancic@f.bg.ac.rs
Андреа Г. Гашић, Универзитет у Београду, Филозофски факултет, Београд, Србија
Лука Ђ. Николић, Универзитет у Београду, Филозофски факултет, Београд, Србија
Иновације у настави, XXXVII, 2024/3, стр. 1–14

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DOI: 10.5937/inovacije2403001S

Резиме: У овом раду полазимо од гледишта да на актуелизацију наставничких уверења о настави, односно на оно што наставници заиста раде у пракси, између осталих, утичу и чиниоци као што су наставнички доживљај аутономије у раду и самоефикасност у различитим областима деловања. Стога нам је циљ истраживања био да испитамо повезаност између наставничких перспектива о настави, њиховог доживљаја аутономије и доживљаја самоефикасности у раду. Узорак истраживања чинила су 123 наставника предметне наставе из основних и средњих школа у Србији. За прикупљање података коришћени су Инвентар перспектива о настави (TPI), Скала самоефикасности наставника (TSES) и Скала аутономије наставника (TAS). За обраду података коришћене су технике дескриптивне статистике и Пирсонов коефицијент корелације. Налази до којих смо дошли показују да се наставници који се осећају аутономније у свом раду уједно осећају и ефикасније у различитим аспектима рада у настави. Када је реч о перспективама у настави,
наставници код којих је израженије трансмисивно гледиште на наставу осећају виши ниво самоефикасности у домену управљања разредом. Уједно, ови наставници имају нижи скор на супскали аутономије у односу на програм. Осим тога, утврђено је да наставничку
усмереност на целовит развој ученика и на различите потребе ученика прати и осећај да умеју да се изборе са тим како да укључе и мотивишу различите ученике у настави, као и доживљај да им програми наставе и учења у том стремљењу не представљају значајно ограничење. Mожемо закључити да су наставнички погледи на наставу и њихови доживљаји аутономије и самоефикасности у раду међусобно повезани феномени, што говори о значају рада на освешћивању и трансформисању наставничких перспектива о настави, али и потреби да се обезбеде услови који би фацилитирали ове процесе, а који, између осталог, подразумевају и већу аутономију наставника у различитим аспектима деловања.

Кључне речи: перспективе о настави, аутономија наставника, самоефикасност наставника

Summary: The starting point in this paper is the view that the actualisation of teachers‘ beliefs about teaching, in other words, what teachers actually do in practice, is influenced by, among other things, the factors such as teachers‘ perception of autonomy in their work and self-efficacy in different areas of activity. Therefore, the goal of our research was to examine the connection between teachers‘ perspectives on teaching, their experience of autonomy, and their experience of self-efficacy at work. The research sample consisted of 123 subject teachers from primary and secondary schools in Serbia. The Teaching Perspectives Inventory (TPI), Teacher Self-Efficacy Scale (TSES) and Teacher Autonomy Scale (TAS) were used to collect data. Descriptive statistics techniques and Pearson‘s correlation coefficient were used for data processing. Our findings show that teachers who feel more autonomous in their work also feel more efficient in various aspects of their teaching practice. When it comes to teaching perspectives, teachers with a more pronounced transmissive view of teaching feel a higher level of self-efficacy in the domain of classroom management. At the same time, these teachers have a lower score on the autonomy subscale in relation to the programme. In addition, it was determined that the teachers’ focus on the comprehensive development of students and on students’ different needs is accompanied by the feeling that they know how to include and motivate different students in class, as well as the feeling that their teaching and learning programmes are not limiting in this respect. Our conclusion is that teachers‘ views on teaching and their experiences of autonomy and self-efficacy in teaching practice are interconnected phenomena, which indicates not only the importance of raising awareness and transforming teachers‘ perspectives on teaching, but also the need to provide conditions that would facilitate these processes, which imply a greater autonomy of teachers in various aspects of their activities.

Кeywords: perspectives on teaching, teacher’s autonomy, teacher’s self-efficacy

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