Индивидуализација у настави – концептуално-методолошки изазов за дидактичку теорију и наставну праксу

Вера Ж. Радовић, Универзитет у Београду, Учитељски факултет, Република Србија, имејл: vera.radovic@uf.bg.ac.rs
Душка З. Михајловић де Оливеира, Универзитет у Београду, Учитељски факултет, Република Србија
Теодора А. Тодовић, Универзитет у Београду, Учитељски факултет, Република Србија
Иновације у настави, XXXIV, 2021/1, стр. 63–79

| PDF | | Extended summary PDF |
doi: 10.5937/inovacije2101063R

 

Резиме: У раду су приказани резултати теоријске анализе научних (оригиналних научних, прегледних и кратких научних прилога) и стручних радова који третирају проблем индивидуализације у настави, објављених у часопису Иновације у настави од 1983. године, када је изашао први број Часописа, до последњег објављеног броја 4, у 2020. години. Циљ истраживања био је да се критички сагледа како је истраживачки третиран проблем индивидуализације у настави, те да се извуку поуке о концептуалним и методолошким приступима и импликације за наставну праксу у савременим условима. Јединице за теоријску анализу биле су: број радова у односу на укупан број радова по годинама издања Часописа, карактер радова према тренутно важећој категоризацији радова у Часопису, теоријски аспекти са којих аутори разматрају проблем индивидуализације у настави и методолошки приступ. Резултати истраживања показују да су током 33 године излажења Часописа објављена 63 рада у којима се третира проблем индивидуализације у настави, да је највише стручних радова, да преовлађује аналитички приступ у истраживањима (анализа литературе и анализа конкретних наставних часова). Аутори најчешће полазе од општег дидактичког приступа, а методички аспект најзаступљенији је у третирању индивидуализације у настави српског језика и књижевности и настави математике. На основу резултата анализе изведене су импликације са аспекта развоја ученичких компетенција и професионалних компетенција наставника.

Кључне речи: индивидуализација, индивидуализована настава, Часопис / Иновације настави, ученик, наставник.

 

Summary: The paper presents the results of the theoretical analysis of the scientific (original scientific papers, reviews, and short scientific papers) and professional papers investigating the problem of individualization in teaching, that were published in the Teaching Innovations journal from 1983, when the first issue of the journal was published, until the last published issue No. 4 in 2020. The aim of the research in this paper was to critically inspect how the problem of individualization in teaching was treated in the research papers published in the journal and to draw lessons about the conceptual and methodological approaches and implications for teaching practice in modern terms. The units for theoretical analysis were: the number of the relevant papers in relation to the total number of the papers by the year of publication of the journal, the type of the papers according to the current classification of papers published in the journal, theoretical aspects from which the authors consider the problem of individualization in teaching, and methodological approach. The results of the research show that during 33 years of publishing the Journal, 63 papers have been published that research the problem of individualization in teaching; the majority of the papers are professional papers; analytical approach prevails in the research (literature analysis and analysis of specific classes). The authors usually start from a general didactic approach, while methodological aspect is most common in the treatment of individualization in the Serbian language teaching and mathematics teaching. Based on the results of the analysis, some implications are pointed out from the aspect of development of student competencies and professional competencies of teachers.

Keywords: individualization, individualized teaching and learning, journal/Teaching Innovations, student, teacher.

 

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