ULOGA NASTAVNIKA U RAZVOJU SOCIOEMOCIONALNIH VEŠTINE UČENIKA

Nauka i nastava u vaspitno-obrazovnom kontekstu (2020), (str. 93-110)

AUTOR(I): LIDIJA Đ. ZLATIĆ, SLAĐANA LUKOVIĆ

E-ADRESA: lzlatic@ptt.rs

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DOI:10.46793/STEC20.93Z

SAŽETAK:

Mnoge studije stavljaju akcenat na važnost socijalnih veština učenika, ali postavlja se pitanje kako svakodnevna školska praksa utiče na razvoj tih veština. Socioemocionalne veštine, prema drugim autorima, odnose na sposobnosti kojima osoba reguliše i upravlja sopstvenim mišljenjem, emocijama i ponašanjem, postavlja i postiže pozitivne ciljeve, kako doživaljava sebe i poštuje perspektivu drugog, uspostavlja i održava pozitivne socijalne odnose i odgovorno donosi odluke. U ovom radu ukazujemo na različite komponente nastavničkih uloga i njegovih pristupa koje mogu da utiču na razvoj ovih veština. Rezultati različitih istraživanja pokazuju da promene u smislu učenja socijalnih veština nastavnika, pogotovo u inicijalnom obrazovanju, ali i kasnije, povećavaju osvešćenost učenikovih socijalnih veština. Empirijski nalazi ukazuju na ključne karakteristike uspešnih programa razvoja socioemocionalnih veština, pri čemu se naglašava neophodna specifična obuka i trening nastavnika kao deo njihovog inicijalnog obrazovanja i stručnog profesionalnog usavršavanja, kao i potreba za sistematskom podrškom tokom same primene programa koji utiču na razvoj ovih veština kod učenika. Naglašava se značaj razumevanja emocija i socijalnih veština kod učenika od strane nastavnika kao i razvoj svesti nastavnika o načinima na koje mogu da utiču na razvoj socioemocionalnih veština, kako da stvaraju pozivitnu atmosferu u učionici, kako adekvatno da reaguju na različite emocije učenika.

KLJUČNE REČI:

socijalno ponašanje učenika, socioemocionalne veštine učenika, kompetencije nastavnika, upravljanje razredom

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