Planiranje univerzitetskih programa neformalnog obrazovanja temeljeno na ispitivanju potreba: doprinos profesionalizaciji prosvjetnog poziva
Planning of University Non-Formal Educational Programs Based on Needs Analysis: Contribution to Professionalization of Teacher Career

Summary/Abstract: The science of education has always nourished a special relation between the corpus of theoretical đknowledge and the knowledge acquired through educational practice. Therefore the framework of scientific identity of pedagogy and andragogy presents defining relation between theory and practice. In modern discourse, specially the one happening in the German academic sphere, traditional problem of relation between theory and practice has been defined differently – as a problem of relation between science of education as an academic discipline, in one hand, and educational profession, in the other. The role of pedagogical and andragogical practice, which earlier provided information to scientific knowledge, has moved to the necessity of putting the pedagogical and andragogical theory into the function of professionalization of teacher career. Trying to answer to this demand, Department of Education at the Faculty of Philosophy in Sarajevo, has reconceptualized the program of teacher education. The program has been offered out of regular studying scheme as a form of non-formal adult education,leading to licensing experts of different profiles for working in schools. It starts at needs analysis in educational practice. This approach's final outcome is shown through efforts of university pedagogy and andragogy to give their contribution to professionalization of teacher career. This paper presents the reconceptualized model of teacher education, emphasizing the results of empirical research, aimed on analyzing educational needs for successful functioning in educational reality. The conclusion suggests that an approach based on needs analysis inside the professional area seeks from university education (offered either as a form of formal or non-formal education) to give up on traditional disciplinarian, subject-oriented approach when creating educational program and to accept problem-oriented approach.

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