KOMPETENCIJE UČITELJA IZ PERSPEKTIVE STUDENATA RAZREDNE NASTAVE
TEACHERS' COMPETENCES FROM HOMEROOM TEACHING STUDENTS' PERSPECTIVE

Summary/Abstract: One of the most challenging tasks contemporary society is faced with is education of teachers. To accordingly respond to modern societal, scientific and technological changes and challenges brought about by these changes, teachers have to have a sequence of competences, as well as be prepared for lifelong learning and permanent devolopment. In the process of analysing of distinct dimensions of teachers' competences, in this paper we have put accent on a set of teachers' competences most frequently mentioned in the literature dealing with this area of expertise, those being: pedagogicalpsychological, didactic-teaching methodology, communication, social, intercultural, and teachers' skills required for working with children with specific upbringing-educational needs. The objective of this paper was to establish perception of homeroom teaching students'2 about skills required for good quality performance of teacher's profession, and in a wide variety of teachers' competences what relevance do students, future teachers, attach to specific ones. Moreover, in this paper an attempt was made to examine what homeroom teaching students consider the dominant mode of acquiring of teachers' competence, as well as to determine what their propositions for advancement of initial teachers' education are. The survey conducted included 106 students of homeroom teaching at Tuzla, Zenica and Mostar university. The instrument used was Questionnaire survey for students, designed for the requirements of this specific survey. Descriptive statistics (calculation of relative frequences, arithmetic mean, standard deviation) was used to process the data obtained by means of the instrument. The research results showed that students consider didactic-teaching methodology the most vital of all the competences for practicing of teacher's profession. They see initial education as a dominant way of acquiring teachers' competences, and that introduction of practice in a greater extent during studies would upgrade initial teacher's education in the domain of acquiring competences.

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