ULOGA UČITELJA U OSTVARIVANJU ODGOJNIH CILJEVA U RAZREDNOJ NASTAVI
THE ROLE OF TEACHERS IN ACHIEVING EDUCATIONAL GOALS IN CLASSROOM TEACHING

Author(s): Edina Nikšić Rebihić, Amina Nikšić-Viteškić
Subject(s): School education, Pedagogy
Published by: UNIVERZITET U SARAJEVU – PEDAGOŠKI FAKULTET
Keywords: teacher; education; educational goals; pedagogical relationship ;
Summary/Abstract: Educational goals in the class are necessarily analysed with two contexts. The first is the formal part- we observe the educational goals which are "outward" defined by the curriculum. The other refers to the informal part, which reveals the educational goals "inside" - stored in the implicit theory of each teacher. Every educational activity is basically worthy normative framework of a teacher. The aim of the paper is to research the process of achieving educational goals of classroom teaching, which directly creates and determines the pedagogical relationship. Theoretically, we also treat the pedagogical relationship as a platform for the transmission of educational values, as only possible in a quality pedagogical relationship with the student. In methodological framework we are focusing on the analysis of the set educational goals through the lesson plan for all subjects realized by the fourth grade teachers in one elementary school using the method of pedagogical documentation. The second part of empirical research refers to the analysis of pedagogical reality in the realization of the classroom. Using the techniques of individual interviews, we discussed with three teachers, whose lesson plans was analysed, to get information about their educational activity in the teaching process.The results of the research have shown that pre-defined educational goals are often repeated at a general level in the curriculum. Opinion of teachers is that lesson plan are more less a guideline in their work but they often exit from the preparation framework by listening to the needs of students in the teaching process. They also noticed that they pay more attention to the content, but to the relationship, but also that they are more skilled in identifying the need of the student in terms of relationship than in the comprehension of educational content. Recognizing the needs and dynamics of the teaching process, the teacher does not give up on their pedagogical attitude and the relationship that is the foundation for educational activities. This work corresponds to the analysis of educational intent at the level of theoretical knowledge and a real insight into the practice of teaching.

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