Training Teachers for Developing Communicative Skills

• Published in: Andragoška spoznanja
• Main Author: Kadunc, Tatjana
• Format: Article in Journal/Newspaper
• Language: Slovenian
• Published: Ljubljana University Press, Faculty of Arts 1995
• Subjects: Osnova; sami
• Online Access: https://revije.ff.uni-lj.si/AndragoskaSpoznanja/article/view/4467; https://doi.org/10.4312/as.1.3-4.27-29

A teacher's professional success in working with students, his or her physical health and personal fulfilment depend on how successful his or her interpersonal relationsbips with the students are which accounts for the need for permanent teachers training in communicative skills. A successful teachers training model has to offer models and approaches aiming at the integration of scientific and practical theories. Theoretical basis should stimulate reflection on important problems. There is a need, however, for planning activities based on solving true, everyday problems. This should help teachers linking the newly acquired knowledge to what they already know and to their life experience. It should further help them introduce the new knowledge into solving their teaching problems. In this way teachers could be trained to monitor the process of their continuing education, to delineate their problems, find solutions, evaluate the results of the their solving problems. Such a concept of permanent education considerably enhances the professionalism of the teaching job. Učiteljeva poklicna uspešnost pri delu z učenci, njegovo psihično zdravje in osebna sreča so odvisni od zadovoljujočih medosebnih odnosov, zato je pomembno stalno učiteljevo usposabljanje pri razvijanju komunikacijskih spretnosti. Model izobraževanja učiteljev za uspešnejšo komunikacijo mora vključevati konkretne metode in pristope, ki bodo pomagali povezati znanstvene in praktične teorije. Teoretična osnova naj bo pobuda za razmišljanje o pomembnih vprašanjih, poleg tega je potrebno načrtovanje konkretnih dejavnosti ob reševanju resničnih vsakdanjih težav. To naj bi pomagalo, da bi učitelji znali novo znanje povezati s starimi in bogatimi vsakdanjimi izkušnjami, da bi ga uredili, uvrstili in navezali tudi na konkretne probleme svojega poučevanja, naučili bi se povezovati teorijo s prakso. Tako bi se učitelji naučili sami usmerjati svoje permanentno izobraževanje, sami bi se naučili fonnulirati svoje probleme, sami bi načrtovali njihovo reševanje in ovrednotili uspešnost reševanja. Tako pojmovanje dopolnilnega izobraževanja pomeni pomembno sestavino profesionalizacije učiteljevega poklica.