TM G.XXIII Br. 3-4 Str. 233 - 245 Niš jul - decembar 1999.
UDK 37.026--57.164+378.147+371.13-057.164(083.94)
Prethodno saopštenje
Aleksandar Rančić
Univerzitet u Nišu
ASISTENTI PRIPRAVNICI I OBLICI NJIHOVOG DIDAKTIČKOG USAVRŠAVANJA
Rezime
U radu su prikazani i ukratko analizirani preliminarni statistički podaci o stavovima asistenata pripravnika o oblicima didaktičkog usavršavanja univerzitetskih saradnika, ali i njihove ocene efikasnosti samih oblika. Do podataka se došlo istraživanjem koje je urađeno u procesu realizacije projekta 14T19/11. Istraživani stavovi i utvrđivane ocene asistenata pripravnika odnose se na: (1) izvore informisanja za izvođenje nastavnih aktivnosti, (2) pomoć predmetnog nastavnika u didaktičkom usavršavanju, (3) pomoć ostalih nastavnika i kolega, (4) ulogu i značaj seminara za didaktičko usavršavanje, (5) najpovoljnije oblike didaktičkog usavršavanja u toku rada i (6) vrednovanje svog permanentnog didaktičkog usavršavanja. U završnom delu rada dato je nekoliko zaključaka koji mogu biti relevantni za utvrđivanje konačnih stavova o koncepciji i organizaciji didaktičkog pripremanja i usvaršavanja asistenata pripravnika, ali i drugih univerzitetskih saradnika.
Ključne reči: asistenti pripravnici, univerzitetski saradnici, didaktičko usavršavanje, kontinuirano obrazovanje, univerzitetska nastava.
JUNIOR ASSISTANTS AND FORMS OF THEIR DIDACTIC ADVANCED TRAINING
Summary
The paper presents and briefly analyses the preliminary statistical data about the junior assistants' attitudes on the forms of didactic advanced training of the university junior teaching staff, as well as their evaluation of the efficiency of said forms. The data were obtained in a research carried out within the project 14T19/11. The investigated attitudes and established evaluations of junior assistants are concerned with the: (1) sources of information for the effectuation of teaching activities, (2) help of the specialized teacher in didactic advanced training, (3) help of other teachers and colleagues, (4) role and importance of workshops for didactic advanced training, (5) the most convenient forms of didactic on-the-job advanced training and (6) evaluation of the personal permanent didactic advanced training. In the concluding part of the paper, several conclusions are drawn which may be relevant for the defining of the final attitudes on the concept and organization of didactic preparation and advanced training of junior assistants and other members of the university junior teaching staff.
Key words: junior assistants, university junior teaching staff, didactic advanced training, continuous education, university instruction.