Suvremena stremljenja u obrazovanju, s obzirom na globalizaciju u izravnoj su vezi s potrebama
znanstveno-tehnološkog napretka, gospodarskim, političkim i socijalnim čimbenicima te
određenim sustavom vrijednosti iz kojeg proizlaze odgojno-obrazovni ciljevi u vidu humanističkog
pristupa odgoju i obrazovanju. Unapređenje kvalitete odgoja i obrazovanja moguće je jedino uz
razvijanje profesionalnih kompetencija učitelja potrebnih za implementaciju humanističkog
pristupa u odgoju i obrazovanju. Uloga učitelja iz tradicijskog pristupa kulturi učenja koja se
temeljila na prijenosu sadržaja, mijenja se i prilagođava novoj kulturi učenja, usklađenoj s
potrebama suvremenog društva, u kojoj se naglašava poticanje aktivnog učenja, odnosno stjecanja
i razvoja kompetencija učenika. U umjetničkom području ovaj pristup nastavi omogućava
holistički razvoj učeničkih kompetencija, kao što su stvaralaštvo, kreativnost, emocionalna
inteligencija, kritičko mišljenje i sposobnosti interpretacije.
Kao relevantan teorijski okvir za analizu profesionalnih kompetencija učitelja izabran je Jurčićev
(2014) model profesionalnih kompetencija koje obuhvaćaju pedagoške i didaktičke dimenzije
profesionalnog djelovanja učitelja. U teorijskom dijelu rada osim detaljna opisa profesionalnih
kompetencija učitelja, njegovih pedagoških i didaktičkih dimenzija, objašnjavaju se i analiziraju
kurikulumski teorijski okviri, didaktičke i metodičke komponente predmetnog kurikuluma likovne
kulture te nacionalni kurikulum umjetničkog područja, uključujući i komparativnu analizu
nacionalnih kurikuluma sedam zemalja za nastavni predmet likovna kultura.
Glavni cilj empirijskog istraživanja bio je utvrditi primjenjuju li učitelji razredne nastave i
nastavnici likovne kulture u osnovnoškolskom obrazovanju odgovarajuće pedagoške i didaktičke
kompetencije u poučavanju likovne kulture. Tijek ostvarenja cilja prikazan je kroz teorijski i
empirijski dio rada. Empirijsko istraživanje temeljilo se na kvantitativnoj metodologiji koja je
obuhvaćala ispitivanje učitelja razredne nastave i nastavnika likovne kulture na području Grada
Zagreba i Zagrebačke županije. Podaci dobiveni anketiranjem obrađeni su metodama deskriptivne
i inferencijalne statistike, a za komparativnu analizu kurikuluma u teorijskom dijelu korištena je
deskriptivno-neempirijska metoda i rad na dokumentaciji.
Empirijski je utvrđeno da se profesionalne kompetencije učitelja, njihove pedagoške i didaktičke
dimenzije mogu mjeriti u predmetno-specifičnom kontekstu te da su samoprocjena kompetencija i primjena kompetencija u nastavi likovne kulture u pozitivnoj korelaciji. Dobiveni rezultati
empirijskog istraživanja važni su za koncepciju i razvoj modela cjeloživotnog učenja, unutar kojeg
bi se trebalo uzimati u obzir praktično iskustvo učitelja kako bi se preciznije odredili pravci za
daljnji razvoj profesionalnih kompetencija.
Kategorijalne varijable dob i staž imaju veliku ulogu u samoprocjeni kompetencija. Mlađe
generacije procjenjuju svoje kompetencije rada s informacijsko-komunikacijskom tehnologijom u
nastavi likovne kulture bolje u odnosu na starije generacije, ali samoprocjena svih ostalih
kompetencija raste ovisno o dobi i stažu, odnosno profesionalnom iskustvu učitelja.
Očekivanje da nastavnici likovne kulture imaju razvijenije didaktičke kompetencije u nastavi
likovne kulture u odnosu na učitelje razredne nastave je potvrđeno. Međutim, učitelji razredne
nastave samoprocjenjuju svoje sposobnosti integracije i korelacije nastavnog sadržaja predmeta
likovna kultura s ostalim predmetima više u odnosu na nastavnike likovne kulture pa se
pretpostavlja da je holističko poimanje nastavnog procesa likovne kulture kroz međupredmetnu
integraciju i korelaciju prisutno u razrednoj nastavi, ali se smanjuje prelaskom u predmetnu
nastavu.
Znanstveni je doprinos ovoga rada taj da su profesionalne kompetencije učitelja mjerljive te da se
mogu i ubuduće ispitivati metodama samoprocjene u cilju unapređenja kvalitete nastave. Na
području likovne kulture ovo istraživanje otvara nova pitanja i probleme za daljnja istraživanja
koja bi se bavila izgradnjom profesionalnih kompetencija učitelja u kurikulumu umjetničkog
područja. Jedan je od prijedloga za buduća istraživanja ispitati kompetencije učitelja u inicijalnom
obrazovanju i usporediti ih s kompetencijama stečenim u praksi te na temelju novih spoznaja
donijeti prijedloge za unapređenje postojećih modela inicijalnog i cjeloživotnog obrazovanja
učitelja.Background: The current trends in the development of education in the globalized world are
directly associated with the need for scientific and technological development, economic and
political goals, social factors, and sets of values that determine desired learning outcomes and the
application of the humanistic approach in education. Improving the quality of education is possible
only through the development of professional teacher competences, which the teachers require to
implement the humanistic approach. The professional competences are important because the role
of the teacher is changing from traditional approaches, which involved a passive transfer of
knowledge to the students, to the new culture of education, which encourages active learning that
enables students to obtain and develop key competences they will need to function in contemporary
society. In the arts, the application of the new approach to education in class allows students to
develop various competences, including creativity, emotional intelligence, critical thinking, and
interpretation.
The model of professional competences by Jurčić (2014) was used as a theoretical framework for
analyzing professional teacher competences in this doctoral dissertation. The model comprises of
the pedagogical and teaching dimensions as two distinct, but intermixed components of the
professional roles of teachers. The theoretical part of the dissertation includes a detailed description
of the professional teacher competences of both pedagogical and teaching dimensions, as well as
the discussion and analysis of curriculum theories, teaching and methodical components of the
visual arts subject curriculum, national arts curriculum, and the comparative analysis of national
arts curricula of seven countries for the school subject visual arts.
Purpose: The purpose of the empirical research was to determine if primary school teachers and
visual arts teachers in elementary education use their pedagogical and teaching competences
effectively while teaching visual arts. A total of five research objectives were defined, and one or
more hypotheses were developed for each research objective.
The first objective of this study was to determine if there is a statistically significant difference in
the teachers’ self-assessment of professional competences in teaching visual arts depending on
their workplace position, status, and higher education background. The following three hypotheses
were developed according to that objective: H1.1: There is a statistically significant difference in the self-assessment of professional
competences in teaching visual arts depending on the workplace position of the
participants. It is expected that the visual arts teachers will assess their professional
competences significantly higher compared to primary school teachers.
H1.2: There is a statistically significant difference in the self-assessment of professional
competencies in teaching visual arts depending on the status of the participants. It is
expected that subjects who are mentors in the workplace are more likely to assess their
professional competences significantly higher than subjects who are interns or teachers.
H1.3: There is a statistically significant difference in the self-assessment of professional
competencies in teaching visual arts depending on the higher education background of
the participants. It is expected that subjects with a degree in visual arts education will
assess their professional competences significantly higher than subjects with a degree in
teaching.
The second objective was to determine if there is a statistically significant difference in the selfassessment
of professional competences in teaching visual arts depending on the age and work
experience of the participants. The following hypotheses were tested to achieve that objective:
H2.1: There is a statistically significant difference in the self-assessment of professional
competencies in teaching visual arts depending on the age of the participants. It is
expected that the self-assessment of professional competences increases with the age of
the participants.
H2.2: There is a statistically significant difference in the self-assessment of professional
competencies in teaching visual arts depending on the work experience of the
participants. It is expected that the self-assessment of professional competences
increases with the work experience of the participants, so participants with more working
experience are more likely to report a higher level of professional competences
compared to participants with less work experience.
The third objective of this study was to determine if there is a statistically significant correlation
between the self-assessment of the teachers’ professional competences in the methodology of
visual arts curriculum development and the application of those competences in teaching practice.
The following hypotheses were tested: H3.1: There is a statistically significant correlation between the self-assessment of the teachers’
professional competences in the methodology of visual arts curriculum development and
the application of visual arts teaching methods in the classroom.
H3.2: There is a statistically significant correlation between the self-assessment of the teachers’
professional competences in the methodology of visual arts curriculum development and
the use of visual arts teaching materials and aids in the classroom.
H3.3: There is a statistically significant positive correlation between the self-assessment of the
teachers' professional competences in the methodology of visual arts curriculum
development and the use of collaborative teaching strategies in visual arts class.
The fourth objective of this study was to determine if there is a statistically significant correlation
between the self-assessment of the teachers’ professional competences in the organization and
control of the educational process in the visual arts and the application of those competences in
teaching practice. The hypothesis for this objective was as follows:
H4: There is a statistically significant correlation between the self-assessment of the teachers’
professional competences in the organization and control of the educational process in the
visual arts and the actual organization and execution of visual arts classes.
The fifth and final objective was to determine if there is a statistically significant correlation
between the self-assessment of the teachers’ professional competences in the assessment of
students’ achievements in visual arts and the application of those competences in teaching practice.
The two hypotheses for that objective were as follows:
H5.1: There is a statistically significant correlation between the self-assessment of the teachers’
professional competences in the assessment of students’ achievements in visual arts and
the evaluation of children’s artwork.
H5.2: There is a statistically significant correlation between the self-assessment of the teachers’
professional competences in the assessment of students’ achievements in visual arts and
the grading of students.
Methods: The empirical research used quantitative methods. The data was collected by surveying
primary school teachers and visual arts teachers from Grad Zagreb and Zagreb County (N = 193). One questionnaire was used as the instrument for collecting information about both independent
and dependent variables. The independent variables were gender, workplace position (primary
education teacher or visual arts teacher), status (intern, teacher, mentor, or associate), work
experience, age, and education background (alma mater and major programs).
The dependent variables were the professional competences of teachers in visual arts. The
questionnaire was divided into three parts, and each part measured one dimension of teaching
competences from the teacher competences model by Jurčić (2014). Those dimensions included
the methodology of visual arts curriculum development, the organization and control of the
educational process in the visual arts, and the assessment of students’ achievements in visual arts.
The items for measuring the methodology of visual arts curriculum development were based on
the survey developed by Tomljenović (2014), and the items for measuring the organization and
control of the educational process in the visual arts and the assessment of students’ achievements
in visual arts were based on the questionnaire developed by Lončarić and Majić (2015). The
instruments from previous researchers were adapted so that they can be administered to explore
teacher competences in visual arts specifically. The dimensions of professional teaching
competences were measured using the Likert 5-point scale.
The survey data was analyzed using descriptive and inferential statistics, whereas the comparative
analysis of national arts curricula, which is presented in the theoretical part, was conducted using
a descriptive non-empirical method and reviewing official documents.
Results: The results showed that the pedagogical and teaching dimensions of professional
competences can be measured in a subject-specific context and that the self-reported assessment
of competences and the application of competences in visual arts classes are positively correlated.
Those results have important implications in the conception and development of a lifelong learning
model, which needs to consider the current level of professional experience teachers obtain through
practice in order to identify optimal courses of further professional development of competences
for each individual teacher.
The categorical variables age and work experience have a significant role in the self-assessment of
competences. Younger teachers are more likely to report a higher level of information and
communication technology competences compared to older teachers, but the self-assessment of all other competences is positively correlated with age and professional experience, so all teacher
competences increase with professional experiences.
It was expected that visual arts teachers have significantly higher competences for teaching visual
arts compared to primary school teachers, and the results supported that expectation. However,
primary school teachers evaluate their abilities to integrate and correlate the visual arts subject
contents with other subjects significantly higher compared to visual arts teachers. That result
suggests that the holistic concept of the visual arts teaching process, which depends on the
integration and correlation with other subjects, exists in practice during primary education, but it
is lost once classroom learning becomes subject-oriented.
Implications: This doctoral dissertation also has important implications for future scientific
research in the field of education. The key point is that professional teacher competences can be
measured and analyzed using self-assessment methods to investigate and improve the quality of
education. In the context of visual arts, this study opens new research questions and problems
relevant to the development of teacher competency models in the arts curriculum. One
recommendation is to investigate the differences between teacher competences gained through
higher education and compare them to the competences obtained through professional experience
so that it would be possible to suggest improvement directions of current teacher education and
lifelong learning
