Competence of future junior grade teachers for application of methodological procedures in active learning process in teaching

Abstract

Over the past two decades, educators have focused on complex issues of forming and developing competences of teachers for the activities entailed by processes of education and moral education. Apart from general competences, teachers’ colleges’ curricula define professional (pedagogical, psychological, didactic, and methodological) ones, as well as those relating to particular teaching subjects. The paper presents recent theoreticalmethodological findings on forming methodological competences and the results of an empirical research into competences of future junior grade teachers for application of methodological procedures in an active learning process in teaching. With regard to the latter, the goals defined are determination of the extent to which competences for application of methodological procedures are formed and determination of mutual relations of the said procedures in three areas of methodological procedures. The research is conducted on the sample of 126 teachers’ college final year students from the cities of Banja Luka, Bijeljina (Bosnia and Herzegovina), and Sombor (Republic of Serbia). According to the results, future junior grade students display a high level of formed methodological competences (first hypothesis), and there is a significant relationship between preparatory, performance-action, and verifying methodological procedures (second hypothesis). Finally, the research points to the necessity of reviewing current teachers’ colleges’ curricula.