COMPETENCE OF FUTURE ELEMENTARY SCHOOL JUNIOR GRADE TEACHERS AS REGARDS TEACHING CONTENTS IN RESPECTIVE TEACHING SUBJECTS

Abstract

Across contemporary pedagogical and methodological literature, there have been numerous instances of critical discussion about formation and development (identification and classification) of general professional competences of teachers. The minority of these papers feature discussions about competences formed within the multidisciplinary teachers’ college curriculum as well. This paper presents some recent theoretical findings on methodological competences and on results of empirical research on competences of future elementary school junior grade teachers as regards teaching contents in respective teaching subjects. The research has been conducted on the sample of 101 teachers’ college students (Banja Luka, Bijeljina, Beograd, Novi Pazar, Vrsac) and in an online form, by means of a questionnaire. The goal of the research is a review of self-assessment accounts of students about their competences as regards teaching contents (designed by the curriculum) in elementary school junior class teaching. The results of the research show that there are differences in understanding the contents given and that there is no statistically significant difference between achievements in secondary school education and understanding of teaching contents, but that there is a significant connection between years of academic studies and understanding teaching contents in elementary school junior grade teaching.