KURIKULUM I RAZVOJ REFLEKSIVNE PRAKSE SA ASPEKTA ISHODA UČENJA
CURRICULUM AND DEVELOPMENT OF REFLEXIVE PRACTICE FROM THE ASPECT OF LEARNING OUTCOME

Summary/Abstract: Contemporary teaching is facing increasing challenges. Intrigued by the dizzying speed of technical and technological development, the daily flow of information inevitably requires an up-to-date educational process. By educating, we show what kind of society we want. Heavy burden and great responsibility. Curriculum, outcomes are a common need for students to learn what is needed at a certain level. Evaluation and selfevaluation along the way increase the effectiveness of teaching, guaranteeing the acquisition of skills and competences. Obtaining feedback on learning outcomes, which is also a means of reviewing the curriculum. The first step in realizing the concept of outcome-based education is defining the outcomes of knowledge education, inserting the attitudes and values that students should adopt or be able to demonstrate at the end of a particular class. The value of the subject curriculum, teaching process, textbooks and teaching materials prepared and intended for the student and, of course, the teacher in the educational process is determined by their contribution to the development of students' basic competences. Some authors view the curriculum as a list of knowledge to be transferred, the curriculum as a pursuit of student achievement, a process-oriented curriculum, and a practice-oriented curriculum. In parallel with the modernization of the educational process and relationships within the classroom, reflexive practice is increasingly mentioned in the context of teacher work. Reflective defiance is a perfect match and understanding of the curriculum because it actually forms a very important element of effective teaching. The beginnings of the concepts of the reflexive practitioner and practice are usually linked to John Dewey and his life labs in which students were taught what was relevant to themselves and their future profession. A reflexive practitioner is an active individual who explores solutions and different ways of acting in response to practical problems. Reflection in teaching is an awareness of how the teaching process unfolds. When the teacher is aware of the teaching process he is leading and how he leads it then he is able to do self-evaluation. Through self-evaluation, the reflexive practitioner becomes aware of what he is doing, titrating, balancing with content, emphasizing his creativity and directing his teaching from content to the goals and the student and not to the self-teacher. This fact is the biggest gain of a quality educational system, effective teaching and modern schools. In addition to developing competencies in students, the teacher also emphasizes their competencies and places them in the outcome function. A quality school curriculum is a precondition for the emergence of a school of autonomy for the construction and development of its identity.

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