SAMOPROCJENA DIDAKTIČKO-METODIČKIH KOMPETENCIJA STUDENATA NASTAVNIČKIH STUDIJA
SELF-ASSESSMENT OF DIDACTIC-METHODICAL COMPETENCIES AMONG TEACHER EDUCATION STUDENTS

Summary/Abstract: Self-assessment of competencies among future professionals plays a crucial role in their professional development. It provides the foundation for reflective practice, enabling individuals to identify their own learning needs and actively direct their further development. This paper presents the results of a study aimed at examining how final-year student teachers at the University of Tuzla and the University of Zenica perceive their didactic-methodical competencies. Special focus was placed on the critical evaluation of knowledge and skills in the domains of planning, implementation, evaluation, and the normative-pedagogical framework of teaching. The study was conducted on a sample of N=104 students using a specially designed survey questionnaire. Data were processed using descriptive statistics and independent samples t-tests. The results show that students demonstrate the highest level of proficiency in the field of direct classroom implementation, while they rate their competencies in the normativeadministrative segment (record-keeping and knowledge of regulations) as the lowest. The analysis identified statistically significant differences concerning the university of study. Students from the University of Tuzla express greater confidence in classroom implementation, while students from the University of Zenica show a higher level of competence in the planning and administrative sphere. As a key factor for improving initial teacher education, students unanimously highlighted the need to increase the number of hours dedicated to school practice. The results indicate the necessity of balanced integration between methodical theory and more intensive practice in the real teaching context to ensure holistic professional readiness among future teachers.

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