MUZIČKO-METODIČKE KOMPETENCIJE ODGAJATELJA
MUSIC-METHODICAL COMPETENCES OF PRESCHOOL TEACHER

Author(s): Naira Jusufović, Darko Ratković
Subject(s): Preschool education, Higher Education
Published by: UNIVERZITET U SARAJEVU – PEDAGOŠKI FAKULTET
Keywords: music-methodical competences; methodology of music education; music activities/content; professional development; preschool teacher;
Summary/Abstract: Contemporary research show that musical activities and development of musical abilities simultaneously contribute to the development of a number of special abilities in preschool children such as: hearing, vision, verbal expression, reading ability, foreign language learning, mathematical and creative ability, social adaptability, etc. Development of musical abilities, and other children abilities are directly related to the quality of acquisition and 135possession of music-methodical competences of educators. The research included 103 educators from the Zenica-Doboj Canton with the aim of examining the level musicmethodical competencies development based on self-evaluation of educators and examining their attitudes towards professional development. For the purposes of the research, we designed a survey questionnaire and scalar for evaluation on a five-level scale of Likert type. The results indicate that educators moderately positively evaluate their music-methodicalcompetencies. Particularly weak-evaluated component is the skill of playing a harmonic instrument (M=2.50), which is used in practice not even closely enough (M=2.48). Particulary weak-evaluated component are their competences required for work in music education (M=3.79). There is also a statistically significant difference in evaluations of competences acquired at the faculty in favour of the natural-mathematical and linguistic area in comparison to the art and motor area. With reference to professional training, the educators see the need for organising professional seminars in this field, expressing their willingness to attend these seminars as well as commitment to lifelong learning. Equally so, 54.40 percent of the educators state that they did not attend either a seminar or some kind of professional training in music education during their work lifetime while 32.00 percent of the educators attended one of these. All this indicates the need for a more serious viewing of the problem oriented to music education of educators and systemic action on music-methodical competences.

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