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Nastavnik i visokoškolska nastava - pluralitet uloga i mogućnosti (Teacher and high education teaching - plurality of roles and possibilites 2018 http://ezaposleni.singidunum.ac.rs/rest/sciNaucniRezultati/oai/record/1/6273 http://www.sao.org.rs/documents/2018/SAO%20Rezimei%202018.pdf M. Andevski B. Banić Reforma studija u okviru Bolonjskog procesa dovela je nastavnika u situaciju preispitivanja vlastitih koncepte, metode, stilova poučavanja. Radilo se najpre o temeljnim promenama strukturne prirode do snažnijih suštinskih promena koje bi se direktno odrazile na kvalitet studija i usmeravale ga ka samoorganizovanom učenju studenata, ka samoodgovornim i samoodređenim karakteristikama osnaženim u kompetencijama koje se od mladih očekuju kako u svetu rada tako i u aktuelnim društvenim tokovima. U tom smislu, od nastavnika se očekivalo kompleksno didaktičko preispitivanje, promišljanje i oblikovanje sopstvene metodike kroz koncept visokoškolske didaktike u kojoj su se jasno prepoznavali zahtevi za inoviranjem sadržaja učenja, modifikovanjem didaktičkih materijala, kao i metoda učenja i poučavanja, a sve u okrilju sudara filozofije postmodernizma i teorije konstruktivizma u didaktičkom promišljanju kulture poučavanja i oblikovanja kurikuluma. U skladu sa postavljenim načelima Bolonje, očekivalo se da nastavnik svojim didaktičkim teorijama, eksplicitnim i implicitnim kao i metodičkim aparaturama sledi različite ciljeve: saznajne, psihološke (da bude savetnik, prijatelj), ali da radi i na jačanju samopouzdanja, samouverenosti, fleksibilnosti, timskog rada, liderskih osobina... Naučna figura nastavnika kao uzora trebala bi, u suštini, da reflektuje intencije jednog posmodernog znanja koje, iako se ne nalazi u sadržajima visokoškolskog kurikuluma, mora da oblikuje nastavnu instrukciju. Ovaj paradoks najviše je prisutan u strukturi komunikativne akcije koja je postala najosetljivija na kvalitet znanja, na problematični pluralizan naučnog sveta, na diskurs kao metod poučavanja, na otvorena pitanja visokoškolske nastave – kojima nisu dorasli ni nastavnici ni studenti ... Reform of the studies within Bologne process has led the teacher in a situation to question own concepts, methods, teaching styles. It was firstly about fundamental changes of structural nature up to strong essential changes that would have a direct effect on the quality of studies and aim it towards self-organized learning of students, towards self-responsable and self-determined characteristics enforced in competences that are expected from the young both in the world of labour and in current social flows. In that sense, the teachers were expected to have a complex didactic questioning, thinking and shaping of own methodics through the concept of high education didactics in which there were clearly recognized the requirements for innovation of the content of learning, by the modification of didactic materials, as well as methods of learning and teaching, all of that in the context of the clash of philosophy of postmodernism and theory of constructivism in didactic thinking of the culture of teaching and shaping of curricula. In accordance with the set principles of Bologne, it was expected that the teacher will by his didactic theories, explicit and implicit, as well as methodical apparatuses, pursue different goals: cognitive, psychological (to be an ally, friend), as wella s to work on strengthening the self-esteen, self-confidence, flexibility, teamwork, leadership characteristics... Scientific figure of a teacher as a role model should essentially reflect the intentions of one postmodern knowledge which, although it cannot be found in contents of high education curriculum, must shape teaching instruction. This paradox is mostly present in the structure of communicative action which has become the most sensitive to the quality of knowledge, the problematic pluralism of scientific world, the discourse as a teaching method, open issues of high education teaching – whic both teachers and students are not ready for.. conferenceObject 17 17 Rezimei radova za naučni skup visokoškolska nastava - dileme i perspektive