Maksimović, Petrović, Osmanović: PROFESSIONAL COMPETENCIES OF FUTURE PEDAGOGUES

________________________________________________________________________________________________________

Doc. dr Jelena Maksimović1

University of Nis
The Faculty of Philosophy
Mr Jelena Petrović2
University of Nis
The Faculty of Philosophy
Jelena Osmanović3 Original scientific paper
University of Nis UDK: 37.015
The Faculty of Philosophy DOI: 10.17810/2015.05

==============================================================================

PROFESSIONAL COMPETENCIES OF FUTURE PEDAGOGUES4

Summary: The worldwide expansion of higher education introduced the problem of

quality of knowledge that graduate students possess, as well as question whether
they are competent to fulfill the requirements of their future profession. Education
and training for professional work, in our educational system, is realized in various
ways: through lectures, exercise classes, seminar paper writing, research projects,
consultative work and practice in educational methodology. These are only some of
the key themes concerning university education of pedagogues-to-be that should be
considered if we are to train them to perform a high-quality educational work. The
purpose of this research is to construct an evaluation scale that will examine the
importance of competencies the future pedagogues are acquiring during studying. It
is constructed on the basis of different classifications of competencies of a
pedagogue. The research has shown that the students highly value professional
knowledge that is necessary for a high-quality educational work, and that they are
familiar with the area of work and the requirements of their future profession. They
also acknowledge the importance of acquisition of competencies in scientific and
professional research. All of the statistical parameters give quite encouraging and
affirmative data, since the purpose of university education, after all, is to train the
future pedagogues for high-quality educational work and to develop their
personalities so that they can manage a variety of situations. Particular significance
of this paper resides in the fact that the research performed was conceptualized in
such a manner as to emphasize the analysis of the pedagogy studies program from
the students’ point of view. Timely information regarding the profession’s
requirements and encouraging interest in research of educational practice can
encourage further development of young pedagogues’ professional competencies as
well.

Key words: pedagogy, students, pedagogues, university education, competencies

1
jelena.maksimovic@filfak.ni.ac.rs
2
jelena.petrovic@filfak.ni.ac.rs
3
osmanovic.jelena@gmail.com
4
This article represents the outcome of the project work called ''Pedagogical pluralism as the basis of
education strategy'' number 179036 (2011–2014), the realization of which is funded by Ministry of
Education, Science and Technological Development of the Republic of Serbia.

52
 Maksimović, Petrović, Osmanović: PROFESSIONAL COMPETENCIES OF FUTURE PEDAGOGUES
________________________________________________________________________________________________________

Introduction

Nowadays, graduate schools are expected to educate students to live and work inside
knowledge society organizations, the essential values of which are applicability of knowledge,
active attitude towards professional development and lifelong education (Andrews & Higson,
2011: 411-422; Zelloth, 2009; Person & Rosenbaum, 2005: 412-429). For these reasons, graduate
school is given a role of an institution that produces knowledge which can be used in everyday
life and professional work, with the goal to improve and adjust the existing education system,
as well as to improve personal and professional development of future pedagogues
(Kamenarac i Lucija, 2010: 216-228).

The job of a pedagogue as a counselor in educational institutions includes a wide array of

tasks, such as participation in planning of the school’s curriculum, supervising the realization
of educational process, tracking and evaluation of activities, collaboration and work with
students, parents and teachers, as well as research and improvement of the educational
practice. He is supposed to work individually, and as a part of professional body of experts
and institutions that operate both inside and outside of a school, Therefore, incentives to
abandon traditional models of education (lifetime diploma), that is, to abandon the formal
framework of education, and to find new educational models, all come from the field of
practical educational work (MatoviC, 2000: 606-615; Savovic i Jevtic, 2000: 23-40). All of them
indicate that education should imply acquisition of permanent competencies, relying on
creativity, innovations, and personality autonomy.

The most important traits that influence one’s fulfillment in personal and social life, are at the
same time the guiding principles in competency development, and they are: autonomy,
tolerance, readiness to participate, openness, and flexibility (Gojkov, 2013; 2004; Djurisic-
Bojanovic, 2007: 211-224). Professional competencies acquired by students during their higher
education represent the main factor of productivity, competitiveness, and the quality of
future work. In this work, we will address the competency as a pedagogical category and a
competent pedagogue as a person with developed personality that sets society in motion.

Competency-based approach in education of pedagogues

Competency-based approach in higher education was developed in America during 1960’s as a

response to expressed need for curriculum reformation, particularly in the teacher education
area. This demand for reform generally originated from the needs of society, but it was the
result of the new education policy and the influence of official state institutions as well.
Higher education was demanded to become more relevant, and its results tangible and
distinct. This initiative slowly spread through America’s education system, only to gain in
importance in the rest of the world twenty years later (Burke, 2005). This approach was
widely supported because it offered a clearer picture of educational outcomes; it became
more predictive and more efficient when properly used. Nevertheless, it brought a significant
contribution to the area of the individualized learning. With goals made clearer, the better
motivation was achieved and the focus on the achievements of students themselves was
accomplished (Houston & Howsam, 1972).

Basic risks that came with competency-based approach included the excessive differentiation
of specific competencies and possible loss of insight into the whole. The basic argument that
critics advanced was that a competent person had general type characteristics and

53
 Maksimović, Petrović, Osmanović: PROFESSIONAL COMPETENCIES OF FUTURE PEDAGOGUES
________________________________________________________________________________________________________

capabilities which were more than just a bunch of individual applicable skills. Moreover, they
argued that this approach would result in the bureaucratization of higher education, and
allow for external control at the expense of quality of education. At higher level, it represents
a complex process which requires first acquisition of conceptual knowledge, and then
connecting that knowledge with practical experience (Burke, 2005; Bowden & Masters, 1993).
These arguments are mainly built on the fact that competency-based approach in education
had originated from a positivist perspective which emphasized the technical aspects of a job.
Its goal at the beginning had been to clearly define competencies required for performing job
tasks, and to closely connect the education with professional training.

However, humanistic orientation links the term competency to the societal and intellectual
aspects of the job in question. It emphasizes the needs of a person as an individual as well as
his aspiration towards self-development and self-realization. From the point of view of
humanistic orientation, competencies are considered as qualities possessed by successful and
accomplished people in a particular job.

That was how generic competencies were created, and they encompassed both personal
characteristics and social skills necessary for professional and competent work (Burke, 2005;
Stankovic, 2010; Chappell et al., 2000). Also, the nature of the approach itself carried the idea
that society was dynamic and its perspective developmental, so it led to the development of
competency-based approach, which didn’t tend to become a final and sole model, and whose
initial flaws were overcome to a large degree. From the standpoint of modern science, this
approach doesn’t threaten to impoverish school curriculums or make them less demanding in
terms of amount of knowledge, but provides them with another quality. By investing into
operationalization of knowledge, it makes them firmer and more stable. Unlike knowledge-
oriented approaches, this approach understands knowledge in a much wider and more
comprehensive manner.

In a light of professional pedagogue education, it means that the focus is not only on
possessing particular pedagogical knowledge and skills, but also on the development of
personal characteristics and professional skills necessary for establishing, building and
improving relationships with students, their parents, and colleagues as well. During the
process of university education, pedagogues get prepared to participate in educational
institutions’ curriculum planning, organizing educational and other activities, as well as
performing analytical researches as a means to improve educational practice. All of these
require adequate knowledge, professional skills, and personal potentials as well.

Educational implications of modern system of education point to the rising complexity of the
role of pedagogue (as a professional counselor) in kindergartens and schools. Function and
significance of the research undertaken by the pedagogues is evaluated against its success to
connect scientific research and the process of evaluation, assumptions and possibilities to
develop collaborative relationships in a school, and its potential to enhance the role of a
practitioner in the research process (Hebib, Matovic, 2012: 67-82). That is the reason the
university education of pedagogues must be adjusted to the requirements and challenges of
modern society and its education system, which implies the competency-based approach.
Ever since the past several years, the number of applications always overcomes the
enrollment rate at pedagogy departments. Such situation imposes the need to check the
quality of the selection of applicants (Matovic, 2010: 62-72), because the university education
of pedagogues-to-be, prepares them to participate in educational institutions curriculum

54
 Maksimović, Petrović, Osmanović: PROFESSIONAL COMPETENCIES OF FUTURE PEDAGOGUES
________________________________________________________________________________________________________

planning, to organize educational and other activities, as well as to perform analyses and
researches with the aim to improve educational practice, which requires them to possess
adequate knowledge, professional skills, but personal potentials as well.

One of the pre-requirements for good affirmation of a pedagogue is a high-quality preparation

for the profession, development of general and professional knowledge, gaining experience.
Only a pedagogue who possesses certain competencies in various aspects of pedagogical
work, a pedagogue who critically deliberates about himself or herself and his or her
pedagogical work, improves the quality of work, and creates a stimulating environment in a
school, can be satisfied and expected to advance in his/her profession.

Young people are expected to develop higher order intellectual skills, to be well trained in
planning techniques and to be able to predict the consequences that their decisions and
actions might bring, as well as to develop altruism, empathy, mutual understanding and
communication, leadership, management and cooperation skills. Pedagogue’s professional
competencies imply high-quality professional qualifications, ability to effectively link
educational theory and practice, where pedagogue assumes the role of a creator (Kopas-
VukasinoviC i MaksimoviC, 2011: 688-702; 2010: 587-602; Trnavac, 1996; Juric, 1977) as well as
readiness for change, and flexible use of knowledge and creativity, which are considered to be
the most important personal competencies in modern circumstances. Knowledge, creativity,
ability to take initiative, and readiness to change are the keys to the development of both
organizations and individuals (Gojkov, 2013; Djurisic-Bojanovic, 2007: 211-224). Adapting the
educational system to the strategy of society development also requires the reform of
curricula so that it provides functional, computer and technological literacy, stimulates
creativity, and develops critical thinking and appropriate individual skills. Moreover, practice
has shown that the requirements of future profession represent a proper indicator of the
skills young professionals should develop.

Defining of educational outcomes in terms of competencies means breaking with a long-term

tradition in education which defined its goals in terms of specific knowledge that should be
acquired. According to the European Commission report from 2003, including research in
higher education curriculums contributes to the development of competencies which are
important for many areas of professional work, not only for the work on scientific research
(Commission of the European Communities, 2003). The competencies required for knowledge
economy are, according to the report mentioned above, closely related to scientific research
competencies. The role of research institution, which has always been assigned to
universities, gained new meanings now. Apart from its main function of producing new
knowledge, research assumes an educational role at universities. The mission of the university
based on the concept of education and research is being transformed towards the concept of
education through research. It means removing obstacles which one may encounter on the
way towards social advancement and personal development (Djurisic-Bojanovic, 2007: 211-
224).

Competencies, unlike knowledge, cannot be learned from textbooks and this approach
implies that the rules of self-development and self-realization can be found in an individual as
well as in his environment (Jermakov, 2011). Taking this description into account, as well as a
far less complicated but equally substantial description given by Suzic (2013) who claims that
competency represents the capability to act properly on the spot, we can conclude that
competency-based approach is, hence, more pedagogically demanding. For the sake of easier

55
 Maksimović, Petrović, Osmanović: PROFESSIONAL COMPETENCIES OF FUTURE PEDAGOGUES
________________________________________________________________________________________________________

and more efficient operationalization, Stanicic (2003) divides the competencies of

pedagogues into personal competencies which encompass general behavior and response;
professional competencies which include professional knowledge required for creating a
vision; developmental competencies which help the process of improvement; action
competencies which imply efficient work in practice; and social competencies which influence
interpersonal relationships. Analyzing professional competencies, several authors (Jermakov,
2011; Zizak, 1997: 1-10) agree that they include three elements: professional knowledge,
professional skills and individual’s personal potentials. Essentially similar, albeit
terminologically different division, is made by Jermakov (2011), who distinguishes three levels
of competencies. The first level is key or general cultural level, which includes competencies
that go beyond the scope of education and have meta-object as well as social-cultural
significance (this level of competencies is analogous to the individual’s personal potentials
stated in the division above). Then, the second level, or general education level, is the one
which refers to all subjects present in some area of education, and it is analogous to the
professional knowledge, while the third or subject-private level refers to special competencies
that form within certain subjects and this level represents the professional skills.

Considering the stated views and definitions we can say that the professional competencies of
a pedagogue ask for general and specific pedagogical knowledge which must be systematized
and scientifically based; skills which allow for competent work, encompassing
methodological, evaluation and research skills, and usage of modern teaching resources,
information and communication technologies; and finally, personality traits which are
necessary for establishing, building and improving relationships with students, their parents,
and other colleagues, as well as successful bearing with other responsibilities of the
pedagogue’s profession.

Current educational system prepares young people for the 21st century life, for professional
and life-style work. That is the reason why pedagogy is wholly committed to the futurology of
education. If children are to acquire knowledge they will need in future, university has to find
out what that knowledge is, what skills and capabilities their profession will require. SuziC
(2005) states 28 competencies of the 21st century which are the basis for understanding the
personal potentials of every modern man, and especially for the construction of the modern
pedagogue model. As the scope of our research is not wide enough to deal with each
competency individually, we paid particular attention to the following competencies:
comprehension capability, metacognitive, critical and creative thinking, emotional awareness,
self-control and adaptability, interpersonal skills and action competencies, such as
conscientiousness, responsibility, persistence and the ability to take initiative.

The methodological scope of the research

The subject of this research is the opinion of students from pedagogy departments on
professional competencies needed for their future profession. The purpose of this research is
to determine the students’ opinions on the efficiency of the pedagogy curriculum in
developing their professional competencies.

Descriptive method was used for the research. PCP instrument (Professional competencies of
future pedagogues) was created particularly for the needs of this research. The values of KMO
and Bartlett tests show that factor analysis is justified, and that instrument created for the
needs of research is valid. In order to check whether a data set is suitable for factor analysis

56
 Maksimović, Petrović, Osmanović: PROFESSIONAL COMPETENCIES OF FUTURE PEDAGOGUES
________________________________________________________________________________________________________

Kaiser-Meyer-Olkin (KMO) test should be higher than 0,3, and the value of Bartlett test should
be significant, that is, its value needs to be 0,05 or less.

Chart 1: KMO and Bartlett test

Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .792

Bartlett's Test of Sphericity Approx. Chi-Square 1643.111

df 406
Sig. .000

Since the value of KMO test amounts to 0,792, and since Bartlett’s test shows that the value is
statistically significant, that is, it amounts to p= 0,00, we can confirm that the factor analysis is
justified (Chart 1).

Based on the goal set, there are two tasks: 1) to distinguish factors which describe the
students’ reflection on professional competencies from the KPGO scale; 2) to examine
whether there is a statistically significant difference between the answers given by the
students of the second, third, fourth or master year of those who study pedagogy.
Hypotheses are the following: 1) it is assumed that the distinguished factors will be oriented
towards pedagogues’ professional knowledge, scientific research skills, and competencies
necessary for the profession; 2) it is assumed that there is a statistically significant difference
between answers given by the students of different years.

A deliberate sample is the one where a researcher deliberately chooses the sample,
individuals, groups, variables etc., which will, according to his estimation, contribute most to
the research (Kozuh i Maksimovic, 2012). The deliberate sample is the one willingly chosen
because there are convincing data suggesting that it is very representative of the whole
population (Gilford, 1968). Therefore, our research sample includes 122 students of the
second, third and fourth years of undergraduate studies, as well as the students of master
studies of the Pedagogy Department of The Faculty of Philosophy in Nis, during the 2013/2014
school year.

The variable of the year of study is operationalized as to show us the different opinions of the
students on the professional competencies they acquired studying up to that point.
Therefore, the students’ reflection on self-evaluation of the personal potentials, scientific
research skills, knowledge, and competencies required for the implementation of pedagogical
research which are quite necessary for the world of science they shall venture into, are taken
into consideration. The first year was not included into the research sample since the first-year
students are only at the beginning of education process, and they have yet to acquire
knowledge and competencies by studying various pedagogical disciplines. That is the reason
why such selection of the research sample was taken, based on the subject set, tasks, and
research hypotheses. The research included 45 students of the second year, 20 students of
the third year, 43 students of the fourth year and 14 master students of pedagogy. The
structure of respondents organized according to their year of study is presented in Chart 2.

57
 Maksimović, Petrović, Osmanović: PROFESSIONAL COMPETENCIES OF FUTURE PEDAGOGUES
________________________________________________________________________________________________________

Chart 2: Respondents' structure according to their year of study

Year of study f % Valid % Cumulative %

Second 45 36,9 36,9 36,9

Third 20 16,4 16,4 53,3

Fourth 43 35,2 35,2 88,5

Master 14 11,5 11,5 100,0

Total 122 100,0 100,0

The analysis of the research results

By the Kaiser’s criterion of the process of distinguishing factors, we rely only on the
components in which the characteristic root value amounts to 1 or more. In Chart 3, it can be
clearly seen that there are 8 factors which have the characteristic root which amounts to 1 or
more. These 8 components explain in total 66, 93% of the variance.

Chart 3: The factor analysis of the PCP scale – Pedagogues’ professional competencies
Characteristic Variance Cumulative Characteristic Cumulative
Variance%
root % % root %
Personal
7.367 25.404 25.404 6.286 1.677 21.677
potentials
Scientific
3.769 12.998 38.402 3.157 10.885 32.562
research skills
Professional
2.144 7.394 45.797 2.386 8.227 40.788
knowledge
Pedagogues’
1.683 5.804 51.601 2.119 7.307 48.095
area of work
Counselling
work and 1.170 4.035 55.636 1.550 5.345 53.440
practice
The role of
1.152 3.973 59.610 1.376 4.746 58.186
pedagogues
Necessary
1.098 3.785 63.394 1.315 4.535 62.721
competencies
Knowledge 1.026 3.539 66.934 1.222 4.213 66.934

The factors were extracted using the factor analysis with varimax rotation, and the
characteristic-root-above-1 criterion was used for getting the factors. The data acquired by the
procedure of factor analysis show that the instrument created for the needs of this research
has approving metrical characteristics. The percentage of acquired variance is high and
amounts to 66, 93, which exceeds the expectations of instruments created for the needs of a
research performed in social and humanistic sciences.

Factor saturation of each factor is represented in the matrix (Chart 4). The value picked as the
criterion of minimum saturation of the items is 0, 44. All other saturations are mainly above

58
 Maksimović, Petrović, Osmanović: PROFESSIONAL COMPETENCIES OF FUTURE PEDAGOGUES
________________________________________________________________________________________________________

this value as can be seen. All of the 29 items are retained, divided into 8 factors, and are
named in accordance with the content they include.

Chart 4: The Factor Rotation Structure Matrix

Rotated Component Matrixa
Components
Scientifi Counsellin
Personal Profession Pedagogue The role of Necessary
c g work Knowledg
potential al s’ area of pedagogue competition
researc and e
s knowledge work s s
h skills practice
1 .881 .054 .107 .054 .028 -.035 -.074 -.034
2 .853 .104 .021 .026 -.019 .072 -.165 -.038
3 .826 -.007 .044 .037 -.070 -.126 .057 .078
4 .758 -.026 -.057 -.165 .081 .332 .053 .047
5 .713 .134 .222 .116 .175 -.070 -.331 -.057
6 .690 .102 .110 .074 .217 -.328 .058 .142
7 .687 -.072 .095 .307 .027 .160 .081 .220
8 .677 -.073 .136 .269 -.181 .199 -.264 .018
9 .658 .249 .200 -.027 -.215 .180 .106 -.121
10 .655 -.061 .067 .030 .479 .157 .113 .140
11 .603 -.206 .191 .263 -.017 .326 -.144 .138
12 .064 .813 .126 .129 -.159 .024 .162 -.101
13 .018 .742 .163 .003 .114 .041 -.151 .037
14 -.014 .710 .070 .189 .204 .008 .185 .075
15 .082 .627 .154 .040 .242 -.142 -.119 -.019
16 -.044 .494 -.132 .113 .134 .426 -.312 .313
17 .003 .481 .221 .395 .479 -.238 .040 .113
18 .150 .054 .740 -.034 .005 .116 -.056 .095
19 .126 .206 .739 -.106 .040 .019 -.113 .111
2
.118 .380 .691 .007 -.232 -.050 .120 -.045
0
21 .148 -.020 .607 .402 .279 .155 .153 -.263
22 -.053 .151 .053 .733 .204 .092 -.043 .026
23 .323 .052 -.070 .674 -.027 -.077 .056 .288
2
.208 .286 -.138 .577 .042 .140 .108 -.245
4
2
.166 .214 -.053 .284 .613 .312 .159 .086
5
2
-.066 .246 -.036 .038 .440 -.064 -.002 -.194
6
27 .253 -.065 .290 .125 .052 .678 .157 -.022
2
-.179 .027 -.024 .083 .111 .083 .847 .096
8
2
.148 .039 .083 .062 -.049 .018 .094 .816
9

59
 Maksimović, Petrović, Osmanović: PROFESSIONAL COMPETENCIES OF FUTURE PEDAGOGUES
________________________________________________________________________________________________________

The first factor refers to personal potentials and includes 11 items used to examine the
students’ reflection on professional competencies required for their future profession (the
pedagogy studies encourage the development of the consciousness of personal cognition and
the ability to evaluate one’s own work, and also the development of critical thinking, flexible
and creative thinking, the consciousness of personal and other people’s emotions, self-
confidence and self-control, adaptability and openness towards new ideas, they also
encourage group work and cooperation training, the development of positive non-violent
communication, tolerance and democratic values, conscientiousness and responsibility,
persistence and the ability to take initiative). It is expected from young people to develop
higher order intellectual skills, to train themselves to plan in advance and to predict the
consequences that their decisions and actions might bring, but to improve their emotional
competencies as well, such as altruism, empathy, mutual understanding and communication
as well as leadership, management and cooperation skills. Knowledge, creativity, the ability to
take initiative and the readiness for changes are the keys to the development, survival and
success of organizations, as well as of individuals (Gojkov, 2013; Djurisic-Bojanovic, 2007). The
results show that the students highly value all “personal potency” items that future
pedagogues should possess.

The second factor refers to scientific research skills and includes 6 items (the acquisition of the
theory knowledge necessary for high-quality pedagogical work, the application of research
methods and techniques, theorizing and applying theories in practice, intellectual work
techniques: literature studying and the using of scientific sources, knowing of scientific report
writing structure, being qualified to use teaching aids and technology). Concerned with
professional competencies, several authors (Jermakov, 2011; Zizak, 1997) agree that they
include three elements: professional knowledge, professional skills and individual’s personal
potentials. The point is that the students’ responses regarding the “scientific research skills”
factor include the 3 elements discussed by the authors mentioned.

The third factor refers to professional knowledge and it includes 4 items (the necessity of the
structured knowledge of every area, software support as the integral part of education, the
readiness for permanent education, and innovations in teaching). It includes all the relevant
knowledge that strengthens and supports the professional skills (Zizak, 1997). The results
show that students highly value the professional knowledge acquired during their studies.

The fourth factor refers to pedagogues’ area of work and it includes 3 items (being informed
about pedagogues’ area of work, being informed about the profession’s requirements, being
trained for high-quality pedagogical work in all areas). University education prepares the
students of pedagogy for the profession of counselors in educational institutions. It requires
systematic and complementary work of all the people included in the realization of teaching
activities, so these young pedagogues need to acquire knowledge and experience, and
develop appropriate professional competencies. Pedagogy students must be oriented
towards pedagogy practice research in all areas of work in order to be able to improve them.
This information bears special significance because it is highly valued from the pedagogy
students’ perspective.

The fifth factor refers to counseling work and practice and it includes 2 items (knowing the
general characteristics of pedagogical counseling work, and being trained to perform
researches on educational practice). The results of the research show that the students of
pedagogy, during their university education, primarily want to qualify for a high-quality

60
 Maksimović, Petrović, Osmanović: PROFESSIONAL COMPETENCIES OF FUTURE PEDAGOGUES
________________________________________________________________________________________________________

counseling work, and in that way become able to work effectively in an educational institution
and help children, young people or adults with whom they cooperate.

The sixth factor refers to the role of pedagogues in competency acquisition process and it
includes 1 item (understanding the role of a pedagogue and the importance of the acquisition
of competencies required for counseling work in education). The pedagogy students highly
value pedagogues’ professional competencies, which mainly refer to the possession of
particular pedagogical knowledge and skills, but also to personal characteristics necessary for
establishing, building and improving of relationships with all the individuals concerned with
educational process.

The seventh factor refers to necessary competencies and it includes one item (the
development of competencies necessary for performing their future professions). The
students find professional knowledge, professional skills and individual’s personal potentials
important.

The eighth factor refers to pedagogical knowledge and it includes 1 item (the acquisition of
knowledge necessary for the development and refinement of new learning models). Students
are taught to analyze the possibilities, characteristics and specificities of model application in
researches they perform (Matovic, 2000). We can also attach all the characteristics of the
obtained factors to the factors’ explanation – pedagogical knowledge. Future pedagogues
must keep acquiring knowledge, skills and competencies necessary for them to provide a
high-quality work inside their profession, and they have to remain oriented towards improving
their knowledge.

Pedagogy is wholly oriented towards the future of education. If students acquire knowledge
which they will need in future, the university has to perceive that knowledge, and those skills
and abilities that future life will require (Suzic, 2005). The factor analysis of the obtained
results shows that the students are aware of the importance of the professional
competencies for their future profession, and of the fact that curriculums are designed as to
encourage the development of those competencies.

Determination of statistical significance by the means of F test based

on the obtained ANOVA factors

We came up with interesting findings by analyzing the students' opinions regarding their
personal potentials, scientific research skills, professional knowledge, and school counselor's
area of work, counseling work and practice, the role of pedagogues in competency acquisition
process, competencies necessary for work, and knowledge related to educational theory.

Chart 5: Determination of statistical significance by the means of F test based on the obtained
ANOVA factors
Sum of Mean
Squares df Square F Sig.
Personal potentials Between
91.134 3 30.378 .845 .472
Groups
Within Groups 4242.210 118 35.951
Total 4333.344 121

61
 Maksimović, Petrović, Osmanović: PROFESSIONAL COMPETENCIES OF FUTURE PEDAGOGUES
________________________________________________________________________________________________________

Scientific research skills Between

541.288 3 180.429 15.549 .000
Groups
Within Groups 1369.236 118 11.604
Total 1910.525 121
Professional knowledge Between
22.259 3 7.420 1.479 .224
Groups
Within Groups 591.840 118 5.016
Total 614.098 121
Pedagogues’ area of work Between
14.709 3 4.903 1.203 .312
Groups
Within Groups 480.996 118 4.076
Total 495.705 121
Counselling work and Between
94.816 3 31.605 1.972 .122
practice Groups
Within Groups 1891.151 118 16.027
Total 1985.967 121
The role of pedagogues Between
.069 3 .023 .043 .988
Groups
Within Groups 62.554 118 .530
Total 62.623 121
Necessary competencies Between
68.827 3 22.942 1.009 .391
Groups
Within Groups 2683.378 118 22.740
Total 2752.205 121
Knowledge Between
14.745 3 4.915 .504 .680
Groups
Within Groups 1151.386 118 9.758
Total 1166.131 121

By comparing arithmetical means by the means of F test between the students of second,
third, fourth year and master pedagogy students we have come to a statistically significant
difference concerning the second factor referring to scientific research skills (p=0,00) reflected
in: the acquisition of theoretical knowledge required for high-quality pedagogical work, the
application of research methods and techniques, theorizing and applying theories in practice,
intellectual work techniques: literature studying and using of scientific sources, knowing of
scientific report writing structure, being qualified to use teaching aids and technology. The
students’ responses were uniform. No significant statistical difference was discovered during
the examination of the students’ responses regarding the rest of the factors, and it was
concerned with their perception of the significance of personal potentials for scientific
research, professional knowledge, and the role of a pedagogue inside the work of research, as
well as the importance of necessary competencies, counseling work and practice.

The function and significance of researches that is carried out by pedagogues is seen from the
point of view of interconnectedness between research itself, the evaluation process, and the
role of a practitioner in the process of research. The characteristics of the researches carried
out by pedagogues are analyzed from the point of view of the nature of the problem being
studied, the purpose of research, sample/respondents, methods and techniques employed in
the process of data acquiring and processing (Hebib, Matovic, 2012). Therefore it is necessary

62
 Maksimović, Petrović, Osmanović: PROFESSIONAL COMPETENCIES OF FUTURE PEDAGOGUES
________________________________________________________________________________________________________

to develop students’ scientific research skills and make them competent to perform their
future job, and to train them to perform high-quality pedagogical work.

Chart 6: Post hoc test for the determination of statistical significance

95% Confidence Interval
Dependent (J) Mean Std.
(I) Year Sig. Lower Upper
Variable Year Difference (I-J) Error
Bound Bound
third
Second fourth -3,08941* ,72644 ,000 -5,0388 -1,1400
master -6,72063* 1,04245 ,000 -9,5180 -3,9233
second 2,67778* ,91545 ,025 ,2212 5,1343
Third fourth -,41163 ,92198 1,000 -2,8857 2,0625
Scientific master -4,04286* 1,18702 ,005 -7,2282 -,8575
research skills second 3,08941* ,72644 ,000 1,1400 5,0388
Fourth third ,41163 ,92198 1,000 -2,0625 2,8857
master -3,63123* 1,04818 ,004 -6,4440 -,8185
second 6,72063* 1,04245 ,000 3,9233 9,5180
Master third 4,04286* 1,18702 ,005 ,8575 7,2282
fourth 3,63123* 1,04818 ,004 ,8185 6,4440

Chart 6 shows the groups of respondents between which there is a statistically significant
difference with value of 0,05 or less, and it is concerned with the scientific research skills
factor. Considering the results obtained, we can see that the second year is statistically
significantly different from the fourth year, but also from the master students of pedagogy
(p=0,00) in relation to scientific research skills acquired during their studies. This claim is
particularly valued by the master students (M= -6,72), so this information does not surprise us
since they are most experienced in this domain. The third year is statistically significantly
different from the second year (p=0,03) and from the master students (p=0,01). The fourth
year is statistically significantly different in terms of their responses from the second year,
who are only at the beginning of being introduced to the importance and characteristics of
scientific research (p=0,01), and from the master students who are fully aware of the
importance of possessing those skills and who highly value this factor (p=0,00). The master
students of pedagogy are statistically significantly different from the students of second, third
and fourth years (p<0,05). Our hypotheses about differences in the perception of
competencies between the students proved true. Similar research (HuiC et al., 2010) showed
that even though the students go through the same educational program, they are still
different in terms of the practical experience they have and their perception of practical skills
importance.

Unlike the first year students, the students included in the sample highly value the acquisition
and significance of theoretical knowledge necessary for a high-quality pedagogical work, the
application of scientific research methods and techniques, and intellectual work techniques:
literature studying and using of scientific sources, knowing of scientific report writing
structure.

Concluding remarks

The work of pedagogues as professional counselors in educational institutions implies a wide

array of tasks, such as participation in curriculum planning, the realization of educational
process, tracking and evaluation of activities, collaboration and work with students, parents

63
 Maksimović, Petrović, Osmanović: PROFESSIONAL COMPETENCIES OF FUTURE PEDAGOGUES
________________________________________________________________________________________________________

and teachers, and pedagogical counseling. This research indicates the importance of students’
professional competencies acquisition as the part of process of globalizing education. The
future pedagogue must be both a practitioner and a practice theoretician and has to be
oriented towards lifelong education, since the process of the pedagogue’s education can
never be considered to be complete.

The results obtained by the research indicate the true condition of future pedagogues’
opinions of the competencies they acquire during the course of studying. The results are
satisfying. The students highly value the professional knowledge of a pedagogue necessary
for a high-quality pedagogical work, and they are familiar with the area of work of a
pedagogue and with the profession requirements. Also, they realize the importance of the
acquisition of scientific research and professional competencies, the ability to theorize and to
apply theories in practice. That really is significant information about students’ reflection on
this topic. The students consider and confirm that university education develops the
competencies required for their future profession, and also their consciousness of personal
cognition and the evaluation of personal intellectual work. Moreover, they express positive
attitudes acknowledging that the studies encourage their development of critical, creative
and flexible thinking. They also prefer non-violent communication; encourage responsibility,
conscientiousness, persistence and the ability to take initiative. We presented the obtained
data, using the tabular method by the means of factor analysis, so all of the statistical
parameters indicate quite encouraging and positive results, since, after all, the aim of
university education is to train future pedagogues for a high-quality pedagogical work and to
improve their personality characteristics as to make them capable of bearing with various
situations.

By examining the pedagogues’ opinions by the means of factor analysis we concluded that
they highly value the following factors referring to professional competencies necessary for
their future: the importance of developing personal potentials throughout the study course
required for a high-quality professional work, the importance of scientific research skills,
professional knowledge and the readiness for permanent education, the importance of being
informed about pedagogues’ area of work and the profession requirements, the importance
of pedagogical counseling work, as well as the role of pedagogues in the acquisition of the
professional competencies required for a high-quality work in educational practice.

This is the proof that timely information regarding the profession’s requirements and
encouraging interest in pedagogical practice research can encourage the further development
of young pedagogues’ professional competencies as well.

References

Andrews, J. & Higson, H. (2011). Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: a
European study, Higher Education in Europe, 33, (4), 411-422.
Bowden J. A. & Masters G. N. (1993). Implications for Higher Education of a Competency-Based Approach to
Education and Training. Canberra: Australian Government Publishing Service.
Burke W. J. (ed.) (2005). Competency Based Education and Training. London: Routledge.
Chappell, C., Gonczi, A. & Hager, P. (2000). Competency-based education in Understanding adult education
and training. 2nd ed, edited by Griff Foley. South Wind Productions: Singapoure.

64
 Maksimović, Petrović, Osmanović: PROFESSIONAL COMPETENCIES OF FUTURE PEDAGOGUES
________________________________________________________________________________________________________

Commission of the European Communities (2003). The Role of the Universities in the Europe of
Knowledge, Communication from the Commission (Brussels, European Commission). Online:
http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2003:0058:FIN:en:pdf (21.2.2003).
Guilford, P. (1968). Osnovi psiholoske i pedagoske statistike. Beograd: Savremena administracija.
Gojkov G. (2013). Fragmenti visokoskolske didaktike. Vrsac: Visoka skola strukovnih studija za vaspitaCe.
Gojkov G. (2004). Prilozi postmodernoj didaktici. Vrsac: Visa skola za obrazovanje vaspitaCa.
Hebib, E., Matovic, N. (2012). IstrazivaCki rad skolskog pedagoga. Nastava i vaspitanje, 61(1), 67-82.
Houston, R. W. & Howsam, R. B. (1972). Competency Based Teacher Education: Progress, Problems and
Prospects. Science Research Associates.
Huiv, A., Radijas, N i Branica, V. (2010). Kako definisati i meriti kompetencije studenata-validacija skale
percipirane kompetentnosti za psihosocijalni rad. Ljetopis socijalnog rada, 17(2), 195-221.
Jermakov, D. (2011). Problemi i perspektive razvoja kompetencijskog pristupa u pedagoskoj teoriji i praksi.
Beograd: Godisnjak Srpske akademije obrazovanja.
Juric, V. (1977). Metodika rada skolskog pedagoga. Zagreb: Pedagosko-knjizevni zbor.
Kamenarac, O. i Lucija, A. (2010). Primena modela razvojno-profesionalnog mentorstva u realizaciji
pedagosko-metodiCke prakse na studijama pedagogije. Pedagoska stvarnost, 56 (3-4), 216-228.
Kozuh, B. i Maksimovic, J. (2012). Metoda uzorka u pedagoskim istrazivanjima. Nis: Filozofski fakultet.
Kopas-Vukasinovic, E. i Maksimovic, J. (2011). Diplomski radovi studenata pedagogije i njihove
profesionalne kompetencije. Nastava i vaspitanje, 60(4), 688-702.
Kopas-Vukasinovic, E. i Maksimovic, J. (2010). Interesovanja studenata pedagogije za profesionalno
angazovanje i istrazivaCki rad. Nastava i vaspitanje, 59(4), 587-602.
Matovic, N. (2012). Prognosticka valjanost kriterijuma za upis na studije pedagogije i vrsta prethodno
zavrsebe srednje skole. Nastava i vaspitanje, 59 (4), 570-586.
MatoviC, N. (2010). Prognosticka valjanost kriterijuma za izbor studenata na studije pedagogije.
Pedagogija, 67(1), 62-75.
Matovic, N. (2000). Primena modela u pedagoskim istrazivanjima. Nastava i vaspitanje, 49 (4), 606-615.
Person, A. E. & Rosenbaum, J. E. (2005): Educational outcomes of labor-market linking and job placement
for students at public and private 2-year colleges, Economics of Education Review, 25, 412-429.
SavoviC, B. i JevtiC, O. (2000). Teorijsko metodoloski pristupi u pedagoskim istrazivanjima. Institut za
pedagoska istrazivanja, 32, 23-40.
Stanicic, S. (2003). Skolski priruCnik 2003/04. Zagreb: Znamen.
Stankovic, D. (2010). Mesto kompetencija u profesionalnom razvoju nastavnika; In N. Polovina, J. Pavlovic
(ed.): Teorija i praksa profesionalnog razvoja nastavnika (63-84). Beograd: Institut za pedagoska
istrazivanja.
Suzic, N. (2005). Pedagogija za XXI vijek. Banja Luka: TT-Centar
Suzic, N. (2013). Kompetencije covjeka buducnosti. Preuzeto: http://suzicnenad.com/kompetencije-covjeka-
buducnosti-2/ (11. 11. 2013.)
Trnavac, N. (1996). Pedagog u skoli. Beograd: UCiteljski fakultet - Centar za usavrsavanje rukovodilaca u
obrazovanju.
Djurisic-Bojanovic, M. (2007). Spremnost za promene: nove kompetencije za drustvo znanja. Zbornik
Instituta za pedagoska istrazivanja, 39 (2), 211-224.
Zelloth, H. (2009). In demand: career guidance in EU neighboring countries. ETF Communication Unit &
European Training Foundation.
Zizak, A. (1997). Elementi profesionalne kompetentosti socijalnih pedagoga. Kriminologija i socijalna
integracija, 5(1-2), 1-10.

Biographical note:

Jelena Maksimovic (1977) is an Assistant Professor at the Department of Pedagogy, Faculty of

Philosophy, University of Nis. She defended her PhD thesis with the title: The role of action
research in improving educational work on May, 20th 2011 on Faculty of Philosophy, University
in Istočno Sarajevo, under the mentorship of prof. dr Veljko Bandjur. She works as an

65
 Maksimović, Petrović, Osmanović: PROFESSIONAL COMPETENCIES OF FUTURE PEDAGOGUES
________________________________________________________________________________________________________

Assistant Professor on Faculty of Philosophy, Department of Pedagogy since 2011, teaching

subjects Methodology of Pedagogy and Research in Pedagogy. She published two
monographs and five textbooks. She published hundred and twenty research papers, in total,
in scientific journals and as conference papers. She is engaged in a research project
Pedagogical pluralism as a basic strategy of education (number 179036), which is financed by a
Ministry of science and technological development of Republic of Serbia, January 2011 till
December 2015. She is also engaged as a researcher in international Tempus research project:
Educational leadership (EdLead), from December 2013 to December 2016. Field of study:
Research in Pedagogy, Methodology of Pedagogy, Data Processing in Pedagogy and Work
Methods of a School Counsellor.

Jelena Petrovic (1976) graduated and gained her master’s degree on Faculty of Philosophy in
Pristina (Kosovska Mitrovica). She has been working on Faculty of Philosophy in Nis since
2002, where she still works as a teaching assistant at the Pedagogy Department. During 2014
she made six-month study visit to the Indiana University, USA, as a Fulbright Foundation
grantee. At the moment she is writing a PhD thesis with the title: Cognitive and Emotional
Education in New Education Movement from the Beginning of the 20th century - present
relevancy of original ideas. She is engaged in international Tempus research project: Educational
leadership (EdLead), from December 2013 to December 2016. Her professional interests
encompass themes from History of Education, Comparative Education and Contemporary
Education Theories.

Jelena Osmanovic (1989) graduated at the Department of Pedagogy, Faculty of Philosophy in

Nis in 2012, and finished her master studies at the same department in 2014. Since October,
2014 she has worked at the Faculty of Philosophy, Department of Pedagogy as a teaching
assistant. She started her doctoral degree studies at the Faculty of Philosophy in Belgrade.
She is engaged in international Tempus research project: Educational leadership (EdLead),
from December 2013 to December 2016. Field of study: Methodology of Pedagogy, Research
in Pedagogy and Statistics in Education.

66