Theory, Practice and Competences in the Study of Pedagogy - Views of Ljubljana and Belgrade University Teachers

Oct 15, 2026

Uploaded by jay

The paper investigates competence-based approaches to pedagogy education within the Bologna process context in Slovenia and Serbia. It examines how university pedagogy teachers understand the relationship between pedagogical theory and practice and how they view pedagogy’s identity as a science. Semi-structured interviews were conducted with eleven professors from Ljubljana and Belgrade, focusing on competence-based study and pedagogical competence development. Results indicate a predominantly theory-centered, reflective view and critical reservations toward competence approaches, revealing dissatisfaction and a need for reconceptualization.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Introduction

Research focus and context

Pedagogy as a dual-interest science

Method and findings

Interview design and participants

Teachers’ views on theory vs practice

Views on competence-based approaches

Conclusions

Theory, Practice and Competences in the Study of Pedagogy – Views of Ljubljana and Belgrade University Teachers Klara Skubic Ermenc*1, Nataša Živković Vujisić2, and Vera Spasenović3 • Over the previous decade, higher education in Slovenia and Serbia has undergone considerable reforms, influenced by the Bologna process and its agenda of competence and learning outcomes. In the context of these reforms, the aim of this research is to consider the question of the relationship between the theoretical and the practical education of pedagogues at the university level. Eleven university professors from departments of pedagogy and andragogy at the universities of Ljubljana and Belgrade were interviewed. The semi-structured interviews focused on two main research questions: 1) how they understand the relationship between pedagogical theory and practice, and the identity of pedagogy as a science in that context, and 2) their opinion about the competence-based approach in the context of the study of pedagogy. The findings show that the majority of the interviewed university teachers hold an opinion that pedagogy is primarily a theoretical (reflective) science and, accordingly, that the mastery of theory is crucial for the development of pedagogues’competences. Furthermore, most of them are rather reserved and critical of the competence approach as well as of the practical skills development. Although there are some differences in opinions between the professors from Ljubljana and Belgrade, this study shows that similar discourses prevail. The gap between pedagogical theory and practice is one of the major issues that have been current in pedagogical science in the recent decades. The findings of our research indicate that there is dissatisfaction with the relationship between modern pedagogical theory and practice, accompanied by the need for its reconceptualization. Keywords: pedagogy, pedagogical practice, competences, university, education of pedagogues, university teachers 1 *Corresponding Author. University of Ljubljana, Faculty of Arts, Department of Pedagogy and Andragogy; Slovenia; [klara.skubic-ermenc@guest.arnes.si](klara.skubic-ermenc@guest.arnes.si) 2 University of Belgrade, Faculty of Philosophy, Department of Pedagogy and Andragogy, Serbia 3 University of Belgrade, Faculty of Philosophy, Department of Pedagogy and Andragogy, Serbia Teorija, praksa in kompetence v izobraževanju pedagogov – pogledi ljubljanskih in beograjskih visokošolskih učiteljev Klara Skubic Ermenc*, Nataša Živković Vujisić in Vera Spasenović • Zaradi vključenosti v bolonjski proces sta Slovenija in Srbija v zadnjem desetletju doživeli obsežne reforme visokega šolstva, vključujoč uvedbo kompetenčnega pristopa in koncepta rezultatov učenja. Raziskava se navezuje na ta kontekst, zato je njen temeljni namen preučitev vprašanja razmerja med teoretičnim in praktičnim izobraževanjem pedagogov na univerzitetni ravni. V ta namen so avtorice opravile intervjuje z enajstimi visokošolskimi učitelji, ki poučujejo na oddelkih za pedagogiko in andragogiko na Univerzi v Ljubljani in Univerzi v Beogradu. Delnostrukturirani intervjuji so se osredinili na dve temeljni raziskovalnivprašanji: 1) kako profesorji razumejo odnos med pedagoško teorijo in prakso ter v tem kontekstu tudi identiteto pedagogike kot znanosti; 2) kakšno je njihovo mnenje o kompetenčno zasnovanem študiju pedagogike. Ugotovitve kažejo, da večina intervjuvancev opredeljuje pedagogiko kot prvenstveno teoretično (refleksivno) vedo, zaradi česar obvladovanje teorije razumejo kot ključni element razvoja kompetenc pedagoga. Večina je zadržana in kritična do kompetenčnega pristopain tudi do razvoja praktičnih spretnosti bodočih pedagogov. Raziskavanakazuje določene razlike v mnenjih med profesorji iz Ljubljane in Beograda, pa vendarle med vsemi prevladuje podoben diskurz. V zadnjih desetletjih se sicer v pedagoški znanosti kot ena ključnih dilem kaže ravno razkorak med pedagoško teorijo in pr

FAQs

What is the main research focus of the study?

The study examines the relationship between theoretical and practical education of university-level pedagogues in Slovenia and Serbia, and how teachers understand pedagogy as a science. It also considers their opinions about competence-based approaches in pedagogy education.

How was the research conducted?

Eleven university professors from departments of pedagogy and andragogy at the universities of Ljubljana and Belgrade were interviewed. The study used semi-structured interviews centered on two main research questions.

What do the findings suggest about the competence-based approach?

Most interviewed teachers view pedagogy primarily as a theoretical (reflective) science, and they consider mastery of theory crucial for developing pedagogues’ competences. Many are reserved and critical of the competence approach as well as practical skills development, with similar discourses across both cities.

Oct 15, 2026

Uploaded by jay