Page 77 - Glasbenopedagoški zbornik Akademije za glasbo v Ljubljani / The Journal of Music Education of the Academy of Music in Ljubljana, leto 13, zvezek 27 / Year 13, Issue 27, 2017
P. 77
tarina Habe, OSEBNOSTNE VRLINE IN OBÈUTEK POSLANSTVA GLASBENIH PEDAGOGOV ...
Katarina Habe
Univerza v Ljubljani, Akademija za glasbo
OSEBNOSTNE VRLINE IN OBÈUTEK POSLANSTVA GLASBENIH
PEDAGOGOV – TEMELJ USPEŠNE POKLICNE KARIERE
GLASBENEGA PEDAGOGA
Izvirni znanstveni èlanek / Original Research Paper
Izvleèek
Namen prispevka je osvetliti jedrne kvalitete glasbenega pedagoga - osebnostne vrline in obèutek
poslanstva svojega poklica. Vsebinsko smo izhajali iz klasifikacijskega sistema Petersona in
Seligmana (2004), ki podaja šest kljuènih osebnostnih vrlin: èloveènost, modrost, praviènost,
pogum, zmernost in transcendentnost. Pri raziskovanju smo uporabili kvalitativno metodo
raziskovanja, izvedli smo polstrukturirane intervjuje. V raziskavi je sodelovalo trinajst
udele encev, 9 ensk in 4 moški, stari od 23 do 80 let, ki pouèujejo ali so pouèevali glasbo na
razliènih vzgojno-izobra evalnih stopnjah (od predšolske do univerzitetne stopnje). Kriterij za
izbor intervjuvancev je bil, da vsi izbrani do ivljajo glasbenopedagoški poklic kot svoje poslanstvo.
Tematska analiza z oblikovanjem skupnih tem je pokazala, da sta najbolj izpostavljeni vrlini v
poklicu glasbenega pedagoga èloveènost in modrost. Veèina intervjuvancev je izpostavila
pomembnost prepletanja vseh osebnostnih vrlin za doseganje kakovosti v glasbenem
vzgojno-izobra evalnem procesu. Obèutek poslanstva svojega poklica so glasbeni pedagogi videli
predvsem v vplivanju na razvoj celostne osebnosti posameznika, v izgradnji temeljev ljubezni do
glasbe in hkrati širokega znanja in razgledanosti na glasbenem podroèju ter v pouèevanju
prepoznavanja globljih do ivljajskih razse nosti glasbe. V poklicu glasbenega pedagoga so prav vsi
intervjuvanci prepoznavali veliko odgovornost in pomembno poslanstvo.
Kljuène besede: osebnostne vrline, poklicno poslanstvo, glasbeni pedagog, pouèevanje glasbe
Abstract
Character Virtues and Experiencing Profession as a Calling in Music Educators – A Core of
Succesful Music Teaching
The purpose of this paper is to highlight the core characteristics of musical pedagogue-character
virtues and experiencing the profession as a calling. Theoreticaly we derived from the classification
system proposed by Peterson and Seligmana (2004), which provides six key character virtues
(humanity, wisdom, justice, courage, temperance and transcendence). In the research, we have used
qualitative research method. In the study there were thirteen participants, including 9 women and 4
men, 23 to 80 years old, who teach or have taught music at various stages of education and education
verticals (from the pre-school level to university level). The criterion for interviews was to percieve
their profession as a calling. According to the principles of phenomenological methodology, we
analyzed the semi-structured interviews. The results show that the most important character
strenghts for music pedagogues are humanity and wisdom. The majority of interviewees highlighted
the importance of the intermingling of all personal virtues in order to achieve quality in
education. The respondents reported that the most important criteria in experiencing their profession
as a calling is primarily in influencing the development of an integrated personality of the
individual, in the construction of the foundations of pupils love for music and in providing a wide
range of knowledge. All the respondents emphasized the huge importance of music profession in
building healthy and satisfied individuals through music education.
Keywords: character virtues, professional calling, music pedagogues, teaching music
77
Katarina Habe
Univerza v Ljubljani, Akademija za glasbo
OSEBNOSTNE VRLINE IN OBÈUTEK POSLANSTVA GLASBENIH
PEDAGOGOV – TEMELJ USPEŠNE POKLICNE KARIERE
GLASBENEGA PEDAGOGA
Izvirni znanstveni èlanek / Original Research Paper
Izvleèek
Namen prispevka je osvetliti jedrne kvalitete glasbenega pedagoga - osebnostne vrline in obèutek
poslanstva svojega poklica. Vsebinsko smo izhajali iz klasifikacijskega sistema Petersona in
Seligmana (2004), ki podaja šest kljuènih osebnostnih vrlin: èloveènost, modrost, praviènost,
pogum, zmernost in transcendentnost. Pri raziskovanju smo uporabili kvalitativno metodo
raziskovanja, izvedli smo polstrukturirane intervjuje. V raziskavi je sodelovalo trinajst
udele encev, 9 ensk in 4 moški, stari od 23 do 80 let, ki pouèujejo ali so pouèevali glasbo na
razliènih vzgojno-izobra evalnih stopnjah (od predšolske do univerzitetne stopnje). Kriterij za
izbor intervjuvancev je bil, da vsi izbrani do ivljajo glasbenopedagoški poklic kot svoje poslanstvo.
Tematska analiza z oblikovanjem skupnih tem je pokazala, da sta najbolj izpostavljeni vrlini v
poklicu glasbenega pedagoga èloveènost in modrost. Veèina intervjuvancev je izpostavila
pomembnost prepletanja vseh osebnostnih vrlin za doseganje kakovosti v glasbenem
vzgojno-izobra evalnem procesu. Obèutek poslanstva svojega poklica so glasbeni pedagogi videli
predvsem v vplivanju na razvoj celostne osebnosti posameznika, v izgradnji temeljev ljubezni do
glasbe in hkrati širokega znanja in razgledanosti na glasbenem podroèju ter v pouèevanju
prepoznavanja globljih do ivljajskih razse nosti glasbe. V poklicu glasbenega pedagoga so prav vsi
intervjuvanci prepoznavali veliko odgovornost in pomembno poslanstvo.
Kljuène besede: osebnostne vrline, poklicno poslanstvo, glasbeni pedagog, pouèevanje glasbe
Abstract
Character Virtues and Experiencing Profession as a Calling in Music Educators – A Core of
Succesful Music Teaching
The purpose of this paper is to highlight the core characteristics of musical pedagogue-character
virtues and experiencing the profession as a calling. Theoreticaly we derived from the classification
system proposed by Peterson and Seligmana (2004), which provides six key character virtues
(humanity, wisdom, justice, courage, temperance and transcendence). In the research, we have used
qualitative research method. In the study there were thirteen participants, including 9 women and 4
men, 23 to 80 years old, who teach or have taught music at various stages of education and education
verticals (from the pre-school level to university level). The criterion for interviews was to percieve
their profession as a calling. According to the principles of phenomenological methodology, we
analyzed the semi-structured interviews. The results show that the most important character
strenghts for music pedagogues are humanity and wisdom. The majority of interviewees highlighted
the importance of the intermingling of all personal virtues in order to achieve quality in
education. The respondents reported that the most important criteria in experiencing their profession
as a calling is primarily in influencing the development of an integrated personality of the
individual, in the construction of the foundations of pupils love for music and in providing a wide
range of knowledge. All the respondents emphasized the huge importance of music profession in
building healthy and satisfied individuals through music education.
Keywords: character virtues, professional calling, music pedagogues, teaching music
77
