CONTEXTUAL REFLECTIVENESS OF THE TEACHER IN THE IMPLEMENTATION OF TEACHING FOR THE DEVELOPMENT OF STUDENTS' SOCIAL COMPETENCES

Fariz FARIZI, Dean ILIEV

Abstract

The paper is focused on the theoretical and empirical elaboration of the development of social competencies of students through contextual teaching by the teacher. In the theoretical part of the paper, issues related to the social competencies of the students and the contextual behavior of the teacher during the realization of the teaching are elaborated. In the empirical part, the paper is focused on testing the general hypothesis “Reflective teachers respect the context of learning and teaching more in the development of students' social competencies in contrast to less reflective teachers”. By collecting data through the opinions of 247 teachers and 201 students from primary schools, we checked the two sub-hypotheses “Reflective teachers deviate more often from the planned activities when implementing a teaching for the development of student's social competencies based on the specific needs of students caused by the context of learning and teaching” and “Reflective teachers often adapt to the social needs of students brought about by the context of learning and teaching”. The results of our research show that more reflective teachers have more courage in using the context in teaching through more frequent deviations from pre-planned activities and more frequent and greater adaptation to the social needs of students caused by the context of learning and teaching. The results will have an impact on better understanding and accepting of the personal, individual, and other social competencies of the students, being creative during teaching, and recognizing the quality of social living in the schools and society.

Pages: 74 - 80