Refleksije studenata masterskih studija Srbistike o kvalitetu nastave na predmetu metodika nastave srpskog jezika kao stranog

Abstract

The topic of this article is the evaluation of the quality of teaching in the course The Methodology of Teaching Serbian as a Foreign Language, which was introduced in the school year 2021/2022 in the postgraduate program of Serbian language studies at the Faculty of Philosophy in the University of Nis. The goal of the research is to create a clearer image about the quality of teaching of the course itself, as well as to extract specific conclusions about the possible improvements to the course. In the article I used the method of theoretical analysis as well the method of content analysis, in other words the descriptive method with the techniques of surveying and scaling. Although only nine students attended the postgraduate program, and only five elected this course, I received valuable results from two students in particular, surveyed before the start and after the end of the course. The students noted several reasons for their overall satisfaction with the course they attended, namely the appropriateness of the activities and the scope of the course material, as well as the number of ESP points entailed in the course, in other words the compatibility between the actual activities the students performed in the course and those activities entailed in the curriculum. Additionally, other positives included: a systematic, complete and harmonious organization of the lecture and tutorial classes, the use of class materials prepared by the teacher before every class -bibliographies, specific lessons and video-materials, the punctual realization and evaluation of pre-examination obligations, as well as the practice of working with cameras during online classes (established during the appearance and spread of the Corona virus). However, apart from positive remarks the students offered several negative comments, mainly those pertaining to the insufficient time allocated for: 1) the creation of student teaching materials (textbook lessons), 2) work with foreign students, and 3) the exhaustion of attending tutorial classes which were held immediately after the lecture classes.