Kako nastavnici vide sami sebe

The paper discusses the problem of self-perceptions among teachers. Presented and analyzed are the results obtained by a research in primary, vocational and grammar schools in Serbia. The starting point of the research was to try to supplement theoretical analyses that mainly relate to desirable features of good teachers with the perception of the teachers themselves of the actual situation in practice. Our intention was to make teachers evaluate their own work, and then to obtain the same evaluation from the students' perspective. The teachers were also asked to state desirable characteristics of the teacher. The results showed that the teachers are informed about how an ideal teacher should behave, but that, in practice, it rarely happens. Results like this indicate to a need for further teacher training in the area of teaching competencies.U radu se razmatra problem samopercepcije učitelja i nastavnika. Prikazani su i analizirani rezultati dobijeni istraživanjem u osnovnim, srednjim stručnim školama i gimnazijama u Srbiji. Polazna osnova istraživanja je potreba da se teorijske analize, koje se uglavnom odnose na poželjne karakteristike nastavnika, dopune i percepcijom nastavnika o stanju na terenu. Namera našeg istraživanja je da nastavnici prvo ocene svoj rad iz sopstvene perspektive, a zatim iz perspektive učenika. Nastavnici su se takođe izjasnili i o poželjnim karakteristikama nastavnika. Rezultati pokazuju da su nastavnici upućeni u to kako bi trebalo da se ponaša idealni nastavnik, ali se, po njihovom mišljenju, u praksi to ne dešava. Iz ovakvih rezultata proizlazi potreba za daljim usavršavanjem naših nastavnika u oblasti nastavničkih kompetencija

Problemi i perspektive dece sa posebnim potrebama

The paper deals with problems faced by children with special needs and the perspectives for their development. The research on the environment in which children with special needs live testify to what extent the community provides for their development. Since the environment is not encouraging obstacles are numerous, often detrimental due to prejudice, stereotypes and negative attitudes. However, our research data show that organized activities in the process of inclusive education significantly contribute to the changes in attitudes towards children with special needs, which creates favorable conditions for quality in education and overall development. Changing attitudes concerning children with special needs and creating conditions for discovering their preserved potential, through the interaction with other children, are the basis for their further development and, to the extent to which they are capable of it, training for future independent life. The paper suggests that inclusive education is a possible solution for the children with special needs and the way to stimulate and improve their development.U radu se razmatraju problemi dece sa posebnim potrebama i perspektive za njihov razvoj. Istraživanja uslova u kojima žive deca sa posebnim potrebama svedoče o meri u kojoj sredina obezbeđuje mogućnosti za njihov razvoj. Brojne su prepreke jer uslovi nisu podsticajni, često su ometajući zbog predrasuda i stereotipa i na njima zasnovanih negativnih stavova. Međutim, podaci naših istraživanja pokazuju da organizovane aktivnosti u procesu inkluzivnog obrazovanja značajno doprinose menjanju stavova i odnosa prema deci sa posebnim potrebama, čime se stvaraju uslovi za njihovo kvalitetno obrazovanje i razvoj u celini. Menjanje predstave o deci sa posebnim potrebama i stvaranje uslova da se, u interakciji sa vršnjacima, otkriju njihovi očuvani potencijali predstavlja osnovu za dalji razvoj ove dece i, u granicama njihovih mogućnosti, osposobljavanje za samostalan život. Cilj ovog rada je da istakne da je inkluzivno obrazovanje moguće rešenje problema sa kojima se suočavaju deca sa posebnim potrebama i način da se njihov razvoj stimuliše i unapređuje

Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih

Tematski zbornik Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih objavljen je 2018. godine, u izdanju Instituta za pedagoška istraživanja iz Beograda. Ovaj zbornik predstavlja vredan doprinos razmatranju fenomena inkluzivnog obrazovanja kroz prizmu uvažavanja različitosti i pozitivnog razvoja dece i mladih. Tematski zbornik, obima 218 strana, sadrži predgovor i jedanaest radova autora iz Srbije i Hrvatske

Uloge nastavnika u inkluzivnom obrazovanju

This paper is on the analysis of the role of the teacher in inclusive education. The starting point is that is a teacher is a key actor of this process which significantly influences the quality of including children with difficulties in development into the regular schools. The bases are positive attitudes of teachers towards children with difficulties in education are a necessary condition for realizing inclusive education, there is a review of the results published on this topic both in our country and abroad. We are pointing at the importance of implicit pedagogies of teachers in the process of inclusive education and the basic problems coming from the wrong impressions of teachers about a child and misunderstanding of the role he has in work with children with developmental difficulties. We are stressing the need of clearing and changing implicit pedagogies if teachers. In the third part of the paper we are analyzing the relation of the teacher towards children with developmental difficulties and represent key characteristics of inclusive teaching. There is the need for adequate initial education of teachers and his professional development with the aim of preparation for the role he is expected for in the inclusive school.U radu se analiziraju uloge nastavnika u inkluzivnom obrazovanju. Polazi se od toga da je nastavnik ključni akter ovog procesa i da bitno utiče na kvalitet uključivanja dece sa teškoćama u razvoju u redovne osnovne škole. Polazeći od toga da su pozitivni stavovi nastavnika prema deci sa teškoćama u razvoju neophodan uslov za realizaciju inkluzivnog obrazovanja, dat je pregled rezultata istraživanja obavljenih na ovu temu u našoj zemlji i inostranstvu. Ukazuje se na značaj implicitnih pedagogija nastavnika u procesu inkluzivnog obrazovanja i na osnovne probleme koji proističu iz pogrešnih predstava nastavnika o detetu, njegovom razvoju, procesu učenja, iz pogrešnih očekivanjima nastavnika i nerazumevanja uloge koju ima u radu sa decom sa teškoćama u razvoju. Ističe se potreba za osvešćivanjem i menjanjem implicitnih pedagogija nastavnika. U trećem delu rada analizira se odnos nastavnika prema deci sa teškoćama u razvoju i predstavljaju ključne karakteristike inkluzivne nastave. Ističe se potreba za adekvatnim inicijalnim obrazovanjem nastavnika i njegovim stručnim usavršavanjem u cilju pripreme za uloge koje se od njega očekuju u inkluzivnoj školi

Samoopažanje grešaka nastavnika u nastavi

This paper presents the research the goal of which was to gain an insight into teachers' opinions regarding the mistakes they make during classes and the ways to eliminate those mistakes. The sample comprises 300 primary school teachers and 115 vocational school and grammar school teachers in Serbia. Questionnaire with openended questions was used in the research. The first question required the group of teachers to state the example of one mistake they made during the class, and in the second question they were expected to state how they reacted in order to eliminate the aforementioned mistake. We classified the answers according to the following types of teachers' mistakes: didactic-methodical; expert-cognitive; personal; professional; pedagogical; social-moral. The findings of our research indicate that teachers perceive to a far greater extent the didactic-methodical than social-moral mistakes. It was shown that the greatest number of mistakes arises from the wrong decisions or insufficiently thoughtful decisions of teachers. We also analyzed the ways in which teachers try to eliminate their mistakes.U radu je prikazano istraživanje koje je imalo za cilj sticanje uvida u mišljenja nastavnika o greškama koje prave u okviru nastavnog časa i o načinima otklanjanja grešaka. Uzorak obuhvata 300 nastavnika osnovnih škola i 115 nastavnika srednjih stručnih škola i gimnazija u Srbiji. U istraživanju je korišćena anketa sa pitanjima otvorenog tipa. U prvom pitanju se od grupe nastavnika očekivalo da navedu primer jedne greške koju su napravili u okviru nastavnog časa, a u drugom pitanju se očekivalo da navedu kako su reagovali da bi otklonili navedenu grešku. Odgovore smo klasifikovali prema sledećim tipovima grešaka nastavnika: didaktičko-metodičke; stručno-saznajne; personalne; profesionalne; pedagoške; socijalno-moralne. Nalazi našeg istraživanja pokazuju da učitelji i nastavnici daleko više opažaju didaktičko-metodičke od socijalno-moralnih grešaka. Pokazalo se da najveći broj grešaka nastaje iz pogrešnih odluka ili nedovoljno promišljenih odluka učitelja i nastavnika. Analiziraju se i načini na koje nastavnici pokušavaju da otklone svoje greške

Kreiranje pozitivne klime u školi

In recent years, the authors have been interested in studying school climate and its effects on school achievements and improvement of work of school. In accordance with this, in this paper, we are studying mutual connection of the school climate and students’ achievements. When we are talking about the school climate and students’ achievements, the stress is moved from studying personal traits to studying the school context and quality of interaction between students, students and teachers, school and family, school and local community. There is a review of results in this paper gained by TIMSS 2007 trial research done in the 2006 in 34 primary schools in Serbia. Shown results refer to school climate as one of contextual segments done in this research. Studying school climate within TIMSS 2007 trial research included analysis of different indicators of school climate which refer to important participants of pedagogical-educational process-students, teachers and parents. Based on the gained results, we get the impression that principles, teachers and students mark positively climate in their schools.Poslednjih decenija interesovanje autora usmereno je na proučavanje školske klime i njenih efekata na postignuće učenika i unapređivanje rada škole. U skladu sa tim, u radu se proučava međusobna povezanost školske klime i postignuća učenika. Kada govorimo o školskoj klimi i učeničkom postignuću, naglasak se sa proučavanja ličnih karakteristika učenika pomera na proučavanje školskog konteksta i kvaliteta interakcija između učenika, učenika i nastavnika, škole i porodice, škole i lokalne zajednice. U radu je dat prikaz rezultata dobijenih u okviru TIMSS 2007 probnog istraživanja obavljenog tokom 2006. godine u 34 osnovne škole u Srbiji. Prikazani rezultati odnose se na školsku klimu kao jedan od kontekstualnih segmenata obuhvaćenih ovim istraživanjem. Proučavanje školske klime u okviru TIMSS 2007 probnog istraživanja obuhvatilo je analizu različitih indikatora školske klime koji se odnose na sve bitne aktere vaspitno-obrazovnog procesa - učenike, nastavnike i roditelje. Na osnovu dobijenih rezultata stiče se utisak da direktori, nastavnici i učenici pozitivno ocenjuju klimu u svojim školama

Students’ self-beliefs on the competencies in mathematics and science

Academic self-concept and intrinsic motivation for mathematics and science are the constructs used in TIMSS 2015 to operationalize students’ self-beliefs on the competencies as important predictors of achievement in knowledge tests. This paper provides an overview of a research which was aimed at determining the relationship between the self-concept, intrinsic motivation, gender and achievement of students from Serbia in TIMSS 2015 mathematics and science tests. The aim has been operationalized through the following research questions: (a) Is there an effect of self-concept and intrinsic motivation on students’ achievement? (b) What is the relationship between self-concept and intrinsic motivation as the predictors of students’ achievement? (c) Are there any gender differences between self-concept and intrinsic motivation, on the one side, and the achievement in mathematics and science, on the other? (d) Has there been a significant change between selfconcept, intrinsic motivation and students’ achievement compared to TIMSS 2011? The data indicate that the model that includes self-concept and intrinsic motivation as predictor variables explains the largest percentage of variance of achievement in mathematics and science tests (around 27%), whereby self-concept figures as the strongest predictor. Intrinsic motivation has a low effect on achievement at the afore-mentioned age, which may be attributed to the highly structured context of learning and prominence of external validators. Research results further point to a strong correlation between self-concept and intrinsic motivation, which indicates that perceiving oneself as successful at mathematics and/or science, influences the development of an authentic interest in and fulfilment by the activities related to the above-mentioned school contents. Compared to year 2011, in 2015 there is an increase in the number of students with the intermediate, high and advanced achievement who have a high mathematics self-concept. When it comes to science, there are no significant differences regarding the self-concept compared to 2011, except for the category of students with the low level of achievement, in which there is a considerably lower percentage of the students whose self-concept is high. The findings suggest that it is necessary for teachers to pay attention to the development of students’ selfbeliefs on the possibilities for achieving high results in mathematics and science, and not only to the strategies of learning and the learning content itself.Назив збирке: Библиотека „Педагошка теорија и пракса“ 4

Ključni principi i uloge aktera obrazovnih promena

Knowledge about educational change teaches us that educational reform is a complex and multidimensional enterprise with an uncertain outcome. Besides the existence of a clear education development strategy, one of the most important factors of success of reform initiatives is responsible change management. This paper provides an overview of Fullan’s theoretical assumptions and research data on the key principles of effective change management and the roles of stakeholders in the process of change development, planning and implementation. Reform processes in Serbia in the field of education, which took place during the previous decade, are observed through the prism of Fullan’s assumptions and findings on the responsible management of educational change. It is presumed that the lack of success of educational reforms in our country stemmed from the lack of knowledge about educational change and inadequate management of reform processes, which had a negative effect on the efficiency of reform implementation and motivation of key stakeholders in those changes. For successful creation of future educational policies and change implementation in our country, it is vital to count in the 'voice' of practice, to join forces and potentials of employees in the relevant institutions and schools, in order to decrease risks and increase the possibilities for accepting change in practice.Znanja o obrazovnim promenama uče nas da je reforma obrazovanja složen i višedimenzionalni poduhvat sa neizvesnim ishodom. Pored postojanja jasne strategije razvoja obrazovanja, odgovorno vođenje promena jedan je od najvažnijih faktora uspeha reformskih inicijativa. U ovom radu je dat pregled Fulanovih teorijskih postavki i istraživačkih podataka o ključnim principima uspešnog vođenja promena i ulogama aktera u procesu njihovog osmišljavanja, planiranja i implementiranja. Reformski procesi u Srbiji u oblasti obrazovanja, koji su se događali tokom protekle decenije, sagledani su upravo kroz prizmu Fulanovih postavki i saznanja o odgovornom vođenju obrazovnih promena. Pretpostavlja se da je neuspeh obrazovnih reformi u našoj zemlji bio uslovljen nedostatkom znanja o obrazovnim promenama i neadekvatnim vođenjem reformskih procesa, što se negativno odrazilo na efikasnost njihovog sprovođenja i motivaciju ključnih aktera u tim promenama. Za uspešno kreiranje budućih obrazovnih politika i sprovođenje promena u našoj zemlji, potrebno je da se uvaži 'glas' prakse, da se udruže snage i potencijali zaposlenih u nadležnim institucijama i školama, kako bi se umanjili rizici, a povećale mogućnosti za prihvatanje promena u praksi

Stavovi nastavnika o značajnim pitanjima nastave

Teaching, as an organized process of learning and systematic adoption of knowledge and this means interaction of a teacher and a student which should in this process connect a common aim development of students' potentials. Performing a teaching process, which have, as the aim, valuing teachers' opinion on the teaching process are precious and they can show us the ways in which teaching should be improved. This paper gives the review and analysis of results gained by research in primary and secondary schools and high schools at the territory of the republic of Serbia. The research had the aim of the fact how the main protagonists of teaching, who are the teachers perceive. Teachers have been expected to give a list of important teaching issues. Results of the interviewed teachers show that thoughts of teachers on important issues of teaching are not in accordance with the tendencies of modern teaching. Teachers stress methodological issues and they neglect socio-emotional aspects of teaching. The need for further expert improvement of teaching in the respect of application of individual approach to work, application of interactive methods in work, maintaining positive communication with students, creating positive climate in the classroom, communicates with teachers and the local community.Nastava, kao organizovani proces učenja i sistematskog usvajanja znanja, podrazumeva interakciju nastavnika i učenika koje bi u tom procesu trebalo da povezuje zajednički cilj razvijanje učeničkih potencijala. Istraživanja nastavnog procesa koja za cilj imaju sticanje uvida u mišljenja nastavnika o nastavnom procesu jesu dragocena i mogu nam ukazati na to u kom pravcu treba dalje usavršavati nastavu. U radu je dat prikaz i analiza rezultata dobijenih istraživanjem u osnovnim i srednjim stručnim školama i gimnazijama na teritoriji Republike Srbije. Istraživanje je za cilj imalo sticanje uvida u to kako nastavu i svoje uloge u ovom procesu shvataju njeni ključni akteri nastavnici. Od nastavnika se očekivalo da izlože listu značajnih pitanja nastave. Rezultati anketiranja nastavnika ukazuju na to da mišljenja nastavnika o bitnim pitanjima nastave nisu u skladu sa tendencijama savremene nastave. Nastavnici naglašavaju uskometodička pitanja, a zanemaruju socioemocionalne aspekte nastave. Ukazuje se na potrebu daljeg stručnog usavršavanja nastavnika u pogledu: primene individualizovanog pristupa u radu, primene interaktivnih metoda u radu, uspostavljanja pozitivne komunikacije sa učenicima, kreiranja pozitivne klime u odeljenju i podsticajnijeg okruženja za učenje, saradnje sa roditeljima i lokalnom zajednicom

Nastavnici i promene u kvalitetu časa

The paper deals with the changes in class quality during a working day or a week. In the first part of the paper notions of quality and changes are analyzed. In the second part, teachers' personality traits are investigated along with the class quality. Data obtained during the investigation of teachers working in primary and secondary school was analyzed and the results are presented in the tables along with the statistics. The results show that teachers relate the class quality to pupils, timetable, teaching units and teaching equipment instead of the educator and teaching methodology. Therefore, the conclusion points out the need for teachers' further professional advancement.U radu se razmatra pitanje promene kvaliteta časa u toku radnog dana ili nedelje. U prvom delu se analiziraju pojmovi kvaliteta i promene. U drugom delu rada karakteristike ličnosti nastavnika se dovode u vezu sa kvalitetom nastavnog časa. Dat je tabelarni prikaz i analiza podataka dobijenih ispitivanjem učitelja i nastavnika u osnovnim i srednjim stručnim školama i gimnazijama. Podaci ukazuju na to da nastavnici kvalitet nastavnog časa prvenstveno dovode u vezu sa učenicima, rasporedom časova, nastavnim jedinicama i sredstvima umesto sa nastavnicima i izborom metoda njihovog rada. Stoga se, u zaključku ističe potreba daljeg stručnog usavršavanja nastavnika