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CONTENTS
TEACHING AND LEARNING
Gisli Thorsteinsson, M.A., Tom Page, Ph.D.:
Curriculum development to improve creativity in education
Mirko Dejić, Ph.D.:
Some aspects of teacher training in the field of mathematics teaching methodology
Anđelka Ignjačević, Ph.D.:
Teaching foreign language for specific purposes
Stanko Cvjetićanin, Ph.D., Nataša Branković, M.A., Božica Samardžija, M.A.:
Attitudes of fourth-grade primary-school students towards independent research in school subject: nature
EDUCATIONAL PROBLEMS
Marina Arsenović-Pavlović, Ph.D., Zorana Jolić, M.A., Nataša Buha-Đurković:
Social closeness and features that Roma school children assign to Serbs
Bojan Jorgić, Nataša Veselinović:
Abscency at physical and health education classes in grammar schools in Niš
RESEARCH METHODOLGY
Oliver a Knežević-Florić, Ph.D.:
Productive eclectism as a methodological possibility
PRE-SCHOOL EDUCATION
Lidija Miškeljin:
Open preschool curriculum
TEACHING PERSONNEL
Emina Hebib, Ph.D.:
How do teachers evaluate their working conditions?
Biljana Trebješanin, Ph.D., Dušanka Lazarević, Ph.D.:
Achievement motives of female students of different teacher colleges
Milja Vujačić, M.A::
How teachers see themselves
REVIEWS
Bosiljka Đorđević, Ph.D.:
Psychology and education
Dušan M. Savićević:
Current problems of social moral education
Emina Kopas-Vukašinović, Ph.D.:
About creativity and the creative child in school
Gisli Thorsteinsson, M.A.
Iceland University of Education, V/Stakkahlíd, Iceland
Tom Page, Ph.D.
Loughborough University, UK
Pregledni članak
UDK-37.011 (37.036)
CURRICULUM DEVELOPMENT TO IMPROVE CREATIVITY IN EDUCATION
Innovation Education is premised on the statement that everyone is creative. Students can best utilize their creativity when given the opportunity to mature and develop in a conscious and targeted manner. The theory of Innovation work emphasises that the individual use their powers of creation to mould their environment. Innovation work is intended to encourage this aspect of a child’s character and thereby strengthen the stability of future societies. The heart of the theory might be stated, “Man is the creator of his human world” (Thorsteinsson 1996). This paper will discuss how Innovation Education (IE) has developed in the Icelandic school system; its character, pedagogy, ideology, ethical dimensions, and practical applications. In addition it will describe Iceland’s cooperation with other European countries in Innovation Education, as a new Minerva project, under the name InnoEd.
Keywords: Innovation Education, Design and Technology, Information and computer technology, InnoEd, National Curriculum, Virtual learning environment, Creativity, practical use of knowledge, Internet, inventions, design.
CONTENTS
Dr Mirko Dejić
Učiteljski fakultet, Beograd
Izvorni naučni rad
UDK-371.3(51-7
SOME ASPECTS OF TEACHER TRAINING IN THE FIELD OF MATHEMATICS TEACHING METHODOLOGY
The specifities of knowledge and skills in the field of Mathematics teaching methodology which the teachers should posses lie in the need for closer integration with different scientific disciplines, above all of their own field and didactics, then with psychology, logic, mathematics teaching methodology for senior classes, philosophy, etc. In the context of these relations, the paper points out some aspects of knowledge and skills necessary for successful practical work of teachers. Several teaching situations show all the complexity of the teaching process and the need for a wider education of teachers.
Keywords: teacher education, psychological grounds, teaching practice, mathematics.
CONTENTS
Dr Anđelka Ignjačević
Filozofski fakultet,
Beograd
UDK-371. 3(80)
Pregledni članak
T
EACHING FOREIGN LANGUAGE FOR SPECIFIC PURPOSES
The paper discusses the main features of teaching foreign language for specific purposes (LSP) and the requirements that this type of teaching poses to the teacher. In difference to “general” language teaching, LSP is usually taught to adult learners, university students or professionals and, to a lesser degree, secondary vocational school students, who already possess basic knowledge of “general” language. Besides the consideration of the specifities of LSP in relation to “general” language, attention is paid also to the specifities of the requirements posed to the teacher, and some suggestions are offered concerning the enhancement of pre-service teacher training.
Keywords: foreign language for specific purposes, “general” foreign language, LSP teaching, LSP teacher.
CONTENTS
Doc. Dr Stanko Cvjetićanin
Mr Nataša Branković
Pedagoški fakultet, Sombor
Mr Božica Samardžija
OŠ “Svetislav Golubović – Mitraljeta”, Beograd
Izvorni naučni rad
UDK-37.025
ATTITUDES OF FOURTH-GRADE PRIMARY-SCHOOL STUDENTS TOWARDS INDEPENDENT RESEARCH IN SCHOOL SUBJECT: NATURE
Modern teaching of the subject Nature should include more of individual independent work by students. Motivation and preparedness of students for independent work play an important role in achieving teaching goals. The aim of our research was to analyse the attitudes of the fourth-grade students towards individual and independent research work at Nature classes. The task was to analyse the students’ attitudes towards research oriented teaching practice after the completion of a month-long pedagogical experiment in which the students studied teaching contents on plants via individual research tasks, problem situations and learning by discovering. We used the descriptive and analytical research method. A questionnaire was used as the instrument of the research. According to the results, we conclude that the students formed positive attitudes towards independent work, without regard to the achievement results in Nature in the previous academic year. The students hold that in this way they acquire new knowledge more easily and find the teaching process more interesting.
Keywords: Nature teaching, independent research work, attitudes, fourth-grade primary-school students.
CONTENTS
Dr Marina Arsenović-Pavlović
Mr Zorana Jolić
Nataša Buha-Đurović
Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
Izvorni naučni rad
UDK-376.6.(376 .74)
SOCIAL CLOSENESS AND FEATURES THAT ROMA SCHOOL CHILDREN ASSIGN TO SERBS
The results that we present here represent a part of the results of a repeated research, originally performed in one school and then extended to 23 schools in Belgrade, including a larger sample and a greater number of students-researchers. The subject of the research was: the quality of relations, the level of social closeness, and features that Rom children assign to children of the majority nation. Half the children gave neutral, a bit less of them somewhat less positive, and a very small percentage of children gave negative descriptions of the majority nation. All children included personality traits in their descriptions; almost all included behaviour patterns; less than a half physical appearance; while only about ten children included material possessions. The frequency of particular features did not show any gender differences, although girls seem to have somewhat more positive views of the majority nation. Rom children demonstrated a high level of readiness to engage in relationships of various degrees with children of the majority nation. The results of re-examination were in accordance with the results of the original research. Rom children who are integrated in regular schools with children of the majority nation develop greater social closeness with them than the children who gain their education in segregated conditions (the first research). The results bear significant implications for work and education of different profiles of practitioners and call for application of positive strategies in Rom education at all educational levels.
Keywords: social closeness (distance), Rom children, professional knowledge, initial pre-service education.
CONTENTS
Bojan Jorgić
Nataša Veselinović
Univerzitet u Nišu, Niš
Izvorni naučni rad
UDK-37.032
ABSCENCY AT PHYSICAL AND HEALTH EDUCATION CLASSES IN GRAMMAR SCHOOLS IN NIŠ
Our research was aimed at determining the frequency and the reasons for students’not attending classes of physical education in grammar schools in Niš. The sample comprised 280 third-year students in three grammar schools in Niš. Poll technique was used to gather data. The results showed that as many as 40% of students regularly or periodically skip classes of physical education, girls more than boys. Their stated reasons indicate that they regard physical education as a less important teaching subject, but also that some teachers do not organize classes in accordance with educational values. The obtained results also show that active involvement in sport, either in a sport club or school sport teams, has positive influence on the reduction of the number of students that skip these classes, while academic achievement is not connected with skipping classes of physical and health education.
Keywords: students, reasons for skipping classes, physical and health education classes, particular students’ features.
CONTENTS
Dr Olivera Knežević-Florić
Filozofski fakultet, Novi Sad
Pregledni članak
UDK-37.015
PRODUCTIVE ECLECTISM AS A METHODOLOGICAL POSSIBILITY
This paper represents an attempt to formulate some meta-theoretical aspects and possibilities of integrating a number of theories, theoretical foundations or models in the domain of the applied science. By explicating what has been achieved by the use of an eclectic approach in applied sciences the author has attempted to position the methodological assumptions of eclecticism and integration procedures, and so contribute to a wider use of more systematic, consistent, and successful integrative attempts in pedagogy and other disciplines.
Keywords: eclecticism, integration, meta-theoretical analysis, methodological orientation, pedagogy.
CONTENTS
Lidija Miškeljin
Visoka škola strukovnih studija za obrazovanje vaspitača, Kikinda
Pregledni članak
UDK-373.2
OPEN PRESCHOOL CURRICULUM
The paper illustrates a mode and the approach of an action research on developing and shaping an open curriculum by the preschool teachers in “Cerak” kindergarten in Belgrade. The first part discusses some theoretical and practical curricular issues. The differences in interpreting, understanding and practices in curriculum development arise from, primarily, the authors’ orientations and their personal attitudes towards curricular practices. The approach and attitudes towards curriculum of this author are based on the assumptions and presumptions by Stenhouse, who views curriculum as a process and practice, and on the work of N. King who stressed the influence of context in curricular practice. The development of an open curriculum is observed here through teachers’ attitudes towards the learning process. Teachers develop and elaborate the curriculum in the processes of planning, performing, monitoring and assessing and, at the same time, develop themselves professionally. Our research shows that dilemmas stimulate teachers to reflect on and seek for relations between scientific theories on learning and preschool teaching and particular educational procedures. Self-examination and adaptation are the basis for examining one’s own practice. The preschool teacher is directly engaged in creating and programming the educational process, restructures it and reassesses her own role. A kindergarten that accepts and develops open curriculum includes in it also beliefs and values of wider community and thus becomes a place for living.
Keywords: open curriculum, action research, creating and programming of educational process, research on practice.
CONTENTS
Dr Emina Hebib
Filozofski fakultet, Beograd
Izvorni naučni rad
UDK-371.12(371.621)
HOW DO TEACHERS EVALUATE THEIR WORKING CONDITIONS?
The complexity of work and internal structure of school institutions enables the distinguishing of the so-called content-structural components of school and their constitutive elements. If we regard school as a context in which teachers play their professional roles, some school components and their elements can be seen as the conditions in which teachers act. The paper offers a review of the partial results of a research on teachers’ views of the elements of the content and structure of the school that they find limiting or stimulating for work. The obtained results show that the majority of the interviewed teachers select particular elements of the organization of work and life in their school as factors that limit their work, while some elements of the school social system are seen as stimulating factors. Although both limiting and stimulating factors for teachers’ work are only partially situated in schools themselves, the teachers’ opinions about what limits them and what stimulates them may be used as a good starting point for restructuring and development of the school as an institution.
Keywords: school social system, curriculum, organization of work and life of school, school management, school content and structure elements as conditions in which teachers work.
CONTENTS
Dr Biljana Trebješanin
Učiteljski fakultet, Beograd
Dr Dušanka Lazarević
Fakultet sporta i fizičkog vaspitanja, Beograd i Filozofski fakultet, Novi Sad
Izvorni naučni rad
UDK-371.13
ACHIEVEMENT MOTIVES OF FEMALE STUDENTS OF DIFFERENT TEACHER COLLEGES
The scope of the research, whose results are presented in this paper, was to examine and compare the levels of achievement motives and the characteristics of their structure among prospective class teachers and teachers of physical education. Applied was the instrument MOP2002 (Francesco and ass, 2002a) which measures achievement motive as a complex disposition of four components. The sample comprised 316 female students (206 prospective class teachers and 110 prospective teachers of physical education). The results show that prospective teachers of physical education have significantly more expressive achievement motives compared to class teachers. The order of the motive’s components, from the most expressive to the least expressive was the same in both sub-samples (achievement of goals as a source of pleasure, persistence in goal achievement, orientation towards planning and competition with others). Statistically significant differences, to the advantage of teachers of physical education, were related to achievement of goals as a source of pleasure, persistence in goal achievement and competition with others. The last one, competition with others, contributed most to the difference in the characteristics of goals achievement.
Keywords: achievement motive, female students, prospective teachers
CONTENTS
Mr Milja Vujačić
Institut za pedagoška istraživanja, Beograd
Izvorni naučni rad
UDK-371.12
HOW TEACHERS SEE THEMSELVES
The paper discusses the problem of self-perceptions among teachers. Presented and analysed 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.
Keywords: teacher, self-perception, teaching, students.
CONTENTS
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