Nastava i Vaspitanje最新文献

{"title":"Seventy years of educational knowledge production in the journal Studies in Teaching and Education","authors":"Aleksandra Ilić-Rajković, N. Nikolić","doi":"10.5937/nasvas2203295i","DOIUrl":"https://doi.org/10.5937/nasvas2203295i","url":null,"abstract":"On the occasion of the 70th anniversary of the journal Studies in Teaching and Education, this paper offers an analysis of its contribution to creating and disseminating educational knowledge in Serbia. It looks at the characteristics of educational knowledge production in the journal, seeking to answer the following research questions: who creates knowledge, when, how and why certain knowledge emerges, and how it is transformed over time. The analyzed sample consists of the contents of eight volumes of the journal published in ten-year intervals since its launching up to the present day. The main conclusion is that the journal Studies in Teaching and Education is an important source of production and circulation of various forms of educational knowledge (theoretical knowledge, knowledge derived from academic research, and knowledge meant to be applied in practice) in numerous areas of education. It is primarily members of the academic community but also practitioners who participate in the production of this knowledge. As a result, the journal Studies in Teaching and Education has occupied a significant place among education scholars and practitioners ever since it was established 70 years ago.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71019675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The holistic approach to early childhood in Maria Montessori's pedagogy","authors":"M. Miljković","doi":"10.5937/nasvas2203425m","DOIUrl":"https://doi.org/10.5937/nasvas2203425m","url":null,"abstract":"In the context of Maria Montessori's (1870-1952) pedagogical philosophy, one of its fundamental characteristics can be observed in her humanistic romanticist attitude towards the child and childhood, as well as the repercussions of such an attitude on the global process of building and developing a society of peace, that is, tendencies of a pacifist nature as an important purpose of the development of mankind as a whole. Guided by this kind of leitmotif identified in Montessori's pedagogical theory and teachings, the first section of the paper seeks to examine and interpret her ideas which place great significance on the influence of the environment on the holistic process of child development, and her views on the periods of sensitivity a child goes through in its development. The second section of the paper looks at the characteristics of the first stage of development in Montessori's pedagogical theory, with emphasis on the importance of the voluntaristic aspect in child development. Finally, the third section examines some of Montessori's theoretical starting positions in the segment of complexity of the child's world - adult world relationship through the axiological ethical dimension, with special reference to the importance of cosmic education in this context. The main aim of this paper was thus inspired by an analysis of some of Montessori's pedagogical views and ideas which, in the naturalness of their pedagogical manner and rhetoric, encourage and foster the idea of a child's holistic development by emphasizing the importance of the axiological ethical dimension in the context of the child's world - adult world relationship.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71019911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining pupils' attitudes toward mathematics as a result of cooperative learning","authors":"Elvira Kovács, Zsolt Namesztovszki, Lenke Major, D. Glusac","doi":"10.5937/nasvas2202215k","DOIUrl":"https://doi.org/10.5937/nasvas2202215k","url":null,"abstract":"Examining both the international literature and Serbian studies, it can be stated that mathematics is one of the most unpopular subjects among pupils. Instead, maths education should focus on developing mathematical thinking, modeling and problem solving, as these are indispensable. Innovation of the educational process is a continuous challenge for educators, as is the integration of various teaching strategies, groupwork forms and learning methods into their daily classes. Numerous international studies have confirmed the effectiveness of cooperative learning in education. The aim of this research is to examine whether pupils' attitudes towards mathematics change as a result of cooperative learning, and whether students' attitudes regarding cooperation improve. The results reveal that cooperative learning has a positive influence on pupils' cooperation skills and attitude towards mathematics.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71019998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Methodological support for educators with \"symbol pedagogy\"","authors":"Tímea Hevesi","doi":"10.5937/nasvas2202167h","DOIUrl":"https://doi.org/10.5937/nasvas2202167h","url":null,"abstract":"Our knowledge of social interactions, learning motivation and, increasingly, well-being is integrating into today's emerging pedagogical paradigm. We aim to outline a pedagogical model that can help educators in the integration of children with atypical behavior by developing their social well-being. We further aim to use the results of our research to formulate recommendations for professionals (e.g. kindergarten teachers, developmental teachers) on the integration of children with atypical behavior into peer groups. In this interdisciplinary work, we introduce a possible method of inclusion, and outline a pedagogical model which we have named symbol pedagogy. We present exploratory research during which a pedagogical experiment was carried out. The participants in our research were children showing behavioral patterns indicating autism, who found it difficult to integrate with their peers due to their behavioral oddities. The results of our exploratory research indicate that the application of our pedagogical model can help the work of educators who work with children showing behavioral patterns indicating autism, and that the application of symbol pedagogy can contribute to the social well-being of these children.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71019667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The use of assistive technology for communication in the education of students with developmental disabilities: Teacher self-reports","authors":"Ivana Arsenić, Nadica Jovanović-Simić, Zorica Daničić","doi":"10.5937/nasvas2202267a","DOIUrl":"https://doi.org/10.5937/nasvas2202267a","url":null,"abstract":"Assistive technology (AT) includes a wide range of technological devices or systems used to improve the functional abilities of persons with communication disorders. The achievement of students with communication disorders in inclusive education is related to teachers' knowledge of assistive technology and their skills in using it. The aim of our research was to determine how class teachers, subject teachers and special education teachers rate their knowledge of AT and their level of competence in using it, and also to compare the competence levels of respondents of these different professions. The sample consisted of 136 respondents of both sexes, 31.6% of whom were class teachers and 27.2% subject teachers in regular primary schools, as well as 25% special education teachers and 16.2% subject teachers working in special needs primary schools in Belgrade and Novi Sad. The analysis of results suggests that respondents see themselves as moderately competent in using AT, and that there is a statistically significant difference in the level of competence between respondents of different professions (F = 18.12, p < .01). No statistically significant difference was found in the level of competence depending on sex or years of service. The results show that respondents assess differently their level of knowledge and skills regarding the use of assistive technology, and that teaching staff in regular primary schools lack training in this field.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71019669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Positive discipline in the family as a resource in the development of self-esteem in adolescence","authors":"S. Zuković, Dušica Stojadinović","doi":"10.5937/nasvas2202183z","DOIUrl":"https://doi.org/10.5937/nasvas2202183z","url":null,"abstract":"This paper starts with the assumption that the application of the basic principles of positive discipline in the family can provide significant potential for the development of adolescents' self-esteem. Such an assumption is based on an understanding of positive discipline as an approach to parenting which provides clear rules and equality in dialogue between parents and adolescents, thus developing responsibility in adolescents and increasing their ability to overcome risky situations. Based on this, a study has been carried out to examine the relationship between the assessment of indicators of positive discipline in the family and self-esteem levels in adolescents. The sample consisted of 195 high school students from Novi Sad. Data were obtained using the Rosenberg Self-Esteem Scale, as well as the Positive Family Discipline Indicators Scale, constructed for the purposes of this study. The results suggest that the prevalence of implementation of the basic principles of positive family discipline is rated as moderate; the items relating to orientation towards long-term parenting goals, and to an individual approach and reliance on the positive in adolescents, are rated as most prevalent. The study indicates that the adolescents in the sample generally have a high level of self-esteem, and that there is a positive correlation between the rating of indicators of positive discipline in the family and the level of adolescents' self-esteem. Moreover, the obtained results suggest that the rating of indicators of positive discipline in the family can be perceived as a good predictor of adolescents' self-esteem levels. Based on these findings, it is possible to conclude that the implementation of the basic principles of positive discipline in the family can be recognized as a resource for reinforcing and consolidating self-esteem in adolescence, which points to the significance of and need for empowering parents in this area.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71019802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"On the approaches to the defining and operationalization of the concept of school safety","authors":"Violeta Tadić","doi":"10.5937/nasvas2202249t","DOIUrl":"https://doi.org/10.5937/nasvas2202249t","url":null,"abstract":"The paper looks at different approaches to the defining and operationalization of the concept of school safety, with the aim of identifying the fundamental conceptual and operational dilemmas and problems, as well as highlighting the importance of the concept and of its adequate definition, in view of the implications it has for understanding the phenomenon, for research, and for the creation of school policy. The fundamental question which is the focus of the paper is examined in terms of the conceptual definition of school safety, the problem of operationalization and the problem of research. As part of this question, we have sought to define the concept of school safety, pointing to the broader and narrower definitions of the concept itself, and its relationship with other, related concepts and the conceptual dilemmas arising from this. The problem of the operationalization of this concept is represented through three approaches in the identification of school safety dimensions: the risk management approach; the approach linked to school violence; and the approach of creating a learning-focused school environment. In the last section - the research question - the difficulties identified by researchers while conducting research into school safety are presented. The conclusion states that only a clearly defined and well-founded conceptual framework, the defining of research objectives, that is, the selection of the range of behaviors and experiences relevant to the topic, and the evaluation of the characteristics of the cultural environment and the respondents' age, can lead to the adequate selection and determination of indicators of school safety, as well as the removal of difficulties in its operationalization and measurement.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"75 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71019606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching refugee children: Challenges teachers face","authors":"Eleni Antonijadu, Nektarija Palajologlu, Zoe A. Karanikola","doi":"10.5937/nasvas2203311a","DOIUrl":"https://doi.org/10.5937/nasvas2203311a","url":null,"abstract":"Educating refugee children is a demanding process, as teachers must have special knowledge, skills and attitudes. In Greece, many efforts have been made to educate refugee children by creating refugee reception and integration classes in schools and recruiting temporary staff. Still, teachers face various problems in language teaching and children's integration into the school environment. The purpose of this study is to identify the challenges and difficulties faced by teachers who teach refugee students and to explore their intercultural competence and readiness. Eight interviews were conducted for the research. The results show that participants face many problems due to a lack of training material, tools and resources. The characteristics of refugee children slow down the educational process, while the unpreparedness and inadequacy of teachers in intercultural education complicate the situation. However, the education of refugees can be improved, provided that the intercultural education of teachers is enriched and appropriate educational material (school books, guides, toolkits) is provided.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71019754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Inclusive education in Serbia from the perspective of primary school teachers: Competencies, benefits, barriers and preconditions","authors":"Danijela Milošević, Jelena Ž. Maksimović","doi":"10.5937/nasvas2201007m","DOIUrl":"https://doi.org/10.5937/nasvas2201007m","url":null,"abstract":"The introduction of inclusive education in the Republic of Serbia has contributed to the development of the principles of humaneness and democracy and the exercise of the right to quality education in regular schools. Given that providing knowledge about the implementation of inclusive education is essential for the advancement of inclusive practice, the aim of our study was to examine teachers' beliefs about the competencies for inclusive education and about the benefits, barriers and preconditions for the advancement of inclusive education in primary schools. The study was conducted with a sample of 216 primary school teachers - teachers of grades 1-4 and subject teachers (grades 5-8) - and an instrument was designed for this purpose. The general findings point to the existence of negative attitudes among teachers towards the introduction of inclusive education in primary schools. There are differences between the beliefs of teachers of grades 1-4 and subject teachers regarding the competencies for inclusive education (a personalized approach to teaching (t(214)=0,886, p<,01) and understanding and respecting differences (t(214)=-1,902, p<,01)). At the same time, teachers who have attended multiple inclusive education programs have greater awareness of the importance of a personalized approach to teaching for inclusive education (F(2)=4,754, p<.05). Insufficient competence and motivation on the part of teachers for working with children who need additional support, as well as difficulties in organizing instruction, are some of the barriers that make teacher's work more difficult in practice. As regards preconditions, the findings suggest that teaching assistants, a smaller number of students per class, and teachers' professional development are crucial for the advancement of inclusive practice. The findings suggest that inclusive education has not yet been sufficiently accepted or adequately implemented in practice. In accordance with these findings, we offer recommendations for improving the preservice education and implicit pedagogy of primary school teachers and for increasing their capacities for the advancement of inclusive practice.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71019512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The maker movement as learning communities during the Covid-19 pandemic in the context of higher education","authors":"Nikola Koruga","doi":"10.5937/nasvas2203329k","DOIUrl":"https://doi.org/10.5937/nasvas2203329k","url":null,"abstract":"Global movements for the exchange of knowledge and skills such as makerspaces have led to the establishment of networks of local initiatives for learning communities. This paper aims to examine attitudes to the maker movement in the context of higher education during the Covid-19 crisis, as its informal structure, as well as the values that underpin it, can provide a faster and specific response to unpredictable situations. The paper reviews scholarly papers and news items about makerspaces at universities dealing with the higher education response to the Covid-19 pandemic. The results suggest that the study of learning communities' response to the crisis is significant from the perspective of learning how to overcome future crises. Experimenting with approaches using local resources as well as global knowledge and experience, which must be open and accessible, contributes to global initiatives and movements for the exchange, but also the creation of knowledge in communities, promoting community development through educational innovations.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71019761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}