Nastava i Vaspitanje最新文献_第7页

Code of ethics and the ethical decision-making model as a support in teachers' professional practice 师德准则与师德决策模式在教师专业实践中的支撑作用

Nastava i Vaspitanje Pub Date : 2020-01-01 DOI: 10.5937/NASVAS2003313S

L. Stárek

{"title":"Code of ethics and the ethical decision-making model as a support in teachers' professional practice","authors":"L. Stárek","doi":"10.5937/NASVAS2003313S","DOIUrl":"https://doi.org/10.5937/NASVAS2003313S","url":null,"abstract":"Educators are confronted by specific ethical issues in their everyday work. However, awareness of these issues, the search for answers to them and their consideration, demand due diligence and time. Thus, the importance of ethics and its impact may be downplayed. An educator aims to pay attention to the development of a child/student, especially with respect to the environment or social setting itself, and the responsibility toward society itself is evident from this. The educator’s responsibility should also be related to the profession itself and the social perception of the teaching profession. The aim of the research was to examine whether a school’s code of ethics and the training to use an Ethical Decision-making Model could be used to support teachers in solving ethical dilemmas. The research sample consisted of teaching staff working at a primary school in Prague. The teachers work in the first stage of primary school. The selected primary school has a code of ethics as an internal regulation. In total, five interviews with teachers were conducted. Respondents agreed that the Code of Ethics and Ethical Decision-making Model are good support for their professional practice. They are primarily useful in the communication process, especially when talking to children, colleagues and parents.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"69 1","pages":"313-330"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71018149","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}

引用次数: 0

The participation of practitioners in the process of creating and implementing education policies 从业人员在制定和实施教育政策过程中的参与

Nastava i Vaspitanje Pub Date : 2020-01-01 DOI: 10.5937/NASVAS2003257S

Vera Spasenović, Emina Hebib, Zorica Šaljić

{"title":"The participation of practitioners in the process of creating and implementing education policies","authors":"Vera Spasenović, Emina Hebib, Zorica Šaljić","doi":"10.5937/NASVAS2003257S","DOIUrl":"https://doi.org/10.5937/NASVAS2003257S","url":null,"abstract":"One of the important preconditions for the implementation of a functional education policy is that key decisions in the domain of education policy are taken following consultations with those who will be directly implementing these decisions. The aim of our research was to examine how school pedagogists perceive the participation of education practitioners in the process of creating and implementing education policies. More specifically, we sought to identify all those who participated in the creation of current reform solutions in education, and to find out to what extent education practitioners are motivated to get involved in the process of creating and implementing education policies and why. The research sample consisted of 159 pedagogists working in primary and secondary schools across the Republic of Serbia. The data, collected through a survey, indicate that practitioners, from the point of view of school pedagogists, do not take an active part in the process of shaping and implementing education policies. The experience of not taking into account the practitioners' perspective, even not giving them the opportunity to be asked for their input, contributes to reform solutions being perceived as imposed from above, non-relevant and inappropriate to the local context, which is borne out by the findings of this research. Such circumstances have a detrimental effect on education practitioners' motivation for implementing educational-political decisions and the suppression of resistance to changes.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"69 1","pages":"257-272"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71018379","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}

引用次数: 0

The characteristics of reading and orthography in children with dysgraphic handwriting 书写困难儿童阅读和拼写的特点

Nastava i Vaspitanje Pub Date : 2020-01-01 DOI: 10.5937/nasvas2002213g

S. Golubović, Nevena Ječmenica, Marija Panić, Vladica Žikić

{"title":"The characteristics of reading and orthography in children with dysgraphic handwriting","authors":"S. Golubović, Nevena Ječmenica, Marija Panić, Vladica Žikić","doi":"10.5937/nasvas2002213g","DOIUrl":"https://doi.org/10.5937/nasvas2002213g","url":null,"abstract":"The aim of this study was to analyze the characteristics of reading and the orthographic level of handwriting in children with dysgraphic handwriting and children with typical development in the early grades of primary school. The research sample consisted of 94 children in the 3rd and 4th grades of primary school. The Handwriting Dysgraphia Assessment Test was used to assess the level of handwriting dysgraphia, while the analysis of the orhographic level of handwriting involved the assessment of the frequency and type of orthographic errors. The Three-Dimensional Reading Test was used in the second stage of research. Findings show the overall prevalence of handwriting dysgraphia in 13.8% of children, and a greater prevalence in boys (69.1%) relative to girls (30.9%). In the group of children with dysgraphic handwriting, 53.8% were categorized as having \"graphomotor dysgraphia\", while 46.2% were categorized as having \"language dysgraphia\". The study results suggest that there are no statistically significant differences between 3rd and 4th grade students in the application of orthographic rules to all writing tasks (t=1,33; df=11; p=0,17). Children with dysgraphic handwriting achieved poorer results on all writing tasks relative to children with typical development. A comparison of results of children with dysgraphic handwriting and children with typical development did not reveal statistically significant differences in reading speed tasks (t=1,10; df=18; p=0,32), number of mistakes (t=0,73; df=21; p=0,46), and reading comprehension (t=0,66; df=14; p=0,51). Increasing awareness of aspects of writing and reading where difficulties may occur, but also of aspects that represent children's developmental strengths, along with an effective assessment of language and cognitive abilities, would significantly improve the quality of the teaching process.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"69 1","pages":"213-237"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71018124","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}

引用次数: 0

The Big Five personality traits as determinants of teachers' achievement motivation 五大人格特质对教师成就动机的影响

Nastava i Vaspitanje Pub Date : 2020-01-01 DOI: 10.5937/nasvas2002171m

Biljana Mirković, I. Zečević, Nelá́ Marinkovic

{"title":"The Big Five personality traits as determinants of teachers' achievement motivation","authors":"Biljana Mirković, I. Zečević, Nelá́ Marinkovic","doi":"10.5937/nasvas2002171m","DOIUrl":"https://doi.org/10.5937/nasvas2002171m","url":null,"abstract":"Many studies have reported that motivated teachers put more effort in order to affect the behaviour of their students in the most desirable and positive manner and to transfer appropriate knowledge to their students. The objective of this study was to determine if the Big Five personality traits predict the achievement motive for teachers’ work. The sample consisted of 732 teachers (75.4% female) from 25 Bosnia and Herzegovina elementary schools, and the Big Five Inventory and Achievement Motive Scale were used. The results of Regression Analysis show that personality traits explain 31% of the variance of the achievement motive total score. When it comes to components of the achievement motive, the Big Five personality traits explain 8% of the variance in competition with other people, 49% of the variance in persistence in goal achieving, 34% of the variance in goal achievement as a source of satisfaction, and 18% of the variance in orientation towards planning. Conscientiousness is the most powerful predictor of all components of the achievement motive, as well as of the achievement motive total score. Extraversion and openness are significant positive predictors of the following components: competition with other people, persistence in goal achieving and goal achievement as a source of satisfaction, and the total score for the achievement motive. Finally, the obtained results show that teachers’ achievement motive has a significant personal background.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"69 1","pages":"171-182"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71018314","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}

引用次数: 2

E-books in foreign language learning from the students' perspective: A review of research 从学生视角看电子书在外语学习中的作用:研究综述

Nastava i Vaspitanje Pub Date : 2020-01-01 DOI: 10.5937/NASVAS2003331P

D. Pavlovic, Dina Petrović

{"title":"E-books in foreign language learning from the students' perspective: A review of research","authors":"D. Pavlovic, Dina Petrović","doi":"10.5937/NASVAS2003331P","DOIUrl":"https://doi.org/10.5937/NASVAS2003331P","url":null,"abstract":"This paper looks at the use of e-books in higher education, with special reference to the perceptions of foreign language students, as over the last decade there has been a noticeable tendency in this population towards increased use of e-books for their studies. Due to their technical characteristics, primarily multimediality and interactivity, e-books have great potential for foreign language learning at all levels. Therefore, in the relevant literature there is an increasing number of studies dealing with various aspects of e-book use in foreign language acquisition. The aim of this paper is to present a review of published studies pertaining to student perceptions of the potential, advantages and drawbacks of e-books in content learning in the field of foreign languages. The structure of the paper comprises an introductory section, a section on the emergence of e-books, a review of research in higher education, and a review of studies in which data on foreign language students' perceptions of the use of e-books in their studies were obtained using empirical methods. In the conclusion, it is noted that students use e-books, that they are acquainted with their advantages and drawbacks, but that they nevertheless prefer the use of printed books for studying. Students' attitudes suggest that e-books, due to their technical characteristics, can have high applicability in foreign language learning in terms of vocabulary expansion, better comprehension, the development of reading habits and text analysis.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"69 1","pages":"331-344"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71018239","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}

引用次数: 0

The impact of the COVID-19 pandemic on education COVID-19大流行对教育的影响

Nastava i Vaspitanje Pub Date : 2020-01-01 DOI: 10.5937/nasvas2002183s

Saša Stepanović

{"title":"The impact of the COVID-19 pandemic on education","authors":"Saša Stepanović","doi":"10.5937/nasvas2002183s","DOIUrl":"https://doi.org/10.5937/nasvas2002183s","url":null,"abstract":"The COVID-19 pandemic has affected education systems worldwide, leading to the mass closures of schools and universities. Since April 3, 2020, over 1.7 billion school and university students have stopped attending educational institutions due to their closure as part of efforts to stem the spread of the COVID-19 virus. Over 180 countries proceeded to close educational institutions across their territory, which has affected 97% of the global student population. Not only has the shutting down of schools impacted students, teachers and families, it has also had broader economic and social repercussions. The shutting down of schools as part of the response to COVID-19 has highlighted various social and economic problems such as digital learning, homelessness, food shortages, as well as health care, child care, the internet, housing, and the care of elderly and disabled persons. The impact has been even more severe on children with developmental disabilities and their families, since it has led to an interruption of education and to care provision difficulties, and therefore also to additional expenses for families prevented from working. As a response to the closing of schools, UNESCO has proposed the implementation of distance education programs and open educational resources and platforms which could be used by schools and teachers so as to be accessible to every student, thus limiting the interruption and disruption of teaching and education.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"69 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71018415","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}

引用次数: 28

The modality of tandem learning as an aspect of a contemporary trend in foreign language learning: The example of the HelloTalk mobile app 串联式学习模式作为当代外语学习趋势的一个方面:以HelloTalk移动应用程序为例

Nastava i Vaspitanje Pub Date : 2020-01-01 DOI: 10.5937/NASVAS2003361G

Tijana D. Gajic, Neda Maenza

{"title":"The modality of tandem learning as an aspect of a contemporary trend in foreign language learning: The example of the HelloTalk mobile app","authors":"Tijana D. Gajic, Neda Maenza","doi":"10.5937/NASVAS2003361G","DOIUrl":"https://doi.org/10.5937/NASVAS2003361G","url":null,"abstract":"The paper highlights contemporary trends in foreign language acquisition which systematically enhance communicative abilities, contributing to the development of language skills in a creative and innovative manner. One of the leading trends is reflected in the modality of mutual learning, which is increasingly used and involves the interaction of two persons willing to teach each other their mother tongue. The paper looks at the possibilities of acquiring a foreign language using the HelloTalk mobile app, based on tandem learning and the communicative approach. The social interactions involved in problem solving through partnership enable each student to expand their zone of further development, making the topic of this paper significant in a pedagogical context. A study carried out with the aim of assessing students' attitudes to the use of this language acquisition tool is presented in the paper. Quantitative and qualitative methods were used. Data were collected using an online survey and also through focus group discussions. The findings suggest that one of the major advantages of learning a foreign language in this way is the partial or total reduction of language barriers, as well as the absence of anxiety and nervousness, which frequently accompany communication in a foreign language. The findings confirm that the HelloTalk mobile app, although appealing in language learning, is not widely used among the student population in Serbia due to students' lack of free time and their insufficient engagement, which is required in tandem learning.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"69 1","pages":"361-375"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71018740","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}

引用次数: 0

The communicative aspect of the mentoring relationship in higher education 高等教育师徒关系的交际层面

Nastava i Vaspitanje Pub Date : 2020-01-01 DOI: 10.5937/nasvas2001051j

Marija Jovanović, Tamara Vukić

引用次数: 0

The classroom and other platforms: Teaching methods at the turning point of Hungarian language and literature instruction 课堂等平台:匈牙利语言文学教学转折点的教学方法

Nastava i Vaspitanje Pub Date : 2020-01-01 DOI: 10.5937/nasvas2002197h

Futo Horvat Hargita, Eva Hoža

{"title":"The classroom and other platforms: Teaching methods at the turning point of Hungarian language and literature instruction","authors":"Futo Horvat Hargita, Eva Hoža","doi":"10.5937/nasvas2002197h","DOIUrl":"https://doi.org/10.5937/nasvas2002197h","url":null,"abstract":"The study presented in this paper looks at current issues concerning the teaching of Hungarian literature and language and its attendant dilemmas and problems from the aspect of the practical needs of final year undergraduate students and master's students at the Department of Hungarian Studies in Novi Sad, and also considers the significance of these issues for the methods of Hungarian language and literature instruction. The Department has been educating Hungarian language teachers for sixty years. In that time, including the past twenty years that we have been teaching teaching methods at the Department, a paradigm shift has occurred in the teaching of literature, and a new era of literature studies has also reshaped the methods of literature instruction. A similar paradigm shift has occurred in language teaching. Thus, for instance, the so-called new Hungarian grammar has introduced significant changes to the teaching of syntax, while at the same time theoretical teaching of pragmatics, semantics, rhetoric and textual studies has been foregrounded. Moreover, there have been changes stemming from contemporary didactic ideas, the implementation of ICT, and the changing role of the teacher. The study focuses on the work of teaching specialists to date and on the activities of the workshop at the Department of Hungarian Studies in Novi Sad and the discursive challenges of teaching a minority first language. It also examines the extent to which students have received training in didactics and teaching methods during the current pandemic, without the possibility of observation and teaching practice in schools.","PeriodicalId":31565,"journal":{"name":"Nastava i Vaspitanje","volume":"69 1","pages":"197-212"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71018468","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}

引用次数: 0

The rise and/or fall of Baby PISA testing 婴儿PISA测试的兴起或衰落

Nastava i Vaspitanje Pub Date : 2020-01-01 DOI: 10.5937/nasvas2002117p

Dragana Purešević

引用次数: 0