@inbook{
author = "Шефер, Јасмина",
year = "2015",
abstract = "In this paper we presented the first results of the experimental training for introducing
Trefoil approach into the teaching process. Trefoil teaching approach
implies that the teachers implement group cooperative learning, solving openended
tasks, play activities, critical dialogue, research and project work in the
classes in order to initiate three areas of development- initiative, cooperation
and creative behavior of the students. The training lasted for one academic year
and consisted of a number of instructive days, which were accompanied by experimental classes and reflexive practices of the teachers at their professional
councils, facilitated by the researchers of the Institute for Educational Research.
Apart from summative evaluation of the experiment, the teachers’ activities
were also monitored for formative purposes via quantitative and qualitative
methods for data collection and processing. Among them there was a precisely
pre-structured interview on the quality of experimental training, which was
conducted with 29 teachers of the primary experimental school, before the end
of the experiment. In the case of Trefoil, self-evaluation of the teachers in the
interview indicate their progress and motivation which are increasing during
the experiment. The teachers planned to use the Trefoil is their future practice
more frequently. They also considered Trefoil significant for learning, as well as
the role of the experts and professional council in the teachers’ development.
The teachers believe that the introduction of innovations in teaching should
be simple and gradual (in small steps over a longer period of time), and that
additional motivation of the teachers depends on positive reaction and success
of the students. The emphasis should be placed on new practices that have not
been previously studied and the framework of receptiveness for innovations
should be built during an initial education which is, in our case, insufficient.
It is also necessary to improve the status and rewarding of the teachers in the
school system, teaching materials and aids, flexibility of the curricula and the
sustainability of changes in order to facilitate continuity in the innovative work
of schools. Crossing the results of the interview and other data obtained from
the experiment in the future analyses may provide a more comprehensive
image about the new role of a teacher, which should be manifested primarily
in the innovative work with students.",
publisher = "Београд : Институт за педагошка истраживања",
journal = "Нове улоге за ново доба : Прилози за редефинисање образовне праксе",
booktitle = "Иновативни рад наставника у Србији: подстицаји и препреке на примеру приступа „тролист“, Innovative work of the teachers in Serbia: incentives and obstacles in the case of “trefoil” approach",
pages = "91-71",
url = "https://hdl.handle.net/21.15107/rcub_ipir_775"
}
