The challenges of school practitioners’ expectations of school-university and school-institute cooperation
Apstrakt
The present forms of school-university/institute partnership are largely based on the interests of experts in this field. The aim of this study is to research teachers’ and school counsellors’ perceptions of both the existing and desired forms of the partnership. Based on the qualitative content analysis of the materials from the interviews, four dimensions of partnership were mapped: systematicity, practicality, equality and initiative. The study has shown that the current partnership is somewhat sporadic and initiated more by the research needs of experts rather than the practical needs of teachers. The desired partnership would imply the creation of an organised and continuous relationship, whereby the experts would take on the role of a mentor, thus proposing practical solutions and initiating forms of cooperation. Such expectations lead to controversy, and these issues are discussed in the study.
Ključne reči:
In-service teacher education / Qualitative content analysis / School-university/institute partnershipIzvor:
Zbornik Instituta za pedagoška istraživanja, 2014, 46, 2, 486-508Izdavač:
- Institut za pedagoška istraživanja, Beograd
Finansiranje / projekti:
- Unapređivanje kvaliteta i dostupnosti obrazovanja u procesima modernizacije Srbije (RS-47008)
- Od podsticanja inicijative, saradnje i stvaralaštva u obrazovanju do novih uloga i identiteta u društvu (RS-179034)
Kolekcije
Institucija/grupa
IPITY - JOUR AU - Džinović, Vladimir AU - Gutvajn, Nikoleta AU - Đević, Rajka PY - 2014 UR - http://ipir.ipisr.org.rs/handle/123456789/239 AB - The present forms of school-university/institute partnership are largely based on the interests of experts in this field. The aim of this study is to research teachers’ and school counsellors’ perceptions of both the existing and desired forms of the partnership. Based on the qualitative content analysis of the materials from the interviews, four dimensions of partnership were mapped: systematicity, practicality, equality and initiative. The study has shown that the current partnership is somewhat sporadic and initiated more by the research needs of experts rather than the practical needs of teachers. The desired partnership would imply the creation of an organised and continuous relationship, whereby the experts would take on the role of a mentor, thus proposing practical solutions and initiating forms of cooperation. Such expectations lead to controversy, and these issues are discussed in the study. PB - Institut za pedagoška istraživanja, Beograd T2 - Zbornik Instituta za pedagoška istraživanja T1 - The challenges of school practitioners’ expectations of school-university and school-institute cooperation EP - 508 IS - 2 SP - 486 VL - 46 DO - 10.2298/ZIPI1402486D ER -
@article{ author = "Džinović, Vladimir and Gutvajn, Nikoleta and Đević, Rajka", year = "2014", abstract = "The present forms of school-university/institute partnership are largely based on the interests of experts in this field. The aim of this study is to research teachers’ and school counsellors’ perceptions of both the existing and desired forms of the partnership. Based on the qualitative content analysis of the materials from the interviews, four dimensions of partnership were mapped: systematicity, practicality, equality and initiative. The study has shown that the current partnership is somewhat sporadic and initiated more by the research needs of experts rather than the practical needs of teachers. The desired partnership would imply the creation of an organised and continuous relationship, whereby the experts would take on the role of a mentor, thus proposing practical solutions and initiating forms of cooperation. Such expectations lead to controversy, and these issues are discussed in the study.", publisher = "Institut za pedagoška istraživanja, Beograd", journal = "Zbornik Instituta za pedagoška istraživanja", title = "The challenges of school practitioners’ expectations of school-university and school-institute cooperation", pages = "508-486", number = "2", volume = "46", doi = "10.2298/ZIPI1402486D" }
Džinović, V., Gutvajn, N.,& Đević, R.. (2014). The challenges of school practitioners’ expectations of school-university and school-institute cooperation. in Zbornik Instituta za pedagoška istraživanja Institut za pedagoška istraživanja, Beograd., 46(2), 486-508. https://doi.org/10.2298/ZIPI1402486D
Džinović V, Gutvajn N, Đević R. The challenges of school practitioners’ expectations of school-university and school-institute cooperation. in Zbornik Instituta za pedagoška istraživanja. 2014;46(2):486-508. doi:10.2298/ZIPI1402486D .
Džinović, Vladimir, Gutvajn, Nikoleta, Đević, Rajka, "The challenges of school practitioners’ expectations of school-university and school-institute cooperation" in Zbornik Instituta za pedagoška istraživanja, 46, no. 2 (2014):486-508, https://doi.org/10.2298/ZIPI1402486D . .