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Nastava likovne kulture i uloga nastavnika iz perspektive učenika

dc.creatorKorać, Isidora
dc.creatorGutvajn, Nikoleta
dc.creatorMirkov, Snežana
dc.date.accessioned2021-03-17T13:38:36Z
dc.date.available2021-03-17T13:38:36Z
dc.date.issued2017
dc.identifier.issn0023-5164
dc.identifier.urihttp://ipir.ipisr.org.rs/handle/123456789/286
dc.description.abstractIn this article we have been focused on studying the ways in which elementary school students experience art education and work of art teachers. We were interested in how students evaluate the difficulty and attraction of Art as a school subject, how much they are satisfied with the work of their art teachers and how much the work of their teachers has contributed to this subject becoming easier and more interesting to them. The sample covered 215 eighth grade students from different urban and rural elementary schools. For research purposes, a questionnaire was designed containing open­ended and close­ended questions. The research results indicate that the largest number of students evaluated art education as medium interesting and very easy, also showing that students think that the attraction and the level of difficulty of the subject itself depend a lot on the teacher. The attraction and the difficulty of the subject mostly depend on: the method of work on the curriculum, the method of work of the teacher and the diversity of tasks given to students. The results therefore suggest that the professional competences of an art teacher are the key factor in successful teaching.en
dc.description.abstractU radu smo bili usmereni na proučavanje načina na koje učenici osnovnih škola doživljavaju nastavu likovne kulture i rad nastavnika. Zanimalo nas je kako učenici procenjuju težinu i zanimljivost predmeta Likovna kultura, koliko su zadovoljni radom nastavnika i koliko je rad nastavnika doprineo da im predmet bude lakši i zanimljiviji za učenje. Za potrebe istraživanja konstruisan je upitnik koji je sadržao pitanja zatvorenog i otvorenog tipa. Nalazi istraživanja pokazuju da najveći broj učenika procenjuje nastavni predmet Likovna kultura kao osrednje zanimljiv i veoma lak, ali i da učenici smatraju da nastavnik u značajnoj meri doprinosi zanimljivosti i nivou težine samog predmeta. Na zanimljivost i nivo težine predmeta u najvećoj meri utiču: način obrade gradiva, način rada nastavnika i raznovrsnost zadataka koji se postavljaju učenicima. Dobijeni rezultati sugerišu da su profesionalne kompetencije nastavnika ključni faktor uspešne realizacije nastave.sr
dc.publisherZavod za proučavanje kulturnog razvitka, Beograd
dc.relationinfo:eu-repo/grantAgreement/MESTD/Integrated and Interdisciplinary Research (IIR or III)/47008/RS//
dc.relationinfo:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179034/RS//
dc.rightsopenAccess
dc.sourceKultura
dc.subjectteacher's worken
dc.subjectteacher's roleen
dc.subjectstudent attitudeen
dc.subjectelementary schoolen
dc.subjectart cultureen
dc.subjectrad nastavnikasr
dc.subjectuloga nastavnikasr
dc.subjectstavovi učenikasr
dc.subjectosnovna školasr
dc.subjectlikovna kulturasr
dc.titleArt education and teacher role from student perspectiveen
dc.titleNastava likovne kulture i uloga nastavnika iz perspektive učenikasr
dc.typearticle
dc.rights.licenseARR
dc.citation.epage191
dc.citation.issue156
dc.citation.other(156): 176-191
dc.citation.rankM51
dc.citation.spage176
dc.identifier.doi10.5937/kultura1756176K
dc.identifier.fulltexthttp://ipir.ipisr.org.rs/bitstream/id/152/283.pdf
dc.identifier.rcubconv_2
dc.type.versionpublishedVersion


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