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Kako unaprediti proces inoviranja školske prakse

dc.creatorĐerić, Ivana
dc.creatorMalinić, Dušica
dc.creatorŠefer, Jasmina
dc.date.accessioned2021-03-17T13:38:44Z
dc.date.available2021-03-17T13:38:44Z
dc.date.issued2017
dc.identifier.issn0352-2334
dc.identifier.urihttp://ipir.ipisr.org.rs/handle/123456789/288
dc.description.abstractThere is no discussion anymore about whether changes are needed in the field of education, but what kinds of changes are necessary and how they can be sustained in the future. Experts point out that motivation is one of the most important factors that influences the application, sustainability and expansion of innovations over a longer period. The theory of self-determination suggests that basic human needs need to be addressed while innovating school practice and that certain incentives develop internal motivation and/or autonomous forms of motivation. The aim of this case study was to identify the key incentives for developing and maintaining motivation and improving the knowledge and skills of teachers and researchers in the process of innovating school practice. The data were collected by using a structured interview with sixteen researchers who previously, during one school year, had participated in the innovating practice in an experimental school. An inductive-thematic approach was used in coding and analyzing the data and the findings were interpreted in the context of the theory of self-determination. Three topics are predominant in the participants' narratives: (1) implementation of external and individual incentives in the course of innovation projects; (2) focusing on the preparation and realisation of innovation projects; (3) educational actors' development and professional learning in the course of the project realisation. The paper concludes with the confirmation of the theoretical assumption that the educational actors' needs for more autonomy, competence and cooperation in the process of innovating school practice have to be addressed. The paper also offers several suggestions for increasing the motivation of educational actors for the preparation and realisation of innovation projects, as well as for sustaining innovations in school practice.en
dc.description.abstractViše se ne vode rasprave o tome da li su potrebne promene u oblasti obrazovanja, već koje vrste promena su neophodne i na koji način mogu da se održe u budućnosti. Stručnjaci ističu da je motivacija jedan od najvažnijih činilaca koji utiče na primenu, održavanje i širenje inovacija tokom dužeg perioda. Teorija samodeterminacije sugeriše da bi trebalo odgovoriti na bazične ljudske potrebe tokom inoviranja školske prakse, kao da se određenim podsticajima razvijaju unutrašnja motivacija i/ili autonomni oblici motivacije. Cilj ove studije slučaja je bio da se utvrde ključni podsticaji za razvijanje i održavanje motivacije i unapređivanje znanja i veština nastavnika i istraživača u procesu inoviranja prakse u školi. Podaci su prikupljeni primenom strukturiranog intervjua sa šesnaest istraživača koji su prethodno, tokom jedne školske godine, učestvovali u inoviranju prakse u oglednoj školi. Podaci su kodirani i analizirani na induktivno tematski način, a nalazi su interpretirani u kontekstu teorije samodeterminacije. U narativima učesnika dominiraju tri teme: (1) Primena spoljašnjih i individualnih podsticaja tokom inovativnih projekata; (2) Posvećivanje pažnje pripremi i realizaciji inovativnih projekata; (3) Razvoj i profesionalno učenje obrazovnih aktera tokom realizacije inovativnih projekata. U zaključcima je potvrđena teorijska pretpostavka kako je potrebno da se odgovori na potrebe aktera za autonomijom, kompetentnošću i povezivanjem tokom inoviranja školske prakse. Izneto je nekoliko sugestija o načinima motivisanja aktera za pripremu i realizaciju inovativnih projekata, kao i za održavanje novina u školi.sr
dc.publisherUniverzitet u Beogradu - Učiteljski fakultet, Beograd
dc.relationinfo:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179034/RS//
dc.rightsopenAccess
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.sourceInovacije u nastavi - časopis za savremenu nastavu
dc.subjecttheory of self-determinationen
dc.subjectinnovating school practiceen
dc.subjectkey incentivesen
dc.subjectresearchersen
dc.subjectteachersen
dc.subjectschoolen
dc.subjectteorija samodeterminacijesr
dc.subjectinoviranje praksesr
dc.subjectključni podsticajisr
dc.subjectistraživačisr
dc.subjectnastavnicisr
dc.subjectškolasr
dc.titleInnovating school practice: Ways of improvementen
dc.titleKako unaprediti proces inoviranja školske praksesr
dc.typearticle
dc.rights.licenseBY
dc.citation.epage13
dc.citation.issue4
dc.citation.other30(4): 1-13
dc.citation.rankM51
dc.citation.spage1
dc.citation.volume30
dc.identifier.doi10.5937/inovacije1704001D
dc.identifier.fulltexthttp://ipir.ipisr.org.rs/bitstream/id/813/285.pdf
dc.type.versionpublishedVersion


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