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Odnos nastavnika prema inoviranju nastavne prakse - procene istraživača

dc.creatorMalinić, Dušica
dc.creatorĐerić, Ivana
dc.creatorŠefer, Jasmina
dc.date.accessioned2021-03-17T13:39:16Z
dc.date.available2021-03-17T13:39:16Z
dc.date.issued2018
dc.identifier.issn0353-7919
dc.identifier.urihttp://ipir.ipisr.org.rs/handle/123456789/296
dc.description.abstractThe evaluations by researchers monitoring attitudes towards innovations among teacher groups were analyzed during the process of implementing innovations in one elementary school. The teachers' attitudes towards innovative practice were evaluated from the following perspectives: (1) motivation of teacher groups to grasp and implement knowledge and skills acquired during the intervention, (2) improvement of teacher groups in the area of knowledge and skills, (3) the role of researchers in enhancing motivation of teacher groups to change their practice, (4) the role of the teacher groups in motivating individuals to change practices (while working on professional issues). Sixteen researchers/evaluators followed up six teacher groups during the intervention. The researchers had a double role. They were educators on the teacher training course and facilitators in the teacher working groups. A method of structured guided interviews was applied in the case follow up study. Quantitative and qualitative data were analyzed. The results show that the teacher groups manifested a moderate motivation in each of the following areas: implementing student group work, open ended tasks, creative play, student research activities and critical dialogue in class. After training, teacher skills in implementing the previously mentioned types of activities in class were significantly improved in all areas, but the greatest improvement was in the most unfamiliar area of open-ended tasks. The influence of the researches on the teacher groups' motivation appears to be stronger than the influence of teacher groups on individuals. Suggestions were listed relating to the innovative process in class, from the perspectives of researchers/evaluators.en
dc.description.abstractU radu su analizirane procene istraživača o odnosu nastavnika u stručnim većima prema inovacijama tokom ogleda u jednoj osnovnoj školi. Odnos nastavnika prema inovativnoj praksi sagledan je na osnovu procena istraživača o: (1) motivaciji stručnih veća nastavnika da usvoje i primene znanja i veštine stečene tokom ogleda; (2) njihovom napredovanju u pogledu stečenih znanja i veština tokom ogleda; (3) ulozi istraživača u motivisanju stručnih veća da inoviraju nastavnu praksu i (4) ulozi stručnog veća kao grupe u kojoj su se odvijale aktivnosti profesionalnog učenja na motivaciju nastavnika da menjaju sopstvenu praksu. Uzorak je obuhvatio 16 istraživača koji su pratili rad šest stručnih veća nastavnika tokom realizacije ogleda. Istraživači su bili u dvostrukoj ulozi - kao edukatori na instruktivnim obukama i/ili kao facilitatori promena u stručnim većima nastavnika. U ovoj studiji slučaja primenjena je metoda vođenog strukturiranog intervjua, a kombinovani su kvantitativni i kvalitativni postupci. Rezultati su pokazali da su stručna veća nastavnika bila umereno motivisana za izučavanje i primenu grupnog rada, otvorenih zadataka, kreativne igre, istraživačkog rada i kritičkog dijaloga u nastavi. Posle obuke, pokazalo se da su nastavnici iz stručnih veća značajno napredovali u pogledu znanja i veština primene navedenih metoda i oblika rada, ali najveći napredak ostvaren je u primeni otvorenih zadataka, jer su nastavnicima bili najmanje poznati. Istraživači su ostvarili jači uticaj na motivaciju nastavnika nego stručno veće kao grupa. Navedene su preporuke o procesu inoviranja nastavne prakse iz perspektive istraživača.sr
dc.publisherUniverzitet u Nišu, Niš
dc.relationinfo:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179034/RS//
dc.rightsopenAccess
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.sourceTeme
dc.subjectteachersen
dc.subjectresearchersen
dc.subjectinnovative practice in educationen
dc.subjectnastavnicisr
dc.subjectistraživačisr
dc.subjectinoviranje nastavne praksesr
dc.titleA teachers' attitude towards innovative practice: Researchers' evaluationen
dc.titleOdnos nastavnika prema inoviranju nastavne prakse - procene istraživačasr
dc.typearticle
dc.rights.licenseBY-NC-ND
dc.citation.epage357
dc.citation.issue2
dc.citation.other42(2): 341-357
dc.citation.rankM24
dc.citation.spage341
dc.citation.volume42
dc.identifier.doi10.22190/TEME1802341M
dc.identifier.fulltexthttp://ipir.ipisr.org.rs/bitstream/id/811/293.pdf
dc.identifier.rcubconv_177
dc.type.versionpublishedVersion


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