Претраживање
Приказ резултата 31-40 од 152
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
(Београд : Институт за педагошка истраживања, 2015)
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, ...
Однос младих према припадницима појединих друштвених група и верских заједницa / The attitude of youth to some social groups and religious communities
(Београд : Институт за педагошка истраживања, 2003)
The paper considers the results of investigations on the attitude of youth to certain social groups
and social distance to some religious groups. The attitudes to different social groups (ethnic,
racial, marginal) show ...
Улоге универзитетских наставника у развоју функционалних знања студената и у њиховој професионалној едукацији / Roles of university teachers in the development of students’ functional knowledge and their professional education
(Београд : Институт за педагошка истраживања, 2015)
The standards of university education actualize modern roles of university
teachers in terms of the quality of students’ learning outcomes. Starting from
a theoretical context which unites the effects within the system ...
Inicijalno obrazovanje vaspitača I njihove profesionalne kompetencije za rad u inkluzivnom okruženju / Initial Education of Teachers and their Professional Competences for Work in Inclusive Environments
(Beograd : Institut za pedagoška istraživanja, 2018)
Isidora Korać, Marijana Kosanović and Jasmina Klemenović’s paper Initial
Education of Teachers and their Professional Competences for Work in Inclusive
Environments presents research findings about teachers’ opinions on ...
An examination of teachers’ attitudes towards inclusive education
(Belgrade : Institute for Educational ResearchBelgrade : Faculty of Teacher EducationVolgograd : Volgograd State Socio-Pedagogical University, 2016)
The results of the research aimed at examining teachers’ attitudes towards inclusive education
were presented and analyzed by Milja Vujačić, Rajka Djević and Nikoleta Gutvajn in their paper
An examination of teachers’ ...
Талентовани ученици у регуларном курикулуму / Talented students in regular curriculum
(Београд : Институт за педагошка истраживања, 2003)
In our educational practice the term »talented students« is used off-hand and is easily attributed
to those students who gain above-average achievements in various fields of teaching. As there
is no agreement, first of ...
Живот у верски хомогеној или хетерогеној средини / Life in religiously homogeneous and heterogeneous environment
(Београд : Институт за педагошка истраживања, 2003)
Various religions, their number and spread as well as interrelations have changed with time and
have become more complex as society was developing and one political power replaced
another. The richness of diversity like ...
Ученици са развојним сметњама у новој школи по мери детета / Students with developmental difficulties in new school made to measure a child
(Београд : Институт за педагошка истраживања, 2003)
Over the past two decades the inclusive education movement has developed in the world, highly
recognizing individual differences of students with developmental difficulties, and this should
be followed up in Serbia, ...
Уважавање образовних потреба даровитог детета у школи / Recognition of a gifted child’s educational needs in school
(Београд : Институт за педагошка истраживања, 2003)
School is expected to support gifted children development by offering adequate education, thereby enabling children to display and use their strengths to a reasonable extent and at the right time, and all this to contribute ...
Дијалог као подстицај стваралаштва, иницијативе и сарадње ученика у настави
(Београд : Институт за педагошка истраживања, 2012)
Они потом
анализирају методе подучавања/учења којима се подржава
дивергентно мишљење у школи које се манифестује кроз игру и
остале имагинативне активности, асоцијативне интеракције,
решавање отворених (неструктурисаних) ...