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Indicators of the professional development of serbian language and literature teachers

dc.contributorЛазаревић, Емилија
dc.contributorСтевановић, Јелена
dc.contributorСтанковић, Дејан
dc.creatorСтевановић, Јелена
dc.creatorМарушић, Милица
dc.date.accessioned2022-03-16T12:17:28Z
dc.date.available2022-03-16T12:17:28Z
dc.date.issued2015
dc.identifier.isbn978-86-7447-125-8
dc.identifier.urihttp://ipir.ipisr.org.rs/handle/123456789/771
dc.description.abstractThe basis of the students’ general school education consists of studying standard Serbian language as well as literary and artistic norms, due to which it is very important to draw attention to the professional development of Serbian language and literature teachers. The aim of this paper was to examine how often Serbian language and literature teachers employed at primary schools participate in certain forms of informal professional development and how they assess these forms of professional development. The research was conducted in 2013/2014 academic year applying the questionnaire which contained open and closed type questions. The sample was a convenience sample and included 95 Serbian language and literature teachers of nineteen primary schools in Serbia. The quantitative and qualitative analysis of the teachers’ responses was carried out. The results show that the majority of the teachers (93%) most frequently participate in seminars, whereas the least frequent form of professional development is the writing of professional and scientific papers. Despite the fact that seminars represent the most common form of professional development, a significant number of the teachers (40%) believe that seminars contribute little or not at all to the improvement of their skills and knowledge. In addition, the teachers believe that their professional development could be improved primarily through the change of the contents and methods of the seminars’ realization. The research findings suggest that this way of professional development of these teachers does not suit fully their real needs and indicate some specific measures that would contribute to overcoming this problem.sr
dc.language.isosrsr
dc.publisherБеоград : Институт за педагошка истраживањаsr
dc.relationinfo:eu-repo/grantAgreement/MESTD/Integrated and Interdisciplinary Research (IIR or III)/47008/RS//sr
dc.rightsopenAccesssr
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.sourceНове улоге за ново доба : Прилози за редефинисање образовне праксеsr
dc.subjectprofessional developmentsr
dc.subjectSerbian language and literaturesr
dc.subjectprimary schoolsr
dc.subjectteachers’ perceptionssr
dc.subjectпрофесионални развојsr
dc.subjectteacherssr
dc.subjectнаставнициsr
dc.subjectосновна школаsr
dc.subjectсрпски језик и књижевностsr
dc.titleПоказатељи стручног усавршавања наставника српског језика и књижевностиsr
dc.titleIndicators of the professional development of serbian language and literature teacherssr
dc.typebookPartsr
dc.rights.licenseBYsr
dc.citation.epage36
dc.citation.spage15
dc.description.otherНазив збирке: Библиотека "Педагошка теорија и пракса” 41sr
dc.identifier.fulltexthttp://ipir.ipisr.org.rs/bitstream/id/2349/Pokazatelji_strucnog_usavrsavanja_nastavnika_srpskog_jezika_i_knjizevnosti_2015.pdf
dc.type.versionpublishedVersionsr
dc.identifier.cobiss216632844


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