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Teachers’ experiences throughout professional training with the help of facilitators

dc.contributorDespotović, Miomir
dc.contributorKatarina, Popović
dc.creatorĐević, Rajka
dc.creatorVujačić, Milja
dc.date.accessioned2022-05-25T08:27:13Z
dc.date.available2022-05-25T08:27:13Z
dc.date.issued2020
dc.identifier.issn0354-5415
dc.identifier.urihttp://ipir.ipisr.org.rs/handle/123456789/808
dc.description.abstractU savremenim koncepcijama stručnog usavršavanja nastavnika naglašava se značaj podrške facilitatora. Polazeći od toga da je sagledavanje perspektive nastavnika ključno za razumevanje tog procesa, cilj našeg istraživanja je bio da ispitamo kakva su iskustva učitelja tokom kontinuiranog stručnog usavršavanja za primenu inovativnih metoda u nastavi, uz podršku facilitatora. Primenom kvalitativne tematske analize, analizirani su transkripti audio-snimaka proizvedenih tokom 18 individualnih razgovora koje su facilitatori obavili sa tri učitelja jedne osnovne škole u Beogradu. Rezultati istraživanja ukazuju na to da su iskustva učitelja u tom procesu generalno pozitivna i da je došlo do preispitivanja postojeće prakse i implicitnih pedagoških uverenja, kao i do pozitivnih pomaka u njihovom radu. Individualni rad facilitatora sa učiteljima, koji uključuje uzajamno poverenje, ima potencijal kada je u pitanju podsticanje i održavanje motivacije učitelja za primenu inovacija i dalje stručno usavršavanje. Ukazano je na ključne implikacije dobijenih nalaza i date su smernice za dalja istraživanja u toj oblasti.sr
dc.description.abstractThe importance of facilitator support is given particular emphasis within the modern conceptions of professional teacher training. Starting with the premise that perceiving teachers’ perspective is of vital importance for understanding this process, the goal of our research was to examine the experiences of teachers throughout continual professional training for the application of innovative teaching methods with the help of facilitators. By applying qualitative thematic analysis, we have examined audio recording transcripts created during 18 individual conversations that the facilitators conducted with three teachers from a primary school in Belgrade. The results of the research show that the experiences of teachers in this process are overall positive and that it prompted them to reconsider existing practices and implicit pedagogical beliefs, and introduced positive developments in their work. The individual work of facilitators with teachers founded on trust demonstrates potential when it comes to encouragement and maintaining teachers’ motivation for implementing innovations and undergoing further professional training. We have highlighted the key implications of the obtained findings and provided guidelines for further research in the area.sr
dc.language.isosrsr
dc.publisherBeograd : Institut za pedagogiju i andragogijusr
dc.relationinfo:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179034/RS//sr
dc.rightsopenAccesssr
dc.sourceAndragoške studijesr
dc.subjectstručno usavršavanjesr
dc.subjectučiteljsr
dc.subjectfacilitatorsr
dc.subjectinovativne nastavne metodesr
dc.subjectrefleksivni pristup nastavnoj praksisr
dc.subjectprofessional trainingsr
dc.subjectteachersr
dc.subjectfacilitatorsr
dc.subjectinnovative teaching methodssr
dc.subjectreflective approach to teaching practicesr
dc.titleIskustva učitelja tokom stručnog usavršavanja uz podršku facilitatorasr
dc.titleTeachers’ experiences throughout professional training with the help of facilitatorssr
dc.typearticlesr
dc.rights.licenseARRsr
dc.citation.epage193
dc.citation.issue2
dc.citation.rankM24
dc.citation.spage169
dc.identifier.doi10.5937/AndStud2002169D
dc.identifier.fulltexthttp://ipir.ipisr.org.rs/bitstream/id/2465/Iskustva_ucitelja_tokom_strucnog_usavrsavanja_uz_podrsku_facilitatora_2020.pdf
dc.type.versionpublishedVersionsr


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