The teacher as the initiator of change: turning a boring topic into an engaging lesson
Аутори
Stanišić, JelenaMalinić, Dušica
Đerić, Ivana
Остала ауторства
Stevanović, JelenaGundogan, Dragana
Ranđelović, Branislav
Конференцијски прилог (Објављена верзија)
Метаподаци
Приказ свих података о документуАпстракт
According to experts in the field of reform initiatives (Fullan, 2007; Guskey,
2003), when studying the process of introducing changes into the teaching
practice, the key factors to consider include teacher motivation and initiative,
horizontal learning, and learning with the support of colleagues, along with the
relationship between teachers and facilitators. For this process to be truly successful,
teachers need to be motivated to ensure that the change takes root in the teaching practice
(Malinić, Đerić & Šefer, 2018). Teachers differ in their desire to innovate the practice.
Some show no interest in innovation and change, others want to learn and improve
but wonder how, and finally, there are the ones who readily adopt innovative practices,
demonstrate eagerness, and take action (Van Eekelen, Vermunt& Boshuizen, 2006).
The present study explored the process of introducing changes into the teaching practice
and focused on teachers motivated to move beyond traditional teac...hing methods and
cooperate with their colleagues with the aim of offering a different learning experience
to their students. In our study, teachers adopted an interdisciplinary approach to a topic
covered in class. Such an approach is based on processes of correlation and integration and is not commonly used in teaching (Stanišić, 2015), which makes it innovative and
challenging.
Кључне речи:
interdisciplinary approach / introducing changes into the practice / horizontal learning / teachers as initiators / case studyИзвор:
The state, problems, and needs of the modern education community, 2022, 153-160Издавач:
- Belgrade : Institute for Educational Research
Финансирање / пројекти:
- Министарство науке, технолошког развоја и иновација Републике Србије, институционално финансирање - 200018 (Институт за педагошка истраживања, Београд) (RS-MESTD-inst-2020-200018)
Напомена:
- Book of proceedings: 28th International Scientific Conference “Educational Research and School Practice”, December 9th , 2022 Belgrade”
- Book of proceedings is available online: https://www.ipisr.org.rs/images/naucni-skupovi/book-of-proceedings.pdf
Институција/група
IPITY - CONF AU - Stanišić, Jelena AU - Malinić, Dušica AU - Đerić, Ivana PY - 2022 UR - http://ipir.ipisr.org.rs/handle/123456789/922 AB - According to experts in the field of reform initiatives (Fullan, 2007; Guskey, 2003), when studying the process of introducing changes into the teaching practice, the key factors to consider include teacher motivation and initiative, horizontal learning, and learning with the support of colleagues, along with the relationship between teachers and facilitators. For this process to be truly successful, teachers need to be motivated to ensure that the change takes root in the teaching practice (Malinić, Đerić & Šefer, 2018). Teachers differ in their desire to innovate the practice. Some show no interest in innovation and change, others want to learn and improve but wonder how, and finally, there are the ones who readily adopt innovative practices, demonstrate eagerness, and take action (Van Eekelen, Vermunt& Boshuizen, 2006). The present study explored the process of introducing changes into the teaching practice and focused on teachers motivated to move beyond traditional teaching methods and cooperate with their colleagues with the aim of offering a different learning experience to their students. In our study, teachers adopted an interdisciplinary approach to a topic covered in class. Such an approach is based on processes of correlation and integration and is not commonly used in teaching (Stanišić, 2015), which makes it innovative and challenging. PB - Belgrade : Institute for Educational Research C3 - The state, problems, and needs of the modern education community T1 - The teacher as the initiator of change: turning a boring topic into an engaging lesson EP - 160 SP - 153 UR - https://hdl.handle.net/21.15107/rcub_ipir_922 ER -
@conference{ author = "Stanišić, Jelena and Malinić, Dušica and Đerić, Ivana", year = "2022", abstract = "According to experts in the field of reform initiatives (Fullan, 2007; Guskey, 2003), when studying the process of introducing changes into the teaching practice, the key factors to consider include teacher motivation and initiative, horizontal learning, and learning with the support of colleagues, along with the relationship between teachers and facilitators. For this process to be truly successful, teachers need to be motivated to ensure that the change takes root in the teaching practice (Malinić, Đerić & Šefer, 2018). Teachers differ in their desire to innovate the practice. Some show no interest in innovation and change, others want to learn and improve but wonder how, and finally, there are the ones who readily adopt innovative practices, demonstrate eagerness, and take action (Van Eekelen, Vermunt& Boshuizen, 2006). The present study explored the process of introducing changes into the teaching practice and focused on teachers motivated to move beyond traditional teaching methods and cooperate with their colleagues with the aim of offering a different learning experience to their students. In our study, teachers adopted an interdisciplinary approach to a topic covered in class. Such an approach is based on processes of correlation and integration and is not commonly used in teaching (Stanišić, 2015), which makes it innovative and challenging.", publisher = "Belgrade : Institute for Educational Research", journal = "The state, problems, and needs of the modern education community", title = "The teacher as the initiator of change: turning a boring topic into an engaging lesson", pages = "160-153", url = "https://hdl.handle.net/21.15107/rcub_ipir_922" }
Stanišić, J., Malinić, D.,& Đerić, I.. (2022). The teacher as the initiator of change: turning a boring topic into an engaging lesson. in The state, problems, and needs of the modern education community Belgrade : Institute for Educational Research., 153-160. https://hdl.handle.net/21.15107/rcub_ipir_922
Stanišić J, Malinić D, Đerić I. The teacher as the initiator of change: turning a boring topic into an engaging lesson. in The state, problems, and needs of the modern education community. 2022;:153-160. https://hdl.handle.net/21.15107/rcub_ipir_922 .
Stanišić, Jelena, Malinić, Dušica, Đerić, Ivana, "The teacher as the initiator of change: turning a boring topic into an engaging lesson" in The state, problems, and needs of the modern education community (2022):153-160, https://hdl.handle.net/21.15107/rcub_ipir_922 .