Reform of the first triad in primary schools in the Republic of Srpska from the teachers’ perspective
Аутори
Travar, MaricaMiljenović, Slađana
Остала ауторства
Stevanović, JelenaGundogan, Dragana
Ranđelović, Branislav
Конференцијски прилог (Објављена верзија)
Метаподаци
Приказ свих података о документуАпстракт
The transition to nine-year primary education in the Republika Srpska was a
major pedagogical challenge imposed by the previous state of schools. The
grand changes compared to the previous education system included different
conditions, equipment, didactic tools, work methods, and toward children. Triads
represent a unity, which continuously affects children’s development through various
forms of systematic learning. The transition to the new elementary school system
required significantly different conditions and work organization starting from the
first grade. In the first triad, the planning and implementation of teaching content are
now based on different principles. Teachers need to plan activities that are mostly playbased,
monitor children’s motivation, activities, and school achievements, and foster
developmental changes, with a healthy dose of self-criticism and a desire to further
progress and improve (Spasojević, 2006). As teachers are the bearers of innovation in...
the teaching practice (Vujačić, Đević & Stanišić, 2017), it is important to examine their
assessments of the success and quality of the implemented reform in the first triad of
elementary school.
Кључне речи:
educational reform / assessments / holistic programs / teachersИзвор:
The state, problems, and needs of the modern education community, 2022, 91-95Издавач:
- Belgrade : Institute for Educational Research
Напомена:
- Book of proceedings: 28th International Scientific Conference “Educational Research and School Practice”, December 9th , 2022 Belgrade”
Институција/група
IPITY - CONF AU - Travar, Marica AU - Miljenović, Slađana PY - 2022 UR - http://ipir.ipisr.org.rs/handle/123456789/968 AB - The transition to nine-year primary education in the Republika Srpska was a major pedagogical challenge imposed by the previous state of schools. The grand changes compared to the previous education system included different conditions, equipment, didactic tools, work methods, and toward children. Triads represent a unity, which continuously affects children’s development through various forms of systematic learning. The transition to the new elementary school system required significantly different conditions and work organization starting from the first grade. In the first triad, the planning and implementation of teaching content are now based on different principles. Teachers need to plan activities that are mostly playbased, monitor children’s motivation, activities, and school achievements, and foster developmental changes, with a healthy dose of self-criticism and a desire to further progress and improve (Spasojević, 2006). As teachers are the bearers of innovation in the teaching practice (Vujačić, Đević & Stanišić, 2017), it is important to examine their assessments of the success and quality of the implemented reform in the first triad of elementary school. PB - Belgrade : Institute for Educational Research C3 - The state, problems, and needs of the modern education community T1 - Reform of the first triad in primary schools in the Republic of Srpska from the teachers’ perspective EP - 95 SP - 91 UR - https://hdl.handle.net/21.15107/rcub_ipir_968 ER -
@conference{ author = "Travar, Marica and Miljenović, Slađana", year = "2022", abstract = "The transition to nine-year primary education in the Republika Srpska was a major pedagogical challenge imposed by the previous state of schools. The grand changes compared to the previous education system included different conditions, equipment, didactic tools, work methods, and toward children. Triads represent a unity, which continuously affects children’s development through various forms of systematic learning. The transition to the new elementary school system required significantly different conditions and work organization starting from the first grade. In the first triad, the planning and implementation of teaching content are now based on different principles. Teachers need to plan activities that are mostly playbased, monitor children’s motivation, activities, and school achievements, and foster developmental changes, with a healthy dose of self-criticism and a desire to further progress and improve (Spasojević, 2006). As teachers are the bearers of innovation in the teaching practice (Vujačić, Đević & Stanišić, 2017), it is important to examine their assessments of the success and quality of the implemented reform in the first triad of elementary school.", publisher = "Belgrade : Institute for Educational Research", journal = "The state, problems, and needs of the modern education community", title = "Reform of the first triad in primary schools in the Republic of Srpska from the teachers’ perspective", pages = "95-91", url = "https://hdl.handle.net/21.15107/rcub_ipir_968" }
Travar, M.,& Miljenović, S.. (2022). Reform of the first triad in primary schools in the Republic of Srpska from the teachers’ perspective. in The state, problems, and needs of the modern education community Belgrade : Institute for Educational Research., 91-95. https://hdl.handle.net/21.15107/rcub_ipir_968
Travar M, Miljenović S. Reform of the first triad in primary schools in the Republic of Srpska from the teachers’ perspective. in The state, problems, and needs of the modern education community. 2022;:91-95. https://hdl.handle.net/21.15107/rcub_ipir_968 .
Travar, Marica, Miljenović, Slađana, "Reform of the first triad in primary schools in the Republic of Srpska from the teachers’ perspective" in The state, problems, and needs of the modern education community (2022):91-95, https://hdl.handle.net/21.15107/rcub_ipir_968 .