TY  - CHAP
AU  - Korać, Isidora
AU  - Đermanov, Jelena
AU  - Šćepanović, Danijela
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/661
AB  - The authors of the paper Primary school and preschool teacher motivation 
for horizontal learning: the challenges and perspective of professional learning 
communities development, Isidora Korać, Jelena Đermanov and Danijela Šćepanović reflect on a number of issues related to the motivation of primary 
school and preschool teachers to participate in the process of horizontal learning, 
stressing the importance of the role of these actors in such process. As one of 
the main questions the authors discuss is the understanding of horizontal learning 
as phenomenon by practitioners, while emphasizing that the core of the process 
of horizontal learning constitutes a dialogue, as a basis for group context building, 
knowledge gain and relations between participants, (self) reflection, mutual 
examining of theoretical perspectives, as well as practices based on selected 
theoretical approaches. Relying on the research findings and combined analysis, 
the authors conclude that the motivation and participation of primary school and 
preschool teachers in horizontal learning depends on: recognition of learning 
benefits by participants; belief that what is being learned will be relevant to their 
professional work; developing the necessary competencies and empowering 
participants to take an active role in the learning process; a supportive school 
principal; and a sense that learning and professional development are highly 
valued both in the institution and society. Discussing various possibilities of 
intensifying horizontal learning, the authors point out the need to build a discourse 
of a professional learning community in which employees have a sense of 
connection and belonging and where there are common agreed values, visions, 
and development goals.
PB  - Belgrade : Institute for Educational Research
T2  - Problems and perspectives of contemporary education
T1  - Primary school and preschool teacher motivation for horizontal learning: the challenge and perspective of the professional learning communities development
EP  - 158
SP  - 141
UR  - https://hdl.handle.net/21.15107/rcub_ipir_661
ER  - 

@inbook{
author = "Korać, Isidora and Đermanov, Jelena and Šćepanović, Danijela",
year = "2021",
abstract = "The authors of the paper Primary school and preschool teacher motivation 
for horizontal learning: the challenges and perspective of professional learning 
communities development, Isidora Korać, Jelena Đermanov and Danijela Šćepanović reflect on a number of issues related to the motivation of primary 
school and preschool teachers to participate in the process of horizontal learning, 
stressing the importance of the role of these actors in such process. As one of 
the main questions the authors discuss is the understanding of horizontal learning 
as phenomenon by practitioners, while emphasizing that the core of the process 
of horizontal learning constitutes a dialogue, as a basis for group context building, 
knowledge gain and relations between participants, (self) reflection, mutual 
examining of theoretical perspectives, as well as practices based on selected 
theoretical approaches. Relying on the research findings and combined analysis, 
the authors conclude that the motivation and participation of primary school and 
preschool teachers in horizontal learning depends on: recognition of learning 
benefits by participants; belief that what is being learned will be relevant to their 
professional work; developing the necessary competencies and empowering 
participants to take an active role in the learning process; a supportive school 
principal; and a sense that learning and professional development are highly 
valued both in the institution and society. Discussing various possibilities of 
intensifying horizontal learning, the authors point out the need to build a discourse 
of a professional learning community in which employees have a sense of 
connection and belonging and where there are common agreed values, visions, 
and development goals.",
publisher = "Belgrade : Institute for Educational Research",
journal = "Problems and perspectives of contemporary education",
booktitle = "Primary school and preschool teacher motivation for horizontal learning: the challenge and perspective of the professional learning communities development",
pages = "158-141",
url = "https://hdl.handle.net/21.15107/rcub_ipir_661"
}

Korać, I., Đermanov, J.,& Šćepanović, D.. (2021). Primary school and preschool teacher motivation for horizontal learning: the challenge and perspective of the professional learning communities development. in Problems and perspectives of contemporary education
Belgrade : Institute for Educational Research., 141-158.
https://hdl.handle.net/21.15107/rcub_ipir_661

Korać I, Đermanov J, Šćepanović D. Primary school and preschool teacher motivation for horizontal learning: the challenge and perspective of the professional learning communities development. in Problems and perspectives of contemporary education. 2021;:141-158.
https://hdl.handle.net/21.15107/rcub_ipir_661 .

Korać, Isidora, Đermanov, Jelena, Šćepanović, Danijela, "Primary school and preschool teacher motivation for horizontal learning: the challenge and perspective of the professional learning communities development" in Problems and perspectives of contemporary education (2021):141-158,
https://hdl.handle.net/21.15107/rcub_ipir_661 .

TY  - CONF
AU  - Korać, Isidora
PY  - 2020
UR  - http://ipir.ipisr.org.rs/handle/123456789/502
AB  - Poslednjih godina je sve više u fokusu istraživača socijalna dimenzija profesionalnog razvoja nastavnika
i vaspitača i sve češće se ističe važnost njihovog horizontalnog učenja. Suštinu ovog procesa, koji
se odvija kroz različite vidove organizovanog i planiranog učenja nastavnika/vaspitača jednakih
po obrazovanju i poziciji, čini dijalog koji omogućava učesnicima da u interakciji grade zajednička
značenja, vrednosti i znanja, kao osnovu za razumevanje i unapređivanje vaspitnoobrazovne prakse.
Predmet ovog istraživanja usmeren je na analizu motivisanosti nastavnika i vaspitača za horizontalno
učenje. Preciznije, nastojali smo da utvrdimo sledeće: 1) kako nastavnici i vaspitači procenjuju ličnu
motivisanost svojih kolega za horizontalno učenje, i 2) koji činioci i na koji način, prema njihovom
mišljenju, utiču na motivaciju za ovaj proces učenja. Primenjeno je kombinovano istraživanje, tehnika
polustrukturisanog intervjua i anketiranja. U istraživanju je učestvovalo 330 vaspitača, nastavnika
razredne i predmetne nastave iz različitih ustanova. Kada procenjuju ličnu motivaciju za horizontalno
učenje, nastavnici i vaspitači sebe pozicioniraju kao manjinu koja je motivisana i proaktivna, dok
nemotivisanost i pasivnost pripisuju kolegama unutar kolektiva. Motivisanost za učešće je viša kada
lično iniciraju horizontalno učenje i učestvuju u njegovom planiranju, nego kada je njihovo učešće
inicirano i planirano od strane stručne službe, direktora i/ili aktiva vaspitnoobrazovne ustanove.
Rangiranje po učestalosti motiva za učestvovanje u horizontalnom učenju pokazuje da su najsnažniji
motivatori: prepoznavanje doprinosa ovog učenja većoj produktivnosti i boljoj saradnji unutar
kolektiva. Sa druge strane, demotiviše ih nedovoljna otvorenost kolega za saradnju i utisak da za
obrazovni sistem i ustanovu njihov profesionalni razvoj nema preveliki značaj. Rezultate spoljašnjeg
vrednovanja rada vaspitnoobrazovnih ustanova procenjuju kao najslabije motivatore za iniciranje
i planiranje horizontalnog učenja. Dobijeni rezultati se tumače u kontekstu postojećih procedura
vrednovanja kvaliteta rada vaspitnoobrazovnih ustanova i zaključuje se da je proces vrednovanja
potrebno snažnije afirmisati kao priliku za dijalog i građenje zajedničkih značenja, vrednosti i znanja,
promišljanje nastavnika/vaspitača o ličnoj praksi i načinima da se ona unapređuje. Pored navedenog,
potrebna je delotvorna kultura i klima vaspitnoobrazovne ustanove u kojoj nastavnici i vaspitači
prepoznaju da se njihovo učenje i profesionalni razvoj podržavaju i visoko vrednuju.
AB  - In recent years, the documents have been focusing on social dimension of professional development
of school and preschool teachers, and emphasizing the importance of their horizontal learning. The
essence of this process, which occurs through different types of organized and planned teachers’
learning and relates to the teachers who are peers in terms of education and position, is a dialogue that
allows participants to build common meanings, values and knowledge as a basis for understanding
and improving educational practice. The research is focused on the analysis of school and preschool
teachers’ motivation for horizontal learning. More precisely, we tried to determine: 1) how school
and preschool teachers assess personal motivation and motivation of their colleagues for horizontal
learning, as well as 2) which factors and in what way, in their opinion, affect the motivation for this
learning process. Combined research, semi-structured interview and survey technique, were applied.
Three hundred and thirty school and preschool teachers from various institutions participated in the
research. When assessing personal motivation for horizontal learning, the school and preschool teachers
position themselves as a minority that is motivated and proactive, while demotivation and passive
attitude are attributed to colleagues within their team. Motivation to participate is higher when they
personally initiate and participate in planning, than when their participation is initiated and planned by
the professional service, principal and/or various teams in the educational institution. Ranking by the
frequency of motives for participation in horizontal learning shows that the strongest motivators are:
recognizing the contribution of this learning to a greater productivity and better cooperation within the
team. On the other hand, they are demotivated by the lack of openness of colleagues for cooperation
and impression that their professional development is not of a great importance for the educational
system and educational institution. The educational institutions’ external evaluation results are assessed
as the weakest motivator for initiating and planning of horizontal learning. The obtained results are
interpreted in the context of existing evaluation procedures on the quality of work of educational
institutions. It can be concluded that the evaluation process needs to be more intensely asserted as an
opportunity for dialogue and for building the common meanings, values and knowledge, for school
and preschool teachers’ reflection on personal practice and the ways of improving it. In addition, what is
required is an effective culture and climate of the educational institution in which school and preschool
teachers perceive that their learning and professional development are supported and highly valued.
PB  - Beograd : Institut za pedagoška istraživanja
C3  - Motivacija u obrazovanju između teorije i prakse
T1  - Motivisanost nastavnika i vaspitača za horizontalno učenje
T1  - School and preschool teachers’ motivation for horizontal learning
EP  - 55
SP  - 54
UR  - https://hdl.handle.net/21.15107/rcub_ipir_502
ER  - 

@conference{
author = "Korać, Isidora",
year = "2020",
abstract = "Poslednjih godina je sve više u fokusu istraživača socijalna dimenzija profesionalnog razvoja nastavnika
i vaspitača i sve češće se ističe važnost njihovog horizontalnog učenja. Suštinu ovog procesa, koji
se odvija kroz različite vidove organizovanog i planiranog učenja nastavnika/vaspitača jednakih
po obrazovanju i poziciji, čini dijalog koji omogućava učesnicima da u interakciji grade zajednička
značenja, vrednosti i znanja, kao osnovu za razumevanje i unapređivanje vaspitnoobrazovne prakse.
Predmet ovog istraživanja usmeren je na analizu motivisanosti nastavnika i vaspitača za horizontalno
učenje. Preciznije, nastojali smo da utvrdimo sledeće: 1) kako nastavnici i vaspitači procenjuju ličnu
motivisanost svojih kolega za horizontalno učenje, i 2) koji činioci i na koji način, prema njihovom
mišljenju, utiču na motivaciju za ovaj proces učenja. Primenjeno je kombinovano istraživanje, tehnika
polustrukturisanog intervjua i anketiranja. U istraživanju je učestvovalo 330 vaspitača, nastavnika
razredne i predmetne nastave iz različitih ustanova. Kada procenjuju ličnu motivaciju za horizontalno
učenje, nastavnici i vaspitači sebe pozicioniraju kao manjinu koja je motivisana i proaktivna, dok
nemotivisanost i pasivnost pripisuju kolegama unutar kolektiva. Motivisanost za učešće je viša kada
lično iniciraju horizontalno učenje i učestvuju u njegovom planiranju, nego kada je njihovo učešće
inicirano i planirano od strane stručne službe, direktora i/ili aktiva vaspitnoobrazovne ustanove.
Rangiranje po učestalosti motiva za učestvovanje u horizontalnom učenju pokazuje da su najsnažniji
motivatori: prepoznavanje doprinosa ovog učenja većoj produktivnosti i boljoj saradnji unutar
kolektiva. Sa druge strane, demotiviše ih nedovoljna otvorenost kolega za saradnju i utisak da za
obrazovni sistem i ustanovu njihov profesionalni razvoj nema preveliki značaj. Rezultate spoljašnjeg
vrednovanja rada vaspitnoobrazovnih ustanova procenjuju kao najslabije motivatore za iniciranje
i planiranje horizontalnog učenja. Dobijeni rezultati se tumače u kontekstu postojećih procedura
vrednovanja kvaliteta rada vaspitnoobrazovnih ustanova i zaključuje se da je proces vrednovanja
potrebno snažnije afirmisati kao priliku za dijalog i građenje zajedničkih značenja, vrednosti i znanja,
promišljanje nastavnika/vaspitača o ličnoj praksi i načinima da se ona unapređuje. Pored navedenog,
potrebna je delotvorna kultura i klima vaspitnoobrazovne ustanove u kojoj nastavnici i vaspitači
prepoznaju da se njihovo učenje i profesionalni razvoj podržavaju i visoko vrednuju., In recent years, the documents have been focusing on social dimension of professional development
of school and preschool teachers, and emphasizing the importance of their horizontal learning. The
essence of this process, which occurs through different types of organized and planned teachers’
learning and relates to the teachers who are peers in terms of education and position, is a dialogue that
allows participants to build common meanings, values and knowledge as a basis for understanding
and improving educational practice. The research is focused on the analysis of school and preschool
teachers’ motivation for horizontal learning. More precisely, we tried to determine: 1) how school
and preschool teachers assess personal motivation and motivation of their colleagues for horizontal
learning, as well as 2) which factors and in what way, in their opinion, affect the motivation for this
learning process. Combined research, semi-structured interview and survey technique, were applied.
Three hundred and thirty school and preschool teachers from various institutions participated in the
research. When assessing personal motivation for horizontal learning, the school and preschool teachers
position themselves as a minority that is motivated and proactive, while demotivation and passive
attitude are attributed to colleagues within their team. Motivation to participate is higher when they
personally initiate and participate in planning, than when their participation is initiated and planned by
the professional service, principal and/or various teams in the educational institution. Ranking by the
frequency of motives for participation in horizontal learning shows that the strongest motivators are:
recognizing the contribution of this learning to a greater productivity and better cooperation within the
team. On the other hand, they are demotivated by the lack of openness of colleagues for cooperation
and impression that their professional development is not of a great importance for the educational
system and educational institution. The educational institutions’ external evaluation results are assessed
as the weakest motivator for initiating and planning of horizontal learning. The obtained results are
interpreted in the context of existing evaluation procedures on the quality of work of educational
institutions. It can be concluded that the evaluation process needs to be more intensely asserted as an
opportunity for dialogue and for building the common meanings, values and knowledge, for school
and preschool teachers’ reflection on personal practice and the ways of improving it. In addition, what is
required is an effective culture and climate of the educational institution in which school and preschool
teachers perceive that their learning and professional development are supported and highly valued.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Motivacija u obrazovanju između teorije i prakse",
title = "Motivisanost nastavnika i vaspitača za horizontalno učenje, School and preschool teachers’ motivation for horizontal learning",
pages = "55-54",
url = "https://hdl.handle.net/21.15107/rcub_ipir_502"
}

Korać, I.. (2020). Motivisanost nastavnika i vaspitača za horizontalno učenje. in Motivacija u obrazovanju između teorije i prakse
Beograd : Institut za pedagoška istraživanja., 54-55.
https://hdl.handle.net/21.15107/rcub_ipir_502

Korać I. Motivisanost nastavnika i vaspitača za horizontalno učenje. in Motivacija u obrazovanju između teorije i prakse. 2020;:54-55.
https://hdl.handle.net/21.15107/rcub_ipir_502 .

Korać, Isidora, "Motivisanost nastavnika i vaspitača za horizontalno učenje" in Motivacija u obrazovanju između teorije i prakse (2020):54-55,
https://hdl.handle.net/21.15107/rcub_ipir_502 .

TY  - CONF
AU  - Korać, Isidora
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/581
AB  - Razvojno planiranje škole i predškolske ustanove predstavlja jedan od ključnih koraka u procesu
decentralizacije obrazovnog sistema čiji je cilj da se poveća delotvornost ustanova kroz podsticanje
procesa njihovog internog razvoja. U radu se razmatraju problemi koji se odnose na aktuelnu praksu
timova za razvojno planiranje u kontekstu horizontalnog učenja nastvanika i vaspitača. Cilj istraživanja
bio je da se utvrdi kako nastavnici i vaspitači vide efekte procesa razvojnog planiranja, i koliko se,
prema njihovom mišljenju, kroz učešće u radu tima za razvojno planiranje ostvaruje horizontalno
učenje. U istraživanju je učestvovalo 60 nastavnika i vaspitača zaposlenih u različitim školama i
predškolskim ustanovama u nekoliko gradova u Republici Srbiji. Za potrebe istraživanja konstruisan
je upitnik koji je sadržao pitanja otvorenog tipa. Primenjena je kvalitativna analiza prikupljenog
materijala. Nalazi istraživanja pokazuju da nastavnici i vaspitači kao najveće dobiti procesa razvojnog
planiranja prepoznaju: pokretanje promene vaspitnoobrazovne prakse ustanove, unapređivanje
organizacione klime, kao i efikasniju saradnju ustanove sa roditeljima i lokalnom zajednicom. Oni
uviđaju da se kroz učestvovanje u radu tima za razvojno planiranje ostvaruje horizontalno učenje,
razmena profesionalnih znanja, veština i stavova učesnika procesa, kroz zajedničko razumevanje
problema i traganje za mogućim rešenjima, deljenjem zajedničkih vrednosti, vizije i ciljeva razvoja.
Postoji potreba za unapređivanjem njihovih kompetencija za saradnju i timski rad, strateško i
projektno planiranje. Proces razvojnog planiranja može obezbediti kontinuirani organizacioni proces
učenja, doprineti građenju kulture obrazovne ustanove u kojoj se neguje dijalog, pozitivan stav
prema promenama i razvoj prakse delovanja kroz deljenje resursa i odgovornosti učesnika procesa.
AB  - School and preschool development planning represents one of the key steps in the process
of decentralization of educational system with the aim of increasing institutional efficiency by
encouraging the internal development of institutions. This article studies problems related to
current practice of development planning teams in the context of teachers’ and preschool teachers’
horizontal learning. The aim of research is to determine how teachers and preschool teachers see
the effects of development planning process as well as the extent to which the horizontal learning is
accomplished via participating in development planning team, in their opinion. The study included
60 school and preschool teachers employed in schools and preschools in different cities in Serbia. For
research purposes, a questionnaire which included open-end questions was developed. Qualitative
analysis of the collected material was applied. The research results show that teachers and preschool
teachers recognize the most valuable benefits of development planning process to be: initiating the
change in institutional educational practice, improvement of organizational ambience, and better
cooperation of educational institutions with parents and local community. They recognize that
horizontal learning, as well as the exchange of professional knowledge, skills and attitudes of process
participants is accomplished by participating in development planning team. This is attained through
mutual understanding of problems and searching for potential solutions, sharing the common values,
visions and development goals. There is a need for improving their competencies for cooperation and
team work, strategical and project planning. Development planning process can provide continuous
organisational process of learning, contribute to building institutional culture which nurtures dialog,
positive attitude to changes and development of operating practice through sharing resources and
responsibilities between process participants.
PB  - Beograd : Institut za pedagoška istraživanja
C3  - Obrazovanje u funkciji modernizacije društva
T1  - Proces razvojnog planiranja i horizontalno učenje nastavnika i vaspitača
T1  - Development planning process and horizontal learning of teachers and preschool teachers
EP  - 115
SP  - 114
UR  - https://hdl.handle.net/21.15107/rcub_ipir_581
ER  - 

@conference{
author = "Korać, Isidora",
year = "2019",
abstract = "Razvojno planiranje škole i predškolske ustanove predstavlja jedan od ključnih koraka u procesu
decentralizacije obrazovnog sistema čiji je cilj da se poveća delotvornost ustanova kroz podsticanje
procesa njihovog internog razvoja. U radu se razmatraju problemi koji se odnose na aktuelnu praksu
timova za razvojno planiranje u kontekstu horizontalnog učenja nastvanika i vaspitača. Cilj istraživanja
bio je da se utvrdi kako nastavnici i vaspitači vide efekte procesa razvojnog planiranja, i koliko se,
prema njihovom mišljenju, kroz učešće u radu tima za razvojno planiranje ostvaruje horizontalno
učenje. U istraživanju je učestvovalo 60 nastavnika i vaspitača zaposlenih u različitim školama i
predškolskim ustanovama u nekoliko gradova u Republici Srbiji. Za potrebe istraživanja konstruisan
je upitnik koji je sadržao pitanja otvorenog tipa. Primenjena je kvalitativna analiza prikupljenog
materijala. Nalazi istraživanja pokazuju da nastavnici i vaspitači kao najveće dobiti procesa razvojnog
planiranja prepoznaju: pokretanje promene vaspitnoobrazovne prakse ustanove, unapređivanje
organizacione klime, kao i efikasniju saradnju ustanove sa roditeljima i lokalnom zajednicom. Oni
uviđaju da se kroz učestvovanje u radu tima za razvojno planiranje ostvaruje horizontalno učenje,
razmena profesionalnih znanja, veština i stavova učesnika procesa, kroz zajedničko razumevanje
problema i traganje za mogućim rešenjima, deljenjem zajedničkih vrednosti, vizije i ciljeva razvoja.
Postoji potreba za unapređivanjem njihovih kompetencija za saradnju i timski rad, strateško i
projektno planiranje. Proces razvojnog planiranja može obezbediti kontinuirani organizacioni proces
učenja, doprineti građenju kulture obrazovne ustanove u kojoj se neguje dijalog, pozitivan stav
prema promenama i razvoj prakse delovanja kroz deljenje resursa i odgovornosti učesnika procesa., School and preschool development planning represents one of the key steps in the process
of decentralization of educational system with the aim of increasing institutional efficiency by
encouraging the internal development of institutions. This article studies problems related to
current practice of development planning teams in the context of teachers’ and preschool teachers’
horizontal learning. The aim of research is to determine how teachers and preschool teachers see
the effects of development planning process as well as the extent to which the horizontal learning is
accomplished via participating in development planning team, in their opinion. The study included
60 school and preschool teachers employed in schools and preschools in different cities in Serbia. For
research purposes, a questionnaire which included open-end questions was developed. Qualitative
analysis of the collected material was applied. The research results show that teachers and preschool
teachers recognize the most valuable benefits of development planning process to be: initiating the
change in institutional educational practice, improvement of organizational ambience, and better
cooperation of educational institutions with parents and local community. They recognize that
horizontal learning, as well as the exchange of professional knowledge, skills and attitudes of process
participants is accomplished by participating in development planning team. This is attained through
mutual understanding of problems and searching for potential solutions, sharing the common values,
visions and development goals. There is a need for improving their competencies for cooperation and
team work, strategical and project planning. Development planning process can provide continuous
organisational process of learning, contribute to building institutional culture which nurtures dialog,
positive attitude to changes and development of operating practice through sharing resources and
responsibilities between process participants.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Obrazovanje u funkciji modernizacije društva",
title = "Proces razvojnog planiranja i horizontalno učenje nastavnika i vaspitača, Development planning process and horizontal learning of teachers and preschool teachers",
pages = "115-114",
url = "https://hdl.handle.net/21.15107/rcub_ipir_581"
}

Korać, I.. (2019). Proces razvojnog planiranja i horizontalno učenje nastavnika i vaspitača. in Obrazovanje u funkciji modernizacije društva
Beograd : Institut za pedagoška istraživanja., 114-115.
https://hdl.handle.net/21.15107/rcub_ipir_581

Korać I. Proces razvojnog planiranja i horizontalno učenje nastavnika i vaspitača. in Obrazovanje u funkciji modernizacije društva. 2019;:114-115.
https://hdl.handle.net/21.15107/rcub_ipir_581 .

Korać, Isidora, "Proces razvojnog planiranja i horizontalno učenje nastavnika i vaspitača" in Obrazovanje u funkciji modernizacije društva (2019):114-115,
https://hdl.handle.net/21.15107/rcub_ipir_581 .

TY  - CHAP
AU  - Korać, Isidora
AU  - Kosanović, Marijana
AU  - Klemenović, Klemenović
PY  - 2018
UR  - http://ipir.ipisr.org.rs/handle/123456789/598
AB  - 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 the
contribution of their initial education in gaining the competences required for
work with children who needed additional support. It was concluded that there is
a need for certain conceptual and organisational changes in the initial education
of teachers which would facilitate the development of their competences for work
in inclusive environments. In addition to introducing additional contents from the
field of inclusive education in existing study programs, increasing the contribution of
professional practice in undergraduate curriculum, there is also a need to reduce the
gap between theoretical and practical knowledge.
PB  - Beograd : Institut za pedagoška istraživanja
T2  - Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih
T1  - Inicijalno obrazovanje vaspitača I njihove profesionalne kompetencije za rad u inkluzivnom okruženju
T1  - Initial Education of Teachers and their Professional Competences for Work in Inclusive Environments
EP  - 74
SP  - 61
UR  - https://hdl.handle.net/21.15107/rcub_ipir_598
ER  - 

@inbook{
author = "Korać, Isidora and Kosanović, Marijana and Klemenović, Klemenović",
year = "2018",
abstract = "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 the
contribution of their initial education in gaining the competences required for
work with children who needed additional support. It was concluded that there is
a need for certain conceptual and organisational changes in the initial education
of teachers which would facilitate the development of their competences for work
in inclusive environments. In addition to introducing additional contents from the
field of inclusive education in existing study programs, increasing the contribution of
professional practice in undergraduate curriculum, there is also a need to reduce the
gap between theoretical and practical knowledge.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih",
booktitle = "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",
pages = "74-61",
url = "https://hdl.handle.net/21.15107/rcub_ipir_598"
}

Korać, I., Kosanović, M.,& Klemenović, K.. (2018). Inicijalno obrazovanje vaspitača I njihove profesionalne kompetencije za rad u inkluzivnom okruženju. in Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih
Beograd : Institut za pedagoška istraživanja., 61-74.
https://hdl.handle.net/21.15107/rcub_ipir_598

Korać I, Kosanović M, Klemenović K. Inicijalno obrazovanje vaspitača I njihove profesionalne kompetencije za rad u inkluzivnom okruženju. in Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih. 2018;:61-74.
https://hdl.handle.net/21.15107/rcub_ipir_598 .

Korać, Isidora, Kosanović, Marijana, Klemenović, Klemenović, "Inicijalno obrazovanje vaspitača I njihove profesionalne kompetencije za rad u inkluzivnom okruženju" in Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih (2018):61-74,
https://hdl.handle.net/21.15107/rcub_ipir_598 .

TY  - JOUR
AU  - Korać, Isidora
AU  - Gutvajn, Nikoleta
AU  - Mirkov, Snežana
PY  - 2017
UR  - http://ipir.ipisr.org.rs/handle/123456789/286
AB  - In this article we have been focused on studying the ways in which elementary school students experience art education and work of art teachers. We were interested in how students evaluate the difficulty and attraction of Art as a school subject, how much they are satisfied with the work of their art teachers and how much the work of their teachers has contributed to this subject becoming easier and more interesting to them. The sample covered 215 eighth grade students from different urban and rural elementary schools. For research purposes, a questionnaire was designed containing open­ended and close­ended questions. The research results indicate that the largest number of students evaluated art education as medium interesting and very easy, also showing that students think that the attraction and the level of difficulty of the subject itself depend a lot on the teacher. The attraction and the difficulty of the subject mostly depend on: the method of work on the curriculum, the method of work of the teacher and the diversity of tasks given to students. The results therefore suggest that the professional competences of an art teacher are the key factor in successful teaching.
AB  - U radu smo bili usmereni na proučavanje načina na koje učenici osnovnih škola doživljavaju nastavu likovne kulture i rad nastavnika. Zanimalo nas je kako učenici procenjuju težinu i zanimljivost predmeta Likovna kultura, koliko su zadovoljni radom nastavnika i koliko je rad nastavnika doprineo da im predmet bude lakši i zanimljiviji za učenje. Za potrebe istraživanja konstruisan je upitnik koji je sadržao pitanja zatvorenog i otvorenog tipa. Nalazi istraživanja pokazuju da najveći broj učenika procenjuje nastavni predmet Likovna kultura kao osrednje zanimljiv i veoma lak, ali i da učenici smatraju da nastavnik u značajnoj meri doprinosi zanimljivosti i nivou težine samog predmeta. Na zanimljivost i nivo težine predmeta u najvećoj meri utiču: način obrade gradiva, način rada nastavnika i raznovrsnost zadataka koji se postavljaju učenicima. Dobijeni rezultati sugerišu da su profesionalne kompetencije nastavnika ključni faktor uspešne realizacije nastave.
PB  - Zavod za proučavanje kulturnog razvitka, Beograd
T2  - Kultura
T1  - Art education and teacher role from student perspective
T1  - Nastava likovne kulture i uloga nastavnika iz perspektive učenika
EP  - 191
IS  - 156
SP  - 176
DO  - 10.5937/kultura1756176K
ER  - 

@article{
author = "Korać, Isidora and Gutvajn, Nikoleta and Mirkov, Snežana",
year = "2017",
abstract = "In this article we have been focused on studying the ways in which elementary school students experience art education and work of art teachers. We were interested in how students evaluate the difficulty and attraction of Art as a school subject, how much they are satisfied with the work of their art teachers and how much the work of their teachers has contributed to this subject becoming easier and more interesting to them. The sample covered 215 eighth grade students from different urban and rural elementary schools. For research purposes, a questionnaire was designed containing open­ended and close­ended questions. The research results indicate that the largest number of students evaluated art education as medium interesting and very easy, also showing that students think that the attraction and the level of difficulty of the subject itself depend a lot on the teacher. The attraction and the difficulty of the subject mostly depend on: the method of work on the curriculum, the method of work of the teacher and the diversity of tasks given to students. The results therefore suggest that the professional competences of an art teacher are the key factor in successful teaching., U radu smo bili usmereni na proučavanje načina na koje učenici osnovnih škola doživljavaju nastavu likovne kulture i rad nastavnika. Zanimalo nas je kako učenici procenjuju težinu i zanimljivost predmeta Likovna kultura, koliko su zadovoljni radom nastavnika i koliko je rad nastavnika doprineo da im predmet bude lakši i zanimljiviji za učenje. Za potrebe istraživanja konstruisan je upitnik koji je sadržao pitanja zatvorenog i otvorenog tipa. Nalazi istraživanja pokazuju da najveći broj učenika procenjuje nastavni predmet Likovna kultura kao osrednje zanimljiv i veoma lak, ali i da učenici smatraju da nastavnik u značajnoj meri doprinosi zanimljivosti i nivou težine samog predmeta. Na zanimljivost i nivo težine predmeta u najvećoj meri utiču: način obrade gradiva, način rada nastavnika i raznovrsnost zadataka koji se postavljaju učenicima. Dobijeni rezultati sugerišu da su profesionalne kompetencije nastavnika ključni faktor uspešne realizacije nastave.",
publisher = "Zavod za proučavanje kulturnog razvitka, Beograd",
journal = "Kultura",
title = "Art education and teacher role from student perspective, Nastava likovne kulture i uloga nastavnika iz perspektive učenika",
pages = "191-176",
number = "156",
doi = "10.5937/kultura1756176K"
}

Korać, I., Gutvajn, N.,& Mirkov, S.. (2017). Art education and teacher role from student perspective. in Kultura
Zavod za proučavanje kulturnog razvitka, Beograd.(156), 176-191.
https://doi.org/10.5937/kultura1756176K

Korać I, Gutvajn N, Mirkov S. Art education and teacher role from student perspective. in Kultura. 2017;(156):176-191.
doi:10.5937/kultura1756176K .

Korać, Isidora, Gutvajn, Nikoleta, Mirkov, Snežana, "Art education and teacher role from student perspective" in Kultura, no. 156 (2017):176-191,
https://doi.org/10.5937/kultura1756176K . .

TY  - CHAP
AU  - Korać, Isidora
PY  - 2016
UR  - http://ipir.ipisr.org.rs/handle/123456789/640
AB  - In the paper Preschool teachers’ perception of professional training contribution to the
development of competences in the field of inclusive education, Isidora Korać presented a segment
of research whose goal was to examine teachers’ opinions about the contribution of professional
development in developing competencies in the field of inclusive education. The research was
based on a questionnaire answered by a sample of 150 preschool teachers employed at preschool
institutions in several towns in Serbia. The findings of the research show that the current concept
of professional development accentuates the adoption of ready-made decontextualized knowledge,
development of preschool teachers’ competencies as individuals, without connecting individual
and organizational changes that inclusion initiates. The author concludes that if we want for the
system of professional development to contribute to obtaining preschool teachers’ professional
competencies for application of the current model of inclusive education, it is necessary to enable
their greater participation and reflective practice via programmes for professional development.
Inclusion is a change and a challenge for organizations in which various protagonists participate,
who are supposed to interconnect from their various positions, roles and responsibilities, aiming
for horizontal learning and organized action. Future programmes for professional development in the field of inclusive education should be directed at the following areas: (a) working with gifted
children (b) adapting work organization in preschool institutions in order to meet the needs of
children who need additional support, (c) assessment and revision of individual education plans
and (d) teamwork and cooperation in preschool institutions.
PB  - Belgrade : Institute for Educational Research
PB  - Belgrade : Faculty of Teacher Education
PB  - Volgograd : Volgograd State Socio-Pedagogical University
T2  - Challenges and perspectives of inclusive education
T1  - Preschool teachers’ perception of professional training contribution to the development of competences in the field of inclusive education
EP  - 102
SP  - 89
UR  - https://hdl.handle.net/21.15107/rcub_ipir_640
ER  - 

@inbook{
author = "Korać, Isidora",
year = "2016",
abstract = "In the paper Preschool teachers’ perception of professional training contribution to the
development of competences in the field of inclusive education, Isidora Korać presented a segment
of research whose goal was to examine teachers’ opinions about the contribution of professional
development in developing competencies in the field of inclusive education. The research was
based on a questionnaire answered by a sample of 150 preschool teachers employed at preschool
institutions in several towns in Serbia. The findings of the research show that the current concept
of professional development accentuates the adoption of ready-made decontextualized knowledge,
development of preschool teachers’ competencies as individuals, without connecting individual
and organizational changes that inclusion initiates. The author concludes that if we want for the
system of professional development to contribute to obtaining preschool teachers’ professional
competencies for application of the current model of inclusive education, it is necessary to enable
their greater participation and reflective practice via programmes for professional development.
Inclusion is a change and a challenge for organizations in which various protagonists participate,
who are supposed to interconnect from their various positions, roles and responsibilities, aiming
for horizontal learning and organized action. Future programmes for professional development in the field of inclusive education should be directed at the following areas: (a) working with gifted
children (b) adapting work organization in preschool institutions in order to meet the needs of
children who need additional support, (c) assessment and revision of individual education plans
and (d) teamwork and cooperation in preschool institutions.",
publisher = "Belgrade : Institute for Educational Research, Belgrade : Faculty of Teacher Education, Volgograd : Volgograd State Socio-Pedagogical University",
journal = "Challenges and perspectives of inclusive education",
booktitle = "Preschool teachers’ perception of professional training contribution to the development of competences in the field of inclusive education",
pages = "102-89",
url = "https://hdl.handle.net/21.15107/rcub_ipir_640"
}

Korać, I.. (2016). Preschool teachers’ perception of professional training contribution to the development of competences in the field of inclusive education. in Challenges and perspectives of inclusive education
Belgrade : Institute for Educational Research., 89-102.
https://hdl.handle.net/21.15107/rcub_ipir_640

Korać I. Preschool teachers’ perception of professional training contribution to the development of competences in the field of inclusive education. in Challenges and perspectives of inclusive education. 2016;:89-102.
https://hdl.handle.net/21.15107/rcub_ipir_640 .

Korać, Isidora, "Preschool teachers’ perception of professional training contribution to the development of competences in the field of inclusive education" in Challenges and perspectives of inclusive education (2016):89-102,
https://hdl.handle.net/21.15107/rcub_ipir_640 .