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Kvalitet komunikacije između nastavnika i učenika i primena podsticajnih mera

dc.creatorLalić-Vučetić, Nataša
dc.date.accessioned2021-03-17T13:28:26Z
dc.date.available2021-03-17T13:28:26Z
dc.date.issued2008
dc.identifier.issn0579-6431
dc.identifier.urihttp://ipir.ipisr.org.rs/handle/123456789/131
dc.description.abstractIf we accept the view that teaching is one form of social interaction and highly a communication process, then it is possible to argue that different forms and kinds of social influence are established between a teacher and a pupil, and not only the influence of teacher on the pupil, but vice versa as well, the influence of pupil on the teacher. This paper emphasises the importance of social context in motivating the pupil by certain stimulative measures, which is substantiated by the results of the study performed in primary schools in Belgrade. The technique of systematic observation was applied and it comprised monitoring the classes of regular teaching and the frequency of stimulative measures in regular classes. The aim of research was to determine the significance of difference between the quality of communication between teachers and pupils and the frequency of stimulative measures. The quality of communication encompassed the course of verbal communication, expressing of initiative in class on the part of pupils, two kinds of pupils' responses and the possibility of combining those kinds and, finally, the dominant form of class work. The concluding part of the paper lists the basic steps that contribute to the quality of the communication between pupils and teachers.en
dc.description.abstractAko prihvatimo shvatanje da je nastava oblik socijalne interakcije i izrazito komunikacijski proces, onda je moguće tvrditi da se između nastavnika i učenika uspostavljaju različiti oblici i varijante socijalnog uticaja i to ne samo uticaja nastavnika na učenika, već i obrnuto, uticaja učenika na nastavnika. U radu se naglašava značaj socijalnog konteksta u motivisanju učenika određenim merama podsticanja, što je potkrepljeno rezultatima istraživanja izvršenom u osnovnim školama u Beogradu. Primenjena je tehnika sistematskog posmatranja koje je obuhvatilo praćenje časova redovne nastave i učestalost mera podsticanja na nastavnim časovima. Cilj istraživanja odnosi se na utvrđivanje značajnosti razlike između kvaliteta komunikacije nastavnika i učenika i učestalosti podsticajnih mera. Kvalitet komunikacije obuhvatio je tok verbalne komunikacije, ispoljavanje inicijative učenika na času, dve vrste odgovora učenika i mogućnost kombinacije tih vrsta i na kraju dominantan oblik rada na času. Na kraju rada su navedeni osnovni koraci koji doprinose kvalitetu komunikacije učenika i nastavnika i koji utiču na efikasnost primene podsticajnih mera.sr
dc.publisherInstitut za pedagoška istraživanja, Beograd
dc.relationinfo:eu-repo/grantAgreement/MESTD/MPN2006-2010/149001/RS//
dc.rightsopenAccess
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.sourceZbornik Instituta za pedagoška istraživanja
dc.subjectcommunicationen
dc.subjectteacheren
dc.subjectpupilen
dc.subjectstimulative measuresen
dc.subjectprimary schoolen
dc.subjectkomunikacijasr
dc.subjectnastavniksr
dc.subjectučeniksr
dc.subjectmere podsticanjasr
dc.subjectosnovna školasr
dc.titleThe quality of communication between teacher and pupil and the application of stimulative measuresen
dc.titleKvalitet komunikacije između nastavnika i učenika i primena podsticajnih merasr
dc.typearticle
dc.rights.licenseBY-NC-ND
dc.citation.epage136
dc.citation.issue1
dc.citation.other40(1): 122-136
dc.citation.rankM24
dc.citation.spage122
dc.citation.volume40
dc.identifier.fulltexthttp://ipir.ipisr.org.rs/bitstream/id/25/128.pdf
dc.identifier.rcubhttps://hdl.handle.net/21.15107/rcub_ipir_131
dc.type.versionpublishedVersion


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