Показатељи стручног усавршавања наставника српског језика и књижевности
Indicators of the professional development of serbian language and literature teachers
Authors
Стевановић, Јелена
Марушић, Милица

Contributors
Лазаревић, Емилија
Стевановић, Јелена

Станковић, Дејан
Book part (Published version)
Metadata
Show full item recordAbstract
The basis of the students’ general school education consists of studying standard
Serbian language as well as literary and artistic norms, due to which it
is very important to draw attention to the professional development of Serbian
language and literature teachers. The aim of this paper was to examine how
often Serbian language and literature teachers employed at primary schools
participate in certain forms of informal professional development and how they
assess these forms of professional development. The research was conducted
in 2013/2014 academic year applying the questionnaire which contained open
and closed type questions. The sample was a convenience sample and included
95 Serbian language and literature teachers of nineteen primary schools in
Serbia. The quantitative and qualitative analysis of the teachers’ responses
was carried out. The results show that the majority of the teachers (93%)
most frequently participate in seminars, whereas the least frequent form ...of
professional development is the writing of professional and scientific papers.
Despite the fact that seminars represent the most common form of professional
development, a significant number of the teachers (40%) believe that seminars
contribute little or not at all to the improvement of their skills and knowledge.
In addition, the teachers believe that their professional development could be
improved primarily through the change of the contents and methods of the
seminars’ realization. The research findings suggest that this way of professional
development of these teachers does not suit fully their real needs and indicate
some specific measures that would contribute to overcoming this problem.
Keywords:
professional development / Serbian language and literature / primary school / teachers’ perceptions / професионални развој / teachers / наставници / основна школа / српски језик и књижевностSource:
Нове улоге за ново доба : Прилози за редефинисање образовне праксе, 2015, 15-36Publisher:
- Београд : Институт за педагошка истраживања
Funding / projects:
- Improving the quality and accessibility of education in modernization processes in Serbia (RS-47008)
Note:
- Назив збирке: Библиотека "Педагошка теорија и пракса” 41
Institution/Community
IPITY - CHAP AU - Стевановић, Јелена AU - Марушић, Милица PY - 2015 UR - http://ipir.ipisr.org.rs/handle/123456789/771 AB - The basis of the students’ general school education consists of studying standard Serbian language as well as literary and artistic norms, due to which it is very important to draw attention to the professional development of Serbian language and literature teachers. The aim of this paper was to examine how often Serbian language and literature teachers employed at primary schools participate in certain forms of informal professional development and how they assess these forms of professional development. The research was conducted in 2013/2014 academic year applying the questionnaire which contained open and closed type questions. The sample was a convenience sample and included 95 Serbian language and literature teachers of nineteen primary schools in Serbia. The quantitative and qualitative analysis of the teachers’ responses was carried out. The results show that the majority of the teachers (93%) most frequently participate in seminars, whereas the least frequent form of professional development is the writing of professional and scientific papers. Despite the fact that seminars represent the most common form of professional development, a significant number of the teachers (40%) believe that seminars contribute little or not at all to the improvement of their skills and knowledge. In addition, the teachers believe that their professional development could be improved primarily through the change of the contents and methods of the seminars’ realization. The research findings suggest that this way of professional development of these teachers does not suit fully their real needs and indicate some specific measures that would contribute to overcoming this problem. PB - Београд : Институт за педагошка истраживања T2 - Нове улоге за ново доба : Прилози за редефинисање образовне праксе T1 - Показатељи стручног усавршавања наставника српског језика и књижевности T1 - Indicators of the professional development of serbian language and literature teachers EP - 36 SP - 15 UR - https://hdl.handle.net/21.15107/rcub_ipir_771 ER -
@inbook{ author = "Стевановић, Јелена and Марушић, Милица", year = "2015", abstract = "The basis of the students’ general school education consists of studying standard Serbian language as well as literary and artistic norms, due to which it is very important to draw attention to the professional development of Serbian language and literature teachers. The aim of this paper was to examine how often Serbian language and literature teachers employed at primary schools participate in certain forms of informal professional development and how they assess these forms of professional development. The research was conducted in 2013/2014 academic year applying the questionnaire which contained open and closed type questions. The sample was a convenience sample and included 95 Serbian language and literature teachers of nineteen primary schools in Serbia. The quantitative and qualitative analysis of the teachers’ responses was carried out. The results show that the majority of the teachers (93%) most frequently participate in seminars, whereas the least frequent form of professional development is the writing of professional and scientific papers. Despite the fact that seminars represent the most common form of professional development, a significant number of the teachers (40%) believe that seminars contribute little or not at all to the improvement of their skills and knowledge. In addition, the teachers believe that their professional development could be improved primarily through the change of the contents and methods of the seminars’ realization. The research findings suggest that this way of professional development of these teachers does not suit fully their real needs and indicate some specific measures that would contribute to overcoming this problem.", publisher = "Београд : Институт за педагошка истраживања", journal = "Нове улоге за ново доба : Прилози за редефинисање образовне праксе", booktitle = "Показатељи стручног усавршавања наставника српског језика и књижевности, Indicators of the professional development of serbian language and literature teachers", pages = "36-15", url = "https://hdl.handle.net/21.15107/rcub_ipir_771" }
Стевановић, Ј.,& Марушић, М.. (2015). Показатељи стручног усавршавања наставника српског језика и књижевности. in Нове улоге за ново доба : Прилози за редефинисање образовне праксе Београд : Институт за педагошка истраживања., 15-36. https://hdl.handle.net/21.15107/rcub_ipir_771
Стевановић Ј, Марушић М. Показатељи стручног усавршавања наставника српског језика и књижевности. in Нове улоге за ново доба : Прилози за редефинисање образовне праксе. 2015;:15-36. https://hdl.handle.net/21.15107/rcub_ipir_771 .
Стевановић, Јелена, Марушић, Милица, "Показатељи стручног усавршавања наставника српског језика и књижевности" in Нове улоге за ново доба : Прилози за редефинисање образовне праксе (2015):15-36, https://hdl.handle.net/21.15107/rcub_ipir_771 .