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Концепције и праксе сарадње школе и породице у свету и у Србији

Conceptions and practices of school-family cooperation worldwide and in Serbia

Thumbnail
2015
Koncepcije_i_prakse_saradnje_skole_i_porodice_u_svetu_i_srbiji_2015.pdf (3.556Mb)
Authors
Половина, Нада
Contributors
Лазаревић, Емилија
Стевановић, Јелена
Станковић, Дејан
Book part (Published version)
Metadata
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Abstract
Numerous initiatives and incentives of the educational policies holders, theoreticians and researchers to affirm the idea on cooperation between family/parents and school/teachers in practice have not been granted a greater stronghold – neither when it comes to parents nor when it come to teachers. This article deals with the issue of failure to realize the cooperation with the aim of pointing out the guidelines of the changes necessary in further shaping of working practice in Serbia. First, we focused on the comparison of the paradigms about the cooperation between school and family developed within international frameworks (traditional, modern, post-modern) and in Serbia (traditional, quasi-modern) since 1960 until present. Then we dealt with the most prominent differences we recognized in the current conceptual shaping of the field of cooperation within the global and local academic and professional framework. Finally, the paper deals with the issue of changing the atti...tude towards the teachers’ professional development within the domain of their preparation for productive cooperation with parents. As a base of a new approach we have postulated: teacher’s personal work on his/her own beliefs and stereotypes regarding his/her role and the role of a parent, and the development of the modality of cooperation within each individual school – the modality which would reflect the opinion and assessment of the parents whose children attend the specific school themselves.

Keywords:
school-family cooperation / traditional model of cooperation / modern model of cooperation / post-modern model of cooperation
Source:
Нове улоге за ново доба : Прилози за редефинисање образовне праксе, 2015, 147-158
Publisher:
  • 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

Cobiss ID: 216632844

ISBN: 978-86-7447-125-8

[ Google Scholar ]
Handle
https://hdl.handle.net/21.15107/rcub_ipir_774
URI
http://ipir.ipisr.org.rs/handle/123456789/774
Collections
  • Radovi istraživača / Researchers’ publications
  • Biblioteka "Pedagoška teorija i praksa"
Institution/Community
IPI
TY  - CHAP
AU  - Половина, Нада
PY  - 2015
UR  - http://ipir.ipisr.org.rs/handle/123456789/774
AB  - Numerous initiatives and incentives of the educational policies holders, theoreticians
and researchers to affirm the idea on cooperation between family/parents
and school/teachers in practice have not been granted a greater stronghold –
neither when it comes to parents nor when it come to teachers. This article deals
with the issue of failure to realize the cooperation with the aim of pointing out
the guidelines of the changes necessary in further shaping of working practice
in Serbia. First, we focused on the comparison of the paradigms about the cooperation
between school and family developed within international frameworks
(traditional, modern, post-modern) and in Serbia (traditional, quasi-modern)
since 1960 until present. Then we dealt with the most prominent differences we
recognized in the current conceptual shaping of the field of cooperation within
the global and local academic and professional framework. Finally, the paper
deals with the issue of changing the attitude towards the teachers’ professional
development within the domain of their preparation for productive cooperation
with parents. As a base of a new approach we have postulated: teacher’s personal
work on his/her own beliefs and stereotypes regarding his/her role and
the role of a parent, and the development of the modality of cooperation within each individual school – the modality which would reflect the opinion and assessment
of the parents whose children attend the specific school themselves.
PB  - Београд : Институт за педагошка истраживања
T2  - Нове улоге за ново доба : Прилози за редефинисање образовне праксе
T1  - Концепције и праксе сарадње школе и породице у свету и у Србији
T1  - Conceptions and practices of school-family cooperation worldwide and in Serbia
EP  - 158
SP  - 147
ER  - 
@inbook{
author = "Половина, Нада",
year = "2015",
abstract = "Numerous initiatives and incentives of the educational policies holders, theoreticians
and researchers to affirm the idea on cooperation between family/parents
and school/teachers in practice have not been granted a greater stronghold –
neither when it comes to parents nor when it come to teachers. This article deals
with the issue of failure to realize the cooperation with the aim of pointing out
the guidelines of the changes necessary in further shaping of working practice
in Serbia. First, we focused on the comparison of the paradigms about the cooperation
between school and family developed within international frameworks
(traditional, modern, post-modern) and in Serbia (traditional, quasi-modern)
since 1960 until present. Then we dealt with the most prominent differences we
recognized in the current conceptual shaping of the field of cooperation within
the global and local academic and professional framework. Finally, the paper
deals with the issue of changing the attitude towards the teachers’ professional
development within the domain of their preparation for productive cooperation
with parents. As a base of a new approach we have postulated: teacher’s personal
work on his/her own beliefs and stereotypes regarding his/her role and
the role of a parent, and the development of the modality of cooperation within each individual school – the modality which would reflect the opinion and assessment
of the parents whose children attend the specific school themselves.",
publisher = "Београд : Институт за педагошка истраживања",
journal = "Нове улоге за ново доба : Прилози за редефинисање образовне праксе",
booktitle = "Концепције и праксе сарадње школе и породице у свету и у Србији, Conceptions and practices of school-family cooperation worldwide and in Serbia",
pages = "158-147"
}
Половина, Н.. (2015). Концепције и праксе сарадње школе и породице у свету и у Србији. in Нове улоге за ново доба : Прилози за редефинисање образовне праксе
Београд : Институт за педагошка истраживања., 147-158.
Половина Н. Концепције и праксе сарадње школе и породице у свету и у Србији. in Нове улоге за ново доба : Прилози за редефинисање образовне праксе. 2015;:147-158..
Половина, Нада, "Концепције и праксе сарадње школе и породице у свету и у Србији" in Нове улоге за ново доба : Прилози за редефинисање образовне праксе (2015):147-158.

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