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Innovative work of the teachers in Serbia: incentives and obstacles in the case of “trefoil” approach

dc.contributorЛазаревић, Емилија
dc.contributorСтевановић, Јелена
dc.contributorСтанковић, Дејан
dc.creatorШефер, Јасмина
dc.description.abstractIn this paper we presented the first results of the experimental training for introducing Trefoil approach into the teaching process. Trefoil teaching approach implies that the teachers implement group cooperative learning, solving openended tasks, play activities, critical dialogue, research and project work in the classes in order to initiate three areas of development- initiative, cooperation and creative behavior of the students. The training lasted for one academic year and consisted of a number of instructive days, which were accompanied by experimental classes and reflexive practices of the teachers at their professional councils, facilitated by the researchers of the Institute for Educational Research. Apart from summative evaluation of the experiment, the teachers’ activities were also monitored for formative purposes via quantitative and qualitative methods for data collection and processing. Among them there was a precisely pre-structured interview on the quality of experimental training, which was conducted with 29 teachers of the primary experimental school, before the end of the experiment. In the case of Trefoil, self-evaluation of the teachers in the interview indicate their progress and motivation which are increasing during the experiment. The teachers planned to use the Trefoil is their future practice more frequently. They also considered Trefoil significant for learning, as well as the role of the experts and professional council in the teachers’ development. The teachers believe that the introduction of innovations in teaching should be simple and gradual (in small steps over a longer period of time), and that additional motivation of the teachers depends on positive reaction and success of the students. The emphasis should be placed on new practices that have not been previously studied and the framework of receptiveness for innovations should be built during an initial education which is, in our case, insufficient. It is also necessary to improve the status and rewarding of the teachers in the school system, teaching materials and aids, flexibility of the curricula and the sustainability of changes in order to facilitate continuity in the innovative work of schools. Crossing the results of the interview and other data obtained from the experiment in the future analyses may provide a more comprehensive image about the new role of a teacher, which should be manifested primarily in the innovative work with
dc.publisherБеоград : Институт за педагошка истраживањаsr
dc.relationinfo:eu-repo/grantAgreement/MESTD/Integrated and Interdisciplinary Research (IIR or III)/47008/RS//sr
dc.sourceНове улоге за ново доба : Прилози за редефинисање образовне праксеsr
dc.subjecttrefoil approach to educationsr
dc.subjectteachers’ professional developmentsr
dc.subjectreflexive practicesr
dc.subjecta new role of a teachersr
dc.titleИновативни рад наставника у Србији: подстицаји и препреке на примеру приступа „тролист“sr
dc.titleInnovative work of the teachers in Serbia: incentives and obstacles in the case of “trefoil” approachsr
dc.description.otherНазив збирке:Библиотека "Педагошка теорија и пракса” 41sr

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