Elementary-school teachers' motivation for changes in the teaching process

Sefer, Jasmina

doi:10.5937/nasvas1502285s

Cited by 3 publications

(5 citation statements)

References 7 publications

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“…Међутим, оно што ово истраживање није обухватило јесу знања, односно да ли овакав рад утиче на повећање базичних знања која су неопходна за креативно стварање. Одговор на та питања добијен je каснијим истраживањима (Шефер, 2012;Maksić, 2006;Mihajlović и остали, 2014;J. Šefer, 2015).…”

Section: уводunclassified

The influence of project teaching on creativity and achievements of students in studying social contents within the subject Nature and Society

Janković¹

2020

Sinteze

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Creativity represents the point in which all contradictions of contemporary social development are summed up, refracted and reflected. Therefore, the question arises: "Is school a place that does (not) encourage creativity?" Creativity, as a psychological, social and pedagogical phenomenon, has a markedly positive impact on the overall development of a child or, in case of school, a student. The project teaching method calls for the school to be open and to be more closely connected with its environment, in order to enhance the students' independence and creativity, self-initiative, responsibility, cooperativeness, ability to apply information and communication technologies as well as digital teaching tools as sources of knowledge. This article presents the project method as an element of stimulating students' creativity in teaching the subject Nature and Society, planned for the third grade of elementary school. By reviewing the relevant literature as well as by experimental research on a convenience sample of students, we have identified acceptable options and some effects of applying this method. At the same time, we have also raised a number of issues that should be addressed later in order to further stimulate the development of creativity through teaching.

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Section: уводunclassified

The influence of project teaching on creativity and achievements of students in studying social contents within the subject Nature and Society

Janković¹

2020

Sinteze

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“…Other studies also describe variable motivational and emotional experiences of participants to project-based learning over time (Wang et al, 2011). Studies showed that motivation of the teachers was fluctuating during realisation of certain innovative methods (Lalić Vučetić, Stevanović & Gundogan 2018;Šefer, 2015а) and that the feeling of success was one of key conditions for motivation of the teachers (Džinović & Đerić, 2012;Šefer, 2015а, Vujačić & Đević, 2020.…”

Section: Discussionmentioning

confidence: 99%

“…The teachers point out that even the training course for realisation of project-based learning, which they attended, did not manage to solve these issues. Other researchers also noticed the issue that curriculums were not created in a way that supported realisation of project-based learning (Aldabbus, 2018) and that problems in implementation were caused by other factors related to school, such as non-flexible time table or insufficient school resources for realisation of the project-based learning (according to : Aldabbus, 2018;Šefer, 2015а). However, the teachers managed to overcome most organisational and technical problems.…”

Section: Discussionmentioning

confidence: 99%

“…Оне истичу да ни процес обуке за примену пројектне наставе, кроз који су прошле, није успео да разреши ове недоумице. Поједини истраживачи су опазили да проблем може да представља то што курикулуми нису дизајнирани тако да подрже примену пројектног рада (Aldabbus, 2018), као и да тешкоће у имплементацији треба потражити у другим факторима везаним за школу, попут нефлексибилног распореда часова или недовољних ресурса за остваривање пројектног рада којима школа располаже (prema: Aldabbus, 2018;Šefer, 2015а). Ипак, већину организационих и техничких проблема наставнице су успеле да превазиђу.…”

Section: дискусијаunclassified

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The experience of teachers in realisation of project-based learning based on interdisciplinary approach

Malinic

Stanišić

Djeric

2021

ZIPI

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Preparation and realisation of project-based learning with interdisciplinary approach in educational practice is a complex and challenging process which de?mands flexibility, openness, and persistence. The motivation of teachers to try, by means of reflection and experimentation, to innovate their educational practice pre?sents the base for this qualitative study. The goal of our research was to understand the experience of the teachers in preparation and realisation of project-based learning based on interdisciplinary approach, with the support of facilitators. The research was carried out by using the process of facilitation during school year 2018/2019 in a primary school in the centre of Belgrade. The participants were three teachers (of Serbian language and literature, Russian language, and music culture), as well as associates of the Institute for Educational Research with roles of facilitators and researchers. We used the group interview technique and semi-structured guide for the facilitation of group meetings. The interviews were audio-recorded, and their data were transcribed. We identified three themes in the narratives of the teachers: (1) beliefs of the teachers about project-based learning; (2) motivation and emotions of the teachers and students engaged in project-based learning; (3) challenges during preparation and implementation of project-based learning. It was concluded that the beliefs of the teachers about project-based learning had been changing over time with the support of facilitators, that their experience had been marked by motivational and emotional oscillations and that there had been numerous and various challenges during preparation and realisation of the learning. Project-based learning demands professional, motivational, emotional, and organisational support of various partici?pants in autonomy-supportive climate at school.

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“…Some authors (Livneh & Livneh, 1999, as cited in Smith, Hofer, Gillespie, Solomon, & Rowe, 2003Šefer, 2015) consider that three factors predict participation of teachers in CPDT: high internal motivation to learn (built on educational needs, self-realization), high external motivation to learn (certification, career mobility), and lower levels of formal education. As main motives for participation of teachers in CPDT programs Smith and others (Smith et al, 2003) specified career mobility and gaining new skills/knowledge, while as most important incentives they indicated salary enhancement and certificate maintenance.…”

Section: Conceptual Framework: Continuing Professional Development Ofmentioning

confidence: 99%

Continuing professional development of teachers: Interplay of the school management, school climate, motivation and incentives

Ovesni¹,

Hebib²,

Radović³

2019

Nastava i vaspitanje

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This study is aimed to explore interconnections of incentives and motivation that instigate and affect teachers to participate in programs for continuing professional development of teachers (CPDT) with organizational characteristics (effective school management and supportive school climate) that support teachers' participation in the CPDT programs, and their satisfaction with these programs. The sample of teachers from 92 primary schools in Serbia (N=1162) were included. The data were collected by three instruments that consisted of 93 items in total, that had to measure perception of: supportiveness of the school management, the school climate, and the different incentives and motives. The collected data were subjected to a few common (frequencies, std. deviation, means, etc.) and more complex statistical proceedings (exploratory factor analysis, confirmatory factor analysis, and structural equation model analysis). The results indicate complex interplay of motivation and incentives with perceived school management and perceived school climate, with emphasis on requirement for detailed planning, development and distribution of CPDT programs that are useful for everyday activities of teachers, for their self-realization and for improvement of their performance, while in this process special attention should be given to development of effective school management and school climate conductive for teacher's continuing professional development. incentives, motivation, programs for continuing professional development of teachers, school climate, school management.

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Elementary-school teachers' motivation for changes in the teaching process

Abstract: Јасмина Шефер

Cited by 3 publications

References 7 publications

The influence of project teaching on creativity and achievements of students in studying social contents within the subject Nature and Society

The influence of project teaching on creativity and achievements of students in studying social contents within the subject Nature and Society

The experience of teachers in realisation of project-based learning based on interdisciplinary approach

Continuing professional development of teachers: Interplay of the school management, school climate, motivation and incentives

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