Innovating school practice: Ways of improvement

Đerić, Ivana; Malinic, Dusica; Sefer, Jasmina

doi:10.5937/inovacije1704001d

Cited by 8 publications

(5 citation statements)

References 35 publications

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“…Такође, пројектом је замишљено да активно учествују истраживачи из научноистраживачке установе који су били у двострукој улози -као едукатори на инструктивним обукама и/или као фацилитатори промена у стручним већима наставника разредне и предметне наставе. Професионална размена искустава и активности заједничког учења у групама су ефикасни облици стручног усавршавања наставника, што је потврђено у другим студијама (Džinović, 2016;Đerić, Malinić i Šefer, 2017;Rogers, Abell, Lannin, Wang, Musikul, Baker & Dingman, 2007;Tan, 2014).…”

Section: методunclassified

“…Истраживање је обухватило 16 истраживача запослених у научноистраживачкој установи, који су по основном образовању педагози, психолози и методичари. Већина истраживача имала је дугогодишње искуство у вођењу акредитованих програма стручног усавршавања наставника у нашој средини, као и у погледу фацилитирања промена у професионалном усавршавању практичара (Đerić, Malinić i Šefer, 2017).…”

Section: методunclassified

“…Истраживачи као едукатори и фацилитатори имали су већу улогу у подстицању мотивације наставника да изучавају и примењују испитиване методе и облике рада него што је ту улогу имала група наставника, односно стручно веће. Квалитативни подаци у овој студији показују да мотивација наставника у стручним већима током иновирања наставне праксе зависи од тема које се изучавају, индивидуалних карактеристика наставника, компетенција истраживача у процесу фацилитације, организационих питања током извођења огледа и контекста у оквиру којег су се наставници стручно усавршавали, што је у складу са неким налазима из истог пројекта (Đerić, Malinić i Šefer, 2017).…”

Section: закључак и препорукеunclassified

“…То значи да би налази могли бити и другачији да су добијени у контексту друге школе и/или у комуникацији са другом група наставника/истраживача. Ипак, резултати добијени овим путем могу да послуже као основа за планирање и спровођење нових истраживања у другим школама или за припрему истраживања на већим узорцима (Đerić, Malinić i Šefer, 2017).…”

Section: закључак и препорукеunclassified

“…Најпре, потребно је да наставници међусобно деле знање и вештине које су стекли на обукама, што захтева подршку едукатора и фацилитатора током и након истраживачког пројекта, што је потврђено и у другим студијама (Avalos, 2011;Cave & Muloy, 2010;Molle, 2013;Rogers et al, 2007). Заједнички рад и учење наставника и истраживача помаже практичарима да освешћују сопствену праксу и требало би га започети и пре увођења иновација, а затим наставити током реализације жељених промена и након завршеног иновативног пројекта ради одрживости промена (Đerić, Malinić i Šefer, 2017). Неопходно је посебно радити на мотивацији наставника пре ангажовања у активностима које су усмерене на иновирање наставе и живота у школи.…”

Section: закључак и препорукеunclassified

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Однос Наставника Према Иновирању Наставне Праксе: Процене Истраживача

Malinic¹,

Đerić²,

Sefer³

2018

TEME

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The evaluations by researchers monitoring attitudes towards innovations among teacher groups were analyzed during the process of implementing innovations in one elementary school. The teachersʼ attitudes towards innovative practice were evaluated from the following perspectives: (1) motivation of teacher groups to grasp and implement knowledge and skills acquired during the intervention, (2) improvement of teacher groups in the area of knowledge and skills, (3) the role of researchers in enhancing motivation of teacher groups to change their practice, (4) the role of the teacher groups in motivating individuals to change practices (while working on professional issues). Sixteen researchers/evaluators followed up six teacher groups during the intervention. The researchers had a double role. They were educators on the teacher training course and facilitators in the teacher working groups. A method of structured guided interviews was applied in the case follow up study. Quantitative and qualitative data were analyzed. The results show that the teacher groups manifested а moderate motivation in each of the following areas: implementing student group work, open ended tasks, creative play, student research activities and critical dialogue in class. After training, teacher skills in implementing the previously mentioned types of activities in class were significantly improved in all areas, but the greatest improvement was in the most unfamiliar area of open-ended tasks. The influence of the researches on the teacher groupsʼ motivation appears to be stronger than the influence of teacher groups on individuals. Suggestions were listed relating to the innovative process in class, from the perspectives of researchers/evaluators.

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Section: методunclassified

Section: закључак и препорукеunclassified

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Однос Наставника Према Иновирању Наставне Праксе: Процене Истраживача

Malinic¹,

Đerić²,

Sefer³

2018

TEME

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A phenomenological analysis of teacher experiences during professional learning on the implementation of the question formulation technique

Seva¹,

Djeric²

2023

ZIPI

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In this study, through an in-depth analysis of teachers? reflections, we examined how personal and professional beliefs influenced school-based professional learning during teachers? experimentation with the Question Formulation Technique - QFT1. Semi-structured interviews were conducted with two primary school teachers taught Mathematics and Geography. Two meta-themes emerged from the interpretative phenomenological analysis: Traditional Teachers That Focus on the Atmosphere and Quality of Motivation and Engagement During Question Formulation Technique Implementation. Teachers? condensed experiences were shaped by their personal and professional beliefs and values. This determined the quality and type of motivation and behaviour during school-based professional learning. Teachers emphasized that students were more behaviourally, cognitively, and socio-emotionally engaged. The functions of the QFT in Mathematics and Geography classes were considerably fulfilled, mostly in creating a classroom atmosphere where asking questions was valued.

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Achievement Motive as a Predictor of Readiness for the Professional Development of Teachers

Beara

Muratović

2022

DHS

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An achievement motive is a significant predictor of achievement in many areas of work. Our research aimed to determine whether it is possible, based on the achievement motive and its factors, to predict the readiness of teachers for professional development and certain sub-factors of this dimension. Also, through research, we tried to determine the predictive value of socio-demographic variables: gender, years of service, type of school where teachers work and previous education, motivation, achievement, and readiness of teachers for professional development. The research was conducted on a sample of 452 primary and secondary school teachers, and the following research instruments were used: Scale MOP 2002 (Franceško, Mihić, and Bala 2002) and Scale SPR–N (Beara and Okanović 2010). The results have shown a relationship between the general achievement motive and teachers' readiness for professional development. Multivariate analysis of variance determined that the components of achievement motivation, such as setting and achieving goals, competition with others, persistence, and orientation toward planning are statistically significant predictors of certain aspects of teachers' readiness for professional development. The research determined that the socio-demographic variable years of service statistically significantly predict the motivation of teachers' achievements, while gender is a significant predictor of teachers' readiness for professional development. Taking into account the fact, that the professional development of teachers is one of the key elements of the quality of education, the obtained results offer information about the foundations of professional development and indicate the direction of the practical activities of experts in this area.

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Innovating school practice: Ways of improvement

Cited by 8 publications

References 35 publications

Однос Наставника Према Иновирању Наставне Праксе: Процене Истраживача

Однос Наставника Према Иновирању Наставне Праксе: Процене Истраживача

A phenomenological analysis of teacher experiences during professional learning on the implementation of the question formulation technique

Achievement Motive as a Predictor of Readiness for the Professional Development of Teachers

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