TY  - JOUR
AU  - Vujisić-Živković, Nataša
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/3226
AB  - U ovom radu predstavićemo rezultate istraživanja koje smo realizovali sa studentima pedagogije školske 2013/14. godine. Predmet istraživanja bilo je školovanje u Srbiji uoči Drugog svetskog rata iz ugla neposrednih učesnika, tadašnjih učenika. Koristili smo naime metod usmene istorije, studenti su obavljali strukturirani intervju, a mi smo izvršili njegovu analizu i interpretaciju. Naši sagovornici imali su između 75 godina, najmlađi, i 89 godina, najstariji. U istraživanju je intervjuisano 12 žena i 8 muškaraca, 13 iz seoske i sedam iz gradske sredine. Istraživanje je sprovedeno sa namerom da od neposrednih aktera, tadašnjih učenika, sakupimo svedočanstva o školovanju u našoj zemlji uoči Drugog svetskog rata. Zadaci istraživanja odnosili su se na socijalnu dimenziju školovanja i na sam pedagoški proces u tadašnjim školama. Izvršili smo narativnu analizu dobijenih podataka, nastojali smo da izdvojimo sličnosti i razlike u školovanju, posebno gradske i seoske dece. želeli smo da doprinesemo upotpunjavanju slike školskog života uoči Drugog svetskog rata, da damo reč "onima koji se nisu čuli" u udžbencima iz istorije školstva i tako dodatno osvetlimo taj period iz naše pedagoške prošlosti.
AB  - V dannoj stat'e my predstavili rezul'taty issledovaniâ, provedennogo nami so studentami pedagogičeskih fakul'tetov v 2013/2014 učebnom godu. Predmetom issledovaniâ âvlâletsâ polučenie obrazovaniâ v Serbii nakanune Vtoroj mirovoj vojny s točki zreniâ nepsredstvennyh učastnikov - studentov togo vremeni. V častnosti, my ispol'zovali metod ustnoj istorii, studenty provodili strukturirovannoe interv'û, a my vypolnili Ego analiz i interpretaciû. My proveli besedy s lûd'mi v vozraste ot 75 (samyj mladšij) do 89 (samyj staršij) let. V hode issledovaniâ bylo provedeno sobesedovanie s 12 ženŝinami i 8 mužčinami, 13 iz kotoryh proživaût v sel'skoj i 7 v gorodskoj mestnosti. Cel'û issledovaniâ bylo sobrat' svidetel'stva ob obučenii v našej strane nakanune Vtoroj mirovoj vojny ot neposredstvennyh učastnikov, studentov togo vremeni. Zadači issledovaniâ byli svâzany kak s social'noj sostavlâûŝej polučeniâ obrazovaniâ, tak i s samim pedagogičeskim processom v školah togo vremeni. My proveli povestvovatel'nyj analiz polučennyh dannyh, postaralis' vydelit' shodstva i različiâ v škol'nom obučenii, osobenno gorodskih i sel'skih detej. Dannoj rabotoj my hoteli vnesti svoj vklad v popolnenie kartiny škol'noj žizni nakanune Vtoroj mirovoj vojny, predostavit' slovo "tem, kto ne uslyšan" v učebnikah po istorii škol'nogo obrazovaniâ i, takim obrazom, dopolnitel'no osvetit' ètot period našego pedagogičeskogo prošlogo.
AB  - This paper presents the results of a study carried out with pedagogy students in the academic year 2013-14. The subject of the study was education in Serbia on the eve of World War II from the perspective of its immediate participants, i.e. persons who were students at the time. The method of oral history was used, with students conducting structured interviews, which we analyzed and interpreted. The interviewees were aged between 75 and 89. The sample consisted of 12 women and 8 men, 13 from rural and 7 from urban environments. The aim of the study was to collect testimony about education in Serbia on the eve of World War II from immediate participants, those who were students at the time. The focus of the study was on the social dimension of education and on the pedagogical process in schools in that period. We conducted a narrative analysis of obtained data, sought to identify similarities and differences in schooling, particularly between children in urban and rural environments. The paper is intended to contribute to the picture of school life on the eve of World War II, to present the voices of "those who have not been heard" in the textbooks on the history of education, and thus shed additional light on this period of our educational past.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Upotreba usmene istorije u istraživanju obrazovanja u Srbiji uoči Drugog svetskog rata
T1  - Ispol'zovanie ustnoj istorii v issledovanii obrazovaniâ v Serbii nakanune Vtoroj mirovoj vojny
T1  - The use of oral history in researching education in Serbia on the eve of World War II
EP  - 215
IS  - 2
SP  - 205
VL  - 70
DO  - 10.5937/nasvas2102205V
ER  - 

@article{
author = "Vujisić-Živković, Nataša",
year = "2021",
abstract = "U ovom radu predstavićemo rezultate istraživanja koje smo realizovali sa studentima pedagogije školske 2013/14. godine. Predmet istraživanja bilo je školovanje u Srbiji uoči Drugog svetskog rata iz ugla neposrednih učesnika, tadašnjih učenika. Koristili smo naime metod usmene istorije, studenti su obavljali strukturirani intervju, a mi smo izvršili njegovu analizu i interpretaciju. Naši sagovornici imali su između 75 godina, najmlađi, i 89 godina, najstariji. U istraživanju je intervjuisano 12 žena i 8 muškaraca, 13 iz seoske i sedam iz gradske sredine. Istraživanje je sprovedeno sa namerom da od neposrednih aktera, tadašnjih učenika, sakupimo svedočanstva o školovanju u našoj zemlji uoči Drugog svetskog rata. Zadaci istraživanja odnosili su se na socijalnu dimenziju školovanja i na sam pedagoški proces u tadašnjim školama. Izvršili smo narativnu analizu dobijenih podataka, nastojali smo da izdvojimo sličnosti i razlike u školovanju, posebno gradske i seoske dece. želeli smo da doprinesemo upotpunjavanju slike školskog života uoči Drugog svetskog rata, da damo reč "onima koji se nisu čuli" u udžbencima iz istorije školstva i tako dodatno osvetlimo taj period iz naše pedagoške prošlosti., V dannoj stat'e my predstavili rezul'taty issledovaniâ, provedennogo nami so studentami pedagogičeskih fakul'tetov v 2013/2014 učebnom godu. Predmetom issledovaniâ âvlâletsâ polučenie obrazovaniâ v Serbii nakanune Vtoroj mirovoj vojny s točki zreniâ nepsredstvennyh učastnikov - studentov togo vremeni. V častnosti, my ispol'zovali metod ustnoj istorii, studenty provodili strukturirovannoe interv'û, a my vypolnili Ego analiz i interpretaciû. My proveli besedy s lûd'mi v vozraste ot 75 (samyj mladšij) do 89 (samyj staršij) let. V hode issledovaniâ bylo provedeno sobesedovanie s 12 ženŝinami i 8 mužčinami, 13 iz kotoryh proživaût v sel'skoj i 7 v gorodskoj mestnosti. Cel'û issledovaniâ bylo sobrat' svidetel'stva ob obučenii v našej strane nakanune Vtoroj mirovoj vojny ot neposredstvennyh učastnikov, studentov togo vremeni. Zadači issledovaniâ byli svâzany kak s social'noj sostavlâûŝej polučeniâ obrazovaniâ, tak i s samim pedagogičeskim processom v školah togo vremeni. My proveli povestvovatel'nyj analiz polučennyh dannyh, postaralis' vydelit' shodstva i različiâ v škol'nom obučenii, osobenno gorodskih i sel'skih detej. Dannoj rabotoj my hoteli vnesti svoj vklad v popolnenie kartiny škol'noj žizni nakanune Vtoroj mirovoj vojny, predostavit' slovo "tem, kto ne uslyšan" v učebnikah po istorii škol'nogo obrazovaniâ i, takim obrazom, dopolnitel'no osvetit' ètot period našego pedagogičeskogo prošlogo., This paper presents the results of a study carried out with pedagogy students in the academic year 2013-14. The subject of the study was education in Serbia on the eve of World War II from the perspective of its immediate participants, i.e. persons who were students at the time. The method of oral history was used, with students conducting structured interviews, which we analyzed and interpreted. The interviewees were aged between 75 and 89. The sample consisted of 12 women and 8 men, 13 from rural and 7 from urban environments. The aim of the study was to collect testimony about education in Serbia on the eve of World War II from immediate participants, those who were students at the time. The focus of the study was on the social dimension of education and on the pedagogical process in schools in that period. We conducted a narrative analysis of obtained data, sought to identify similarities and differences in schooling, particularly between children in urban and rural environments. The paper is intended to contribute to the picture of school life on the eve of World War II, to present the voices of "those who have not been heard" in the textbooks on the history of education, and thus shed additional light on this period of our educational past.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Upotreba usmene istorije u istraživanju obrazovanja u Srbiji uoči Drugog svetskog rata, Ispol'zovanie ustnoj istorii v issledovanii obrazovaniâ v Serbii nakanune Vtoroj mirovoj vojny, The use of oral history in researching education in Serbia on the eve of World War II",
pages = "215-205",
number = "2",
volume = "70",
doi = "10.5937/nasvas2102205V"
}

Vujisić-Živković, N.. (2021). Upotreba usmene istorije u istraživanju obrazovanja u Srbiji uoči Drugog svetskog rata. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 70(2), 205-215.
https://doi.org/10.5937/nasvas2102205V

Vujisić-Živković N. Upotreba usmene istorije u istraživanju obrazovanja u Srbiji uoči Drugog svetskog rata. in Nastava i vaspitanje. 2021;70(2):205-215.
doi:10.5937/nasvas2102205V .

Vujisić-Živković, Nataša, "Upotreba usmene istorije u istraživanju obrazovanja u Srbiji uoči Drugog svetskog rata" in Nastava i vaspitanje, 70, no. 2 (2021):205-215,
https://doi.org/10.5937/nasvas2102205V . .

TY  - JOUR
AU  - Vujisić-Živković, Nataša
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/2758
AB  - U ovom radu nastojali smo da rekonstruišemo ulogu koju je državni nadzor nad osnovnim školama imao u konstituisanju osnovnoškolskog sistema u Kneževini Srbiji u prvoj polovini 19. veka. Razvoj osnovnoškolskog sistema u Kneževini Srbiji išao je sporo i sa dosta poteškoća: otežan vazalnim položajem države, opterećen slabim ekonomskim stanjem i, najzad, lošom državnom administracijom koja se tek formirala. Praćenje uloge školskog nadzora u konstituisanju osnovnoškolskog sistema zahteva analizu izveštaja školskih nadzornika, kao izvora prvog reda. Takođe, budući da su u prvoj polovini 19. veka u Kneževini Srbiji radila dva školska nadzornika, Petar Radovanović i Milovan Spasić, važno je da sagledaju njihove lične preferencije i pedagoška stajališta koja su ih vodila u ovom nadasve teškom zadatku. Trebalo je obići male seoske škole kroz neprokrčene predele, preko rečica, brda, na konju, spavati u neuslovnim konacima. U takvim uslovima naši prvi osnovnoškolski nadzornici pojavljuju se kao naši prvi statističari javne nastave, pisci osnovnoškolskih zakona, oni koji su poučavali nedovoljno spremne učitelje pedagoškom radu. U ovom radu upravo smo se koncentrisali na ove aspekte rada školskih nadzornika da bismo sagledali njihovu ulogu u konstituisanju osnovnoškolskog sistema u Kneževini Srbiji u prvoj polovini 19. veka.
AB  - V dannoj stat'e sdelana popytka vosstanovleniâ roli gosudarstvennogo kontrolâ i škol'nogo nadzora v stanovlenii sistemy načal'nyh škol v Knâžestve Serbiâ v pervoj polovine 19-go veka. Razvitie sistemy načal'nyh škol v Serbiâ bylo medlennym i soprâženo so mnogimi trudnostâmi: ono bylo zatrudneno vassal'noj poziciej gosudarstva, plohoj èkonomičeskoj situaciej i, nakonec, plohoj gosudarstvennoj administraciej, kotoraâ tol'ko čto voznikla. Rol' škol'nogo nadzora v stanovlenii sistemy načal'nyh škol vosstanavlivaetsâ na osnove analiza otčetov škol'nyh nadziratelej, v kačestve pervoistočnikov. Krome togo, poskol'ku v pervoj polovine 19-go veka rabotali v Knâžestve Serbii dva škol'nyh nadziratelâ, Petr Radovanovič i Milovan Spasič, bylo neobhodimo učest' ih ličnye predpočteniâ i pedagogičeskie pozicii, kotorymi oni rukovodilis' v ètoj črezvyčajno trudnoj zadače. Oni dolžny byli poseŝat' nebol'šie sel'skie školy, dvigat'sâ čerez neprohodimye kraâ, čerez reki, holmy, verhom na lošadâh, nočevat' v nenadežnyh mestah. V takih usloviâh naši pervye nadzirateli načal'noj školy vystupali v roli pervyh statistikov v oblasti publičnogo obrazovaniâ, pisatelej škol'nyh zakonov, teh, kto obučal nedostatočno podgotovlennyh učitelej. V dannoj stat'e vnimanie issledovatelâ sosredotočeno imenno na ètih aspektah v rabote škol'nyh nadziratelej v celâh opredeleniâ ih roli v stanovlenii sistemy načal'nyh škol v Knâžestve Serbii v pervoj polovine 19-go veka.
AB  - In this paper, we tried to reconstruct the role that state supervision of primary schools had in the constitution of the primary school system in the Principality of Serbia in the first half of the 19th century. The development of the primary school system in the Principality of Serbia was slow and beset by difficulties: aggravated by the vassal position of the state, a weak economic situation and, finally, a poor state administration that had just been formed. Monitoring the role of school supervision in the establishment of a primary school system requires the analysis of school supervisor reports as a primary source. Also, since in the first half of the 19th century there were two school supervisors in the Principality of Serbia, Petar Radovanović and Milovan Spasić, it is important to look at their personal preferences and pedagogical stances that led them to take on this exceedingly difficult task. It was necessary to visit small village schools in areas with poor road infrastructure, over hills, across small rivers, on horseback, sleeping in rudimentary lodgings. In such circumstances, our first primary school supervisors were also our first statisticians of public education, drafters of primary school laws, those who taught inadequately trained teachers the fundamentals of pedagogical work. In this paper we have concentrated only on these aspect of their work as school supervisors in order to see their role in the constitution of the primary school system in the Principality of Serbia in the first half of the 19th century.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Uloga školskog nadzora u konstituisanju osnovnoškolskog sistema u Srbiji u prvoj polovini 19. veka
T1  - Rol' škol'nogo nadzora v stanovlenii sistemy načal'nyh škol v Serbii v pervoj polovine XX veka
T1  - The role of school supervision in the constitution of the primary school system in Serbia in the first half of the 19th century
EP  - 362
IS  - 3
SP  - 347
VL  - 68
DO  - 10.5937/nasvas1903347V
ER  - 

@article{
author = "Vujisić-Živković, Nataša",
year = "2019",
abstract = "U ovom radu nastojali smo da rekonstruišemo ulogu koju je državni nadzor nad osnovnim školama imao u konstituisanju osnovnoškolskog sistema u Kneževini Srbiji u prvoj polovini 19. veka. Razvoj osnovnoškolskog sistema u Kneževini Srbiji išao je sporo i sa dosta poteškoća: otežan vazalnim položajem države, opterećen slabim ekonomskim stanjem i, najzad, lošom državnom administracijom koja se tek formirala. Praćenje uloge školskog nadzora u konstituisanju osnovnoškolskog sistema zahteva analizu izveštaja školskih nadzornika, kao izvora prvog reda. Takođe, budući da su u prvoj polovini 19. veka u Kneževini Srbiji radila dva školska nadzornika, Petar Radovanović i Milovan Spasić, važno je da sagledaju njihove lične preferencije i pedagoška stajališta koja su ih vodila u ovom nadasve teškom zadatku. Trebalo je obići male seoske škole kroz neprokrčene predele, preko rečica, brda, na konju, spavati u neuslovnim konacima. U takvim uslovima naši prvi osnovnoškolski nadzornici pojavljuju se kao naši prvi statističari javne nastave, pisci osnovnoškolskih zakona, oni koji su poučavali nedovoljno spremne učitelje pedagoškom radu. U ovom radu upravo smo se koncentrisali na ove aspekte rada školskih nadzornika da bismo sagledali njihovu ulogu u konstituisanju osnovnoškolskog sistema u Kneževini Srbiji u prvoj polovini 19. veka., V dannoj stat'e sdelana popytka vosstanovleniâ roli gosudarstvennogo kontrolâ i škol'nogo nadzora v stanovlenii sistemy načal'nyh škol v Knâžestve Serbiâ v pervoj polovine 19-go veka. Razvitie sistemy načal'nyh škol v Serbiâ bylo medlennym i soprâženo so mnogimi trudnostâmi: ono bylo zatrudneno vassal'noj poziciej gosudarstva, plohoj èkonomičeskoj situaciej i, nakonec, plohoj gosudarstvennoj administraciej, kotoraâ tol'ko čto voznikla. Rol' škol'nogo nadzora v stanovlenii sistemy načal'nyh škol vosstanavlivaetsâ na osnove analiza otčetov škol'nyh nadziratelej, v kačestve pervoistočnikov. Krome togo, poskol'ku v pervoj polovine 19-go veka rabotali v Knâžestve Serbii dva škol'nyh nadziratelâ, Petr Radovanovič i Milovan Spasič, bylo neobhodimo učest' ih ličnye predpočteniâ i pedagogičeskie pozicii, kotorymi oni rukovodilis' v ètoj črezvyčajno trudnoj zadače. Oni dolžny byli poseŝat' nebol'šie sel'skie školy, dvigat'sâ čerez neprohodimye kraâ, čerez reki, holmy, verhom na lošadâh, nočevat' v nenadežnyh mestah. V takih usloviâh naši pervye nadzirateli načal'noj školy vystupali v roli pervyh statistikov v oblasti publičnogo obrazovaniâ, pisatelej škol'nyh zakonov, teh, kto obučal nedostatočno podgotovlennyh učitelej. V dannoj stat'e vnimanie issledovatelâ sosredotočeno imenno na ètih aspektah v rabote škol'nyh nadziratelej v celâh opredeleniâ ih roli v stanovlenii sistemy načal'nyh škol v Knâžestve Serbii v pervoj polovine 19-go veka., In this paper, we tried to reconstruct the role that state supervision of primary schools had in the constitution of the primary school system in the Principality of Serbia in the first half of the 19th century. The development of the primary school system in the Principality of Serbia was slow and beset by difficulties: aggravated by the vassal position of the state, a weak economic situation and, finally, a poor state administration that had just been formed. Monitoring the role of school supervision in the establishment of a primary school system requires the analysis of school supervisor reports as a primary source. Also, since in the first half of the 19th century there were two school supervisors in the Principality of Serbia, Petar Radovanović and Milovan Spasić, it is important to look at their personal preferences and pedagogical stances that led them to take on this exceedingly difficult task. It was necessary to visit small village schools in areas with poor road infrastructure, over hills, across small rivers, on horseback, sleeping in rudimentary lodgings. In such circumstances, our first primary school supervisors were also our first statisticians of public education, drafters of primary school laws, those who taught inadequately trained teachers the fundamentals of pedagogical work. In this paper we have concentrated only on these aspect of their work as school supervisors in order to see their role in the constitution of the primary school system in the Principality of Serbia in the first half of the 19th century.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Uloga školskog nadzora u konstituisanju osnovnoškolskog sistema u Srbiji u prvoj polovini 19. veka, Rol' škol'nogo nadzora v stanovlenii sistemy načal'nyh škol v Serbii v pervoj polovine XX veka, The role of school supervision in the constitution of the primary school system in Serbia in the first half of the 19th century",
pages = "362-347",
number = "3",
volume = "68",
doi = "10.5937/nasvas1903347V"
}

Vujisić-Živković, N.. (2019). Uloga školskog nadzora u konstituisanju osnovnoškolskog sistema u Srbiji u prvoj polovini 19. veka. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 68(3), 347-362.
https://doi.org/10.5937/nasvas1903347V

Vujisić-Živković N. Uloga školskog nadzora u konstituisanju osnovnoškolskog sistema u Srbiji u prvoj polovini 19. veka. in Nastava i vaspitanje. 2019;68(3):347-362.
doi:10.5937/nasvas1903347V .

Vujisić-Živković, Nataša, "Uloga školskog nadzora u konstituisanju osnovnoškolskog sistema u Srbiji u prvoj polovini 19. veka" in Nastava i vaspitanje, 68, no. 3 (2019):347-362,
https://doi.org/10.5937/nasvas1903347V . .

TY  - JOUR
AU  - Vujisić-Živković, Nataša
AU  - Vranješević, Jelena
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/2731
AB  - Profesionalni razvoj nastavnika predstavlja sve zastupljeniju temu u savremenoj literaturi o obrazovanju. U ovom radu predstavili smo moguću teorijsku konceptualizaciju profesionalnog razvoja nastavnika, njegove karakteristike kao individualnog i kolaborativnog procesa i odnos sa promenama u savremenom obrazovanju. Cilj istraživanja bio je da se utvrdi koja profesionalna pitanja i dileme zaokupljaju nastavnike i učitelje koji su na početku svog profesionalnog razvoja, a kojim se pitanjima i dilemama bave kao iskusni praktičari, kako bi se doprinelo daljem koncipiranju profesionalnog razvoja kao kontinuiranog procesa. Nalazi istraživanja su u skladu sa trofaznim modelom profesionalnog razvoja nastavnika Fulera i Brauna, u kome su ovi autori izdvojili fazu "brige za opstanak", fazu "brige za nastavu" i fazu "brige za učenike". Istraživanje je potvrdilo postojanje ovih faza u profesionalnom razvoju i učitelja i nastavnika.
AB  - The topic of teacher professional development is increasingly gaining momentum in contemporary literature on education. In this paper, we present a possible theoretical conceptualisation of teacher professional development, its characteristics as both individual and collaborative processes, and its correlation with changes in contemporary education. The aim of the research was to identify the professional issues and dilemmas that preoccupy early primary teachers and subject teachers at the beginning of their professional development, as well as which issues and dilemmas they deal with as experienced practitioners, in order to contribute to further conceptualisation of professional development as a continuous process. The findings of the research are in line with the three-phase model of professional development of Fuller and Brown, in which these authors and teachers distinguished the "care for survival" phase, the "care for teaching" phase, and the "student care" phase. The research confirmed the existence of these stages in the professional development of both early primary teachers and subject teachers.
PB  - Univerzitet u Beogradu - Učiteljski fakultet, Beograd
T2  - Inovacije u nastavi
T1  - Konceptualizacija i istraživanje profesionalnog razvoja nastavnika
T1  - Conceptualisation and research of teachers' professional development
EP  - 23
IS  - 3
SP  - 13
VL  - 32
DO  - 10.5937/inovacije1903013V
ER  - 

@article{
author = "Vujisić-Živković, Nataša and Vranješević, Jelena",
year = "2019",
abstract = "Profesionalni razvoj nastavnika predstavlja sve zastupljeniju temu u savremenoj literaturi o obrazovanju. U ovom radu predstavili smo moguću teorijsku konceptualizaciju profesionalnog razvoja nastavnika, njegove karakteristike kao individualnog i kolaborativnog procesa i odnos sa promenama u savremenom obrazovanju. Cilj istraživanja bio je da se utvrdi koja profesionalna pitanja i dileme zaokupljaju nastavnike i učitelje koji su na početku svog profesionalnog razvoja, a kojim se pitanjima i dilemama bave kao iskusni praktičari, kako bi se doprinelo daljem koncipiranju profesionalnog razvoja kao kontinuiranog procesa. Nalazi istraživanja su u skladu sa trofaznim modelom profesionalnog razvoja nastavnika Fulera i Brauna, u kome su ovi autori izdvojili fazu "brige za opstanak", fazu "brige za nastavu" i fazu "brige za učenike". Istraživanje je potvrdilo postojanje ovih faza u profesionalnom razvoju i učitelja i nastavnika., The topic of teacher professional development is increasingly gaining momentum in contemporary literature on education. In this paper, we present a possible theoretical conceptualisation of teacher professional development, its characteristics as both individual and collaborative processes, and its correlation with changes in contemporary education. The aim of the research was to identify the professional issues and dilemmas that preoccupy early primary teachers and subject teachers at the beginning of their professional development, as well as which issues and dilemmas they deal with as experienced practitioners, in order to contribute to further conceptualisation of professional development as a continuous process. The findings of the research are in line with the three-phase model of professional development of Fuller and Brown, in which these authors and teachers distinguished the "care for survival" phase, the "care for teaching" phase, and the "student care" phase. The research confirmed the existence of these stages in the professional development of both early primary teachers and subject teachers.",
publisher = "Univerzitet u Beogradu - Učiteljski fakultet, Beograd",
journal = "Inovacije u nastavi",
title = "Konceptualizacija i istraživanje profesionalnog razvoja nastavnika, Conceptualisation and research of teachers' professional development",
pages = "23-13",
number = "3",
volume = "32",
doi = "10.5937/inovacije1903013V"
}

Vujisić-Živković, N.,& Vranješević, J.. (2019). Konceptualizacija i istraživanje profesionalnog razvoja nastavnika. in Inovacije u nastavi
Univerzitet u Beogradu - Učiteljski fakultet, Beograd., 32(3), 13-23.
https://doi.org/10.5937/inovacije1903013V

Vujisić-Živković N, Vranješević J. Konceptualizacija i istraživanje profesionalnog razvoja nastavnika. in Inovacije u nastavi. 2019;32(3):13-23.
doi:10.5937/inovacije1903013V .

Vujisić-Živković, Nataša, Vranješević, Jelena, "Konceptualizacija i istraživanje profesionalnog razvoja nastavnika" in Inovacije u nastavi, 32, no. 3 (2019):13-23,
https://doi.org/10.5937/inovacije1903013V . .

TY  - JOUR
AU  - Vujisić-Živković, Nataša
PY  - 2017
UR  - http://reff.f.bg.ac.rs/handle/123456789/2310
AB  - U ovom radu se komparativno-istorijskim metodom preispituje razvoj pedagogije kao akademske discipline u Srbiji. Cilj je bio ne samo da se odrede ključne etape i determinante tog razvoja, već i njegov kontekst, te da se na taj način ponudi osnova za razmatranje savremenih i budućih perspektiva pedagoške nauke u nas. Obrada etapa razvoja pedagogije na univerzitetu, pre svega na Filozofskom fakultetu u Beogradu, i to: konstituisanja akademske discipline, naučnoistraživačke orijentacija između dva svetska rata, socijalističkog perioda i sadašnjeg stanja, nedvosmislena je pokazala da je evropski kontekst bitno obeležio pedagošku nauku u nas. On je omogućio kako razvoj novih pedagoških profesija (pa time i novih akademskih subdisciplina), tako i afirmisanje uloge pedagoga istraživača. Paradoksalno, u vremenu političkog integrisanja u evropsku zajednicu država, upravo su evropski koreni naše nacionalne pedagoške škole,najmanje prisutni u stalnom procesu naučnog i stručnog samopreispitivanja. Prilika da se ovo autentično evropsko iskustvo naše pedagogije reafirmiše jeste 125-godišnjica Katedre za pedagogiju na Filozofskom fakultetu u Beogradu.
AB  - This paper uses the comparative historical method to study the development of pedagogy as an academic discipline in Serbia. The aim has been not only to establish the key stages and determinants but also the context in which this development occurred, and thus provide a basis for considering the contemporary and future perspectives of pedagogy in this country. A study of the stages of the development of pedagogy as an academic discipline, primarily at the Faculty of Philosophy in Belgrade - its establishment as an academic discipline, its scientific orientation between the two world wars, in the period of socialism and in the present day - has shown that the European context has had a significant influence on the discipline of pedagogy in Serbia. It not only enabled the development of new pedagogical professions (and thus new academic subdisciplines) but also the recognition of the role of the educationalist as researcher. Paradoxically, during the present period of political integration into the European community of states, the European roots of our national pedagogical tradition have received the least attention in the ongoing process of scholarly and professional self-reappraisal. The 125th anniversary of the Department of Pedagogy of the Faculty of Philosophy in Belgrade affords an opportunity for reaffirming the authentically European experience of Serbian pedagogy. Department of Pedagogy in Serbia, the European context for the development of pedagogy as an academic discipline in Serbia.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Pedagogija kao univerzitetska disciplina u Srbiji povodom 125 godina stalne Katedre za pedagogiju na Filozofskom fakultetu u Beogradu (1892-2017)
T1  - Pedagogy as an academic discipline in Serbia the 125th anniversary of the Pedagogy Department of the faculty of Philosophy in Belgrade (1892-2017)
EP  - 410
IS  - 3
SP  - 395
VL  - 66
DO  - 10.5937/nasvas1703395V
ER  - 

@article{
author = "Vujisić-Živković, Nataša",
year = "2017",
abstract = "U ovom radu se komparativno-istorijskim metodom preispituje razvoj pedagogije kao akademske discipline u Srbiji. Cilj je bio ne samo da se odrede ključne etape i determinante tog razvoja, već i njegov kontekst, te da se na taj način ponudi osnova za razmatranje savremenih i budućih perspektiva pedagoške nauke u nas. Obrada etapa razvoja pedagogije na univerzitetu, pre svega na Filozofskom fakultetu u Beogradu, i to: konstituisanja akademske discipline, naučnoistraživačke orijentacija između dva svetska rata, socijalističkog perioda i sadašnjeg stanja, nedvosmislena je pokazala da je evropski kontekst bitno obeležio pedagošku nauku u nas. On je omogućio kako razvoj novih pedagoških profesija (pa time i novih akademskih subdisciplina), tako i afirmisanje uloge pedagoga istraživača. Paradoksalno, u vremenu političkog integrisanja u evropsku zajednicu država, upravo su evropski koreni naše nacionalne pedagoške škole,najmanje prisutni u stalnom procesu naučnog i stručnog samopreispitivanja. Prilika da se ovo autentično evropsko iskustvo naše pedagogije reafirmiše jeste 125-godišnjica Katedre za pedagogiju na Filozofskom fakultetu u Beogradu., This paper uses the comparative historical method to study the development of pedagogy as an academic discipline in Serbia. The aim has been not only to establish the key stages and determinants but also the context in which this development occurred, and thus provide a basis for considering the contemporary and future perspectives of pedagogy in this country. A study of the stages of the development of pedagogy as an academic discipline, primarily at the Faculty of Philosophy in Belgrade - its establishment as an academic discipline, its scientific orientation between the two world wars, in the period of socialism and in the present day - has shown that the European context has had a significant influence on the discipline of pedagogy in Serbia. It not only enabled the development of new pedagogical professions (and thus new academic subdisciplines) but also the recognition of the role of the educationalist as researcher. Paradoxically, during the present period of political integration into the European community of states, the European roots of our national pedagogical tradition have received the least attention in the ongoing process of scholarly and professional self-reappraisal. The 125th anniversary of the Department of Pedagogy of the Faculty of Philosophy in Belgrade affords an opportunity for reaffirming the authentically European experience of Serbian pedagogy. Department of Pedagogy in Serbia, the European context for the development of pedagogy as an academic discipline in Serbia.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Pedagogija kao univerzitetska disciplina u Srbiji povodom 125 godina stalne Katedre za pedagogiju na Filozofskom fakultetu u Beogradu (1892-2017), Pedagogy as an academic discipline in Serbia the 125th anniversary of the Pedagogy Department of the faculty of Philosophy in Belgrade (1892-2017)",
pages = "410-395",
number = "3",
volume = "66",
doi = "10.5937/nasvas1703395V"
}

Vujisić-Živković, N.. (2017). Pedagogija kao univerzitetska disciplina u Srbiji povodom 125 godina stalne Katedre za pedagogiju na Filozofskom fakultetu u Beogradu (1892-2017). in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 66(3), 395-410.
https://doi.org/10.5937/nasvas1703395V

Vujisić-Živković N. Pedagogija kao univerzitetska disciplina u Srbiji povodom 125 godina stalne Katedre za pedagogiju na Filozofskom fakultetu u Beogradu (1892-2017). in Nastava i vaspitanje. 2017;66(3):395-410.
doi:10.5937/nasvas1703395V .

Vujisić-Živković, Nataša, "Pedagogija kao univerzitetska disciplina u Srbiji povodom 125 godina stalne Katedre za pedagogiju na Filozofskom fakultetu u Beogradu (1892-2017)" in Nastava i vaspitanje, 66, no. 3 (2017):395-410,
https://doi.org/10.5937/nasvas1703395V . .

TY  - JOUR
AU  - Vujisić-Živković, Nataša
AU  - Spasenović, Vera
PY  - 2016
UR  - http://reff.f.bg.ac.rs/handle/123456789/2266
PB  - Slovenian Assoc Educationalists, Ljubljana
T2  - Sodobna pedagogika / Journal of Contemporary Educational Studies
T1  - The development of pedagogy as an academic discipline in Serbia- between scientific and vocational needs
EP  - 78
IS  - 3
SP  - 64
VL  - 67
UR  - https://hdl.handle.net/21.15107/rcub_reff_2266
ER  - 

@article{
author = "Vujisić-Živković, Nataša and Spasenović, Vera",
year = "2016",
publisher = "Slovenian Assoc Educationalists, Ljubljana",
journal = "Sodobna pedagogika / Journal of Contemporary Educational Studies",
title = "The development of pedagogy as an academic discipline in Serbia- between scientific and vocational needs",
pages = "78-64",
number = "3",
volume = "67",
url = "https://hdl.handle.net/21.15107/rcub_reff_2266"
}

Vujisić-Živković, N.,& Spasenović, V.. (2016). The development of pedagogy as an academic discipline in Serbia- between scientific and vocational needs. in Sodobna pedagogika / Journal of Contemporary Educational Studies
Slovenian Assoc Educationalists, Ljubljana., 67(3), 64-78.
https://hdl.handle.net/21.15107/rcub_reff_2266

Vujisić-Živković N, Spasenović V. The development of pedagogy as an academic discipline in Serbia- between scientific and vocational needs. in Sodobna pedagogika / Journal of Contemporary Educational Studies. 2016;67(3):64-78.
https://hdl.handle.net/21.15107/rcub_reff_2266 .

Vujisić-Živković, Nataša, Spasenović, Vera, "The development of pedagogy as an academic discipline in Serbia- between scientific and vocational needs" in Sodobna pedagogika / Journal of Contemporary Educational Studies, 67, no. 3 (2016):64-78,
https://hdl.handle.net/21.15107/rcub_reff_2266 .

TY  - JOUR
AU  - Živković, N.V.
AU  - Spasenović, Vera
PY  - 2016
UR  - http://reff.f.bg.ac.rs/handle/123456789/2224
AB  - Since its beginnings, the development of pedagogy in Serbia was determined by close ties between the theory of education and subject teaching methodologies and by the construction of a school system and teacher education. The application of scientific knowledge to education was a powerful agent in changing the theoretical concepts developed by all generations of Serbian educators. In this paper, we follow the development of pedagogy as an academic discipline in Serbia in the context of the interdependent relationship of its scientific acceptance and its application in practice. It has transpired that the approach we apply informs not only about the complexity of teaching roles and professions-from classical teaching roles to the roles of supervisors and researchers in pedagogy-but also provides new insights into the fundamental determinants of the historical development of the science of education in Serbia. Special attention has also been paid to the historical and current issues of academically established pedagogical education in relation to the dominant theoretical and methodological standpoints of educators on one hand and to the requirements of educational practice in Serbia on the other. This allows us to gain insight into the origins of and possible solutions to contemporary problems of pedagogical science at universities in Serbia.
PB  - Association of Slovenian Educationalists
T2  - Sodobna pedagogika / Journal of Contemporary Educational Studies
T1  - The development of pedagogy as an academic discipline in Serbia - Between scientific and vocational needs
EP  - 85
IS  - 3
SP  - 70
VL  - 67
UR  - https://hdl.handle.net/21.15107/rcub_reff_2224
ER  - 

@article{
author = "Živković, N.V. and Spasenović, Vera",
year = "2016",
abstract = "Since its beginnings, the development of pedagogy in Serbia was determined by close ties between the theory of education and subject teaching methodologies and by the construction of a school system and teacher education. The application of scientific knowledge to education was a powerful agent in changing the theoretical concepts developed by all generations of Serbian educators. In this paper, we follow the development of pedagogy as an academic discipline in Serbia in the context of the interdependent relationship of its scientific acceptance and its application in practice. It has transpired that the approach we apply informs not only about the complexity of teaching roles and professions-from classical teaching roles to the roles of supervisors and researchers in pedagogy-but also provides new insights into the fundamental determinants of the historical development of the science of education in Serbia. Special attention has also been paid to the historical and current issues of academically established pedagogical education in relation to the dominant theoretical and methodological standpoints of educators on one hand and to the requirements of educational practice in Serbia on the other. This allows us to gain insight into the origins of and possible solutions to contemporary problems of pedagogical science at universities in Serbia.",
publisher = "Association of Slovenian Educationalists",
journal = "Sodobna pedagogika / Journal of Contemporary Educational Studies",
title = "The development of pedagogy as an academic discipline in Serbia - Between scientific and vocational needs",
pages = "85-70",
number = "3",
volume = "67",
url = "https://hdl.handle.net/21.15107/rcub_reff_2224"
}

Živković, N.V.,& Spasenović, V.. (2016). The development of pedagogy as an academic discipline in Serbia - Between scientific and vocational needs. in Sodobna pedagogika / Journal of Contemporary Educational Studies
Association of Slovenian Educationalists., 67(3), 70-85.
https://hdl.handle.net/21.15107/rcub_reff_2224

Živković N, Spasenović V. The development of pedagogy as an academic discipline in Serbia - Between scientific and vocational needs. in Sodobna pedagogika / Journal of Contemporary Educational Studies. 2016;67(3):70-85.
https://hdl.handle.net/21.15107/rcub_reff_2224 .

Živković, N.V., Spasenović, Vera, "The development of pedagogy as an academic discipline in Serbia - Between scientific and vocational needs" in Sodobna pedagogika / Journal of Contemporary Educational Studies, 67, no. 3 (2016):70-85,
https://hdl.handle.net/21.15107/rcub_reff_2224 .

TY  - JOUR
AU  - Antonijević, Radovan
AU  - Vujisić-Živković, Nataša
PY  - 2015
UR  - http://reff.f.bg.ac.rs/handle/123456789/1915
AB  - U ovom radu razmatraju se osnovne karakteristike povezanosti znanja u nastavi matematike i njihova povezanost sa razvojem matematičkog mišljenja kod učenika. Veze i odnosi koji postoje između različitih matematičkih znanja i pojmova, kao i između različitih oblasti matematike, predstavljaju po svojoj logičkoj osnovi nešto značajno više, dublje i postojanije u odnosu na povezanost pojmova, zakona, pravila i drugih oblika znanja, koji postoje u okviru drugih naučnih oblasti i naučnih disciplina. Oblici znanja u matematičkoj nauci sastavni su deo celovitog i logički doslednog sistema (postojane strukture) koji je stabilniji i logički dosledniji u odnosu na sistem znanja u bilo kojoj drugoj oblasti nauke. Na osnovu navedenih razloga može se zaključiti da sistem matematičkih pojmova - zakona, pravila, aksioma, teorema, matematičkih operacija, matematičkih formula, jednačina, matematičkih postupaka i drugih relevantnih oblika matematičkih znanja - predstavlja nesumnjivo uzorni model, odnosno ideal sistema znanja u nauci. Takvom jednom paradigmatskom modelu sistema znanja teže sve posebne na- učne discipline, u procesu konstituisanja, organizovanja i reorganizovanja fonda znanja i različitih teorijskih sistema i podsistema znanja. U vezi sa formiranjem specifičnog sistema znanja, matematička nauka i njen sistem, u tom smislu, predstavljaju pravi oslonac, temelj svih procesa koji se odvijaju u pojedinim naučnim oblastima i disciplinama. Zastupljeno je stanovište da je od izuzetnog značaja da učenicima u nastavi matematike, pomoću adekvatnih sadržaja nastave, bude omogućeno da usvajaju sistem međusobno povezanih i uslovljenih matematičkih znanja i pojmova. Sistem znanja koji se pod određenim uslovima može kod učenika formirati u nastavi matematike, ukoliko se izborom sadržaja nastave omogući njegovo formiranje u nastavnom procesu, predstavlja stabilniji i logički dosledniji sistem znanja u odnosu na bilo koju drugu oblast saznavanja u nastavi. Osnovu procesa povezivanja znanja u nastavi matematike, prema osnovnim postavkama teorije razvijajuće nastave, predstavlja otkrivanje u nastavi matematike same predmetne osnovne ishodišnih matematičkih pojmova, kao što su odnos između veličina, broj, sistem brojeva, skup i drugi. Suštinsku osnovu unutrašnje homogenosti ove vrste znanja i pojmova u saznanju učenika treba da čini priroda i osnovna svojstva međusobne povezanosti i uslovljenosti znanja i pojmova u okviru matematičke nauke. U tom smislu, neophodno je prevazići ključne nedostatke savremene nastave matematike, pogotovu nedostatke koji se odnose na prirodu sadržaja nastave i prirodu znanja i pojmova koji su izabrani. Neophodno je putem izbora adekvatnih sadržaja nastave omogućiti učenicima da u procesu saznavanja u nastavi otkriju samu prirodu predmetnog sadržaja matematike kao nauke, usvajajući prave naučne matematičke pojmove i u isto vreme razvijajući matematičko mišljenje i matematički pogled na svet. Uporedo sa formiranjem sistema matematičkih znanja i pojmova razvija se i matematičko mišljenje kod učenika u nastavnom procesu, odnosno putem sadržaja nastave matematike, pod određenim uslovima koji se odnose na prirodu matematičkih znanja i pojmova u okviru sadržaja nastave, moguće je ostvariti dvosmerni uticaj u procesu saznavanja. To podrazumeva da se u procesu saznavanja u nastavi matematike povežu usvajanje znanja i razvoj misaonih operacija. Kada se u nastavnom procesu omogući da ta dva razvojna toka idu uporedo i u odnosu međuzavisnosti, tada je praktično omogućeno da matematičko znanje i matematičko mišljenje predstavljaju dve dimenzije jedinstvenog procesa otkrivanja predmeta matematike. Na osnovu navedenih stavova može se zaključiti da jedan od ključnih zadataka nastave matematike treba da bude formiranje sistema matematičkih znanja i pojmova kod učenika. Smatra se da bi ovaj sistem znanja činio stabilnu osnovu usvajanja znanja u oblastima koje su sa matematikom neposredno povezane, osnovu razvoja ukupnog sistema znanja i pojmova, koja bi učenicima omogućila bolje razumevanje i usvajanje novih naučnih znanja u nastavnom procesu. Uporedo sa razvijanjem jednog ovakvog sistema znanja ostvarivao bi se, kao sastavni deo jedinstvenog procesa, i tok razvoja matematičkog mišljenja učenika u nastavi.
AB  - This paper is on the basic features of integration of knowledge in mathematics teaching and contribution of this process to development of mathematical thinking of students. The standpoint presented here is that it is of great importance for students in mathematics able, with help of appropriate teaching content, to adopt a system of interconnected and conditioned mathematical knowledge and concepts. The knowledge system students can form in the teaching of mathematics, under certain conditions, if the selection of teaching contents allow its formation in the learning process represents more stable and logically consistent system of knowledge in comparison to any other area of learning in the classroom. The basis of the connectivity of knowledge in mathematics, according to the basic assumptions of the theory of developmental teaching, is the discovery of the subject of starting basic mathematical concepts in mathematics teaching, such as the relations among size, number, number system, set and others. Practicing different cognitive activities of acquiring mathematical concepts and interconnecting knowledge in mathematics teaching contribute to the development of mathematical thinking in students.
PB  - Univerzitet u Beogradu - Učiteljski fakultet, Beograd
T2  - Inovacije u nastavi
T1  - Uticaj povezanosti znanja u nastavi matematike na razvoj matematičkog mišljenja
T1  - Influence of interconnecting knowledge in mathematics teaching on development of mathemathical thinking
EP  - 50
IS  - 1
SP  - 42
VL  - 28
DO  - 10.5937/inovacije1501042A
ER  - 

@article{
author = "Antonijević, Radovan and Vujisić-Živković, Nataša",
year = "2015",
abstract = "U ovom radu razmatraju se osnovne karakteristike povezanosti znanja u nastavi matematike i njihova povezanost sa razvojem matematičkog mišljenja kod učenika. Veze i odnosi koji postoje između različitih matematičkih znanja i pojmova, kao i između različitih oblasti matematike, predstavljaju po svojoj logičkoj osnovi nešto značajno više, dublje i postojanije u odnosu na povezanost pojmova, zakona, pravila i drugih oblika znanja, koji postoje u okviru drugih naučnih oblasti i naučnih disciplina. Oblici znanja u matematičkoj nauci sastavni su deo celovitog i logički doslednog sistema (postojane strukture) koji je stabilniji i logički dosledniji u odnosu na sistem znanja u bilo kojoj drugoj oblasti nauke. Na osnovu navedenih razloga može se zaključiti da sistem matematičkih pojmova - zakona, pravila, aksioma, teorema, matematičkih operacija, matematičkih formula, jednačina, matematičkih postupaka i drugih relevantnih oblika matematičkih znanja - predstavlja nesumnjivo uzorni model, odnosno ideal sistema znanja u nauci. Takvom jednom paradigmatskom modelu sistema znanja teže sve posebne na- učne discipline, u procesu konstituisanja, organizovanja i reorganizovanja fonda znanja i različitih teorijskih sistema i podsistema znanja. U vezi sa formiranjem specifičnog sistema znanja, matematička nauka i njen sistem, u tom smislu, predstavljaju pravi oslonac, temelj svih procesa koji se odvijaju u pojedinim naučnim oblastima i disciplinama. Zastupljeno je stanovište da je od izuzetnog značaja da učenicima u nastavi matematike, pomoću adekvatnih sadržaja nastave, bude omogućeno da usvajaju sistem međusobno povezanih i uslovljenih matematičkih znanja i pojmova. Sistem znanja koji se pod određenim uslovima može kod učenika formirati u nastavi matematike, ukoliko se izborom sadržaja nastave omogući njegovo formiranje u nastavnom procesu, predstavlja stabilniji i logički dosledniji sistem znanja u odnosu na bilo koju drugu oblast saznavanja u nastavi. Osnovu procesa povezivanja znanja u nastavi matematike, prema osnovnim postavkama teorije razvijajuće nastave, predstavlja otkrivanje u nastavi matematike same predmetne osnovne ishodišnih matematičkih pojmova, kao što su odnos između veličina, broj, sistem brojeva, skup i drugi. Suštinsku osnovu unutrašnje homogenosti ove vrste znanja i pojmova u saznanju učenika treba da čini priroda i osnovna svojstva međusobne povezanosti i uslovljenosti znanja i pojmova u okviru matematičke nauke. U tom smislu, neophodno je prevazići ključne nedostatke savremene nastave matematike, pogotovu nedostatke koji se odnose na prirodu sadržaja nastave i prirodu znanja i pojmova koji su izabrani. Neophodno je putem izbora adekvatnih sadržaja nastave omogućiti učenicima da u procesu saznavanja u nastavi otkriju samu prirodu predmetnog sadržaja matematike kao nauke, usvajajući prave naučne matematičke pojmove i u isto vreme razvijajući matematičko mišljenje i matematički pogled na svet. Uporedo sa formiranjem sistema matematičkih znanja i pojmova razvija se i matematičko mišljenje kod učenika u nastavnom procesu, odnosno putem sadržaja nastave matematike, pod određenim uslovima koji se odnose na prirodu matematičkih znanja i pojmova u okviru sadržaja nastave, moguće je ostvariti dvosmerni uticaj u procesu saznavanja. To podrazumeva da se u procesu saznavanja u nastavi matematike povežu usvajanje znanja i razvoj misaonih operacija. Kada se u nastavnom procesu omogući da ta dva razvojna toka idu uporedo i u odnosu međuzavisnosti, tada je praktično omogućeno da matematičko znanje i matematičko mišljenje predstavljaju dve dimenzije jedinstvenog procesa otkrivanja predmeta matematike. Na osnovu navedenih stavova može se zaključiti da jedan od ključnih zadataka nastave matematike treba da bude formiranje sistema matematičkih znanja i pojmova kod učenika. Smatra se da bi ovaj sistem znanja činio stabilnu osnovu usvajanja znanja u oblastima koje su sa matematikom neposredno povezane, osnovu razvoja ukupnog sistema znanja i pojmova, koja bi učenicima omogućila bolje razumevanje i usvajanje novih naučnih znanja u nastavnom procesu. Uporedo sa razvijanjem jednog ovakvog sistema znanja ostvarivao bi se, kao sastavni deo jedinstvenog procesa, i tok razvoja matematičkog mišljenja učenika u nastavi., This paper is on the basic features of integration of knowledge in mathematics teaching and contribution of this process to development of mathematical thinking of students. The standpoint presented here is that it is of great importance for students in mathematics able, with help of appropriate teaching content, to adopt a system of interconnected and conditioned mathematical knowledge and concepts. The knowledge system students can form in the teaching of mathematics, under certain conditions, if the selection of teaching contents allow its formation in the learning process represents more stable and logically consistent system of knowledge in comparison to any other area of learning in the classroom. The basis of the connectivity of knowledge in mathematics, according to the basic assumptions of the theory of developmental teaching, is the discovery of the subject of starting basic mathematical concepts in mathematics teaching, such as the relations among size, number, number system, set and others. Practicing different cognitive activities of acquiring mathematical concepts and interconnecting knowledge in mathematics teaching contribute to the development of mathematical thinking in students.",
publisher = "Univerzitet u Beogradu - Učiteljski fakultet, Beograd",
journal = "Inovacije u nastavi",
title = "Uticaj povezanosti znanja u nastavi matematike na razvoj matematičkog mišljenja, Influence of interconnecting knowledge in mathematics teaching on development of mathemathical thinking",
pages = "50-42",
number = "1",
volume = "28",
doi = "10.5937/inovacije1501042A"
}

Antonijević, R.,& Vujisić-Živković, N.. (2015). Uticaj povezanosti znanja u nastavi matematike na razvoj matematičkog mišljenja. in Inovacije u nastavi
Univerzitet u Beogradu - Učiteljski fakultet, Beograd., 28(1), 42-50.
https://doi.org/10.5937/inovacije1501042A

Antonijević R, Vujisić-Živković N. Uticaj povezanosti znanja u nastavi matematike na razvoj matematičkog mišljenja. in Inovacije u nastavi. 2015;28(1):42-50.
doi:10.5937/inovacije1501042A .

Antonijević, Radovan, Vujisić-Živković, Nataša, "Uticaj povezanosti znanja u nastavi matematike na razvoj matematičkog mišljenja" in Inovacije u nastavi, 28, no. 1 (2015):42-50,
https://doi.org/10.5937/inovacije1501042A . .

TY  - JOUR
AU  - Skubic-Ermenc, Klara
AU  - Vujisić-Živković, Nataša
AU  - Spasenović, Vera
PY  - 2015
UR  - http://reff.f.bg.ac.rs/handle/123456789/2078
AB  - Over the previous decade, higher education in Slovenia and Serbia has undergone considerable reforms, influenced by the Bologna process and its agenda of competence and learning outcomes. In the context of these reforms, the aim of this research is to consider the question of the relationship between the theoretical and the practical education of pedagogues at the university level. Eleven university professors from departments of pedagogy and andragogy at the universities of Ljubljana and Belgrade were interviewed. The semi-structured interviews focused on two main research questions: 1) how they understand the relationship between pedagogical theory and practice, and the identity of pedagogy as a science in that context, and 2) their opinion about the competence-based approach in the context of the study of pedagogy. The findings show that the majority of the interviewed university teachers hold an opinion that pedagogy is primarily a theoretical (reflective) science and, accordingly, that the mastery of theory is crucial for the development of pedagogues’ competences. Furthermore, most of them are rather reserved and critical of the competence approach as well as of the practical skills development. Although there are some differences in opinions between the professors from Ljubljana and Belgrade, this study shows that similar discourses prevail. The gap between pedagogical theory and practice is one of the major issues that have been current in pedagogical science in the recent decades. The findings of our research indicate that there is dissatisfaction with the relationship between modern pedagogical theory and practice, accompanied by the need for its reconceptualization.
PB  - University of Ljubljana
T2  - Center for Educational Policy Studies Journal
T1  - Teorija, praksa in kompetence v izobraževanju pedagogov – Pogledi ljubljanskih in beograjskih visokošolskih učiteljev
T1  - Theory, practice and competences in the study of pedagogy – Views of Ljubljana and Belgrade university teachers
EP  - 55
IS  - 2
SP  - 35
VL  - 5
UR  - https://hdl.handle.net/21.15107/rcub_reff_2078
ER  - 

@article{
author = "Skubic-Ermenc, Klara and Vujisić-Živković, Nataša and Spasenović, Vera",
year = "2015",
abstract = "Over the previous decade, higher education in Slovenia and Serbia has undergone considerable reforms, influenced by the Bologna process and its agenda of competence and learning outcomes. In the context of these reforms, the aim of this research is to consider the question of the relationship between the theoretical and the practical education of pedagogues at the university level. Eleven university professors from departments of pedagogy and andragogy at the universities of Ljubljana and Belgrade were interviewed. The semi-structured interviews focused on two main research questions: 1) how they understand the relationship between pedagogical theory and practice, and the identity of pedagogy as a science in that context, and 2) their opinion about the competence-based approach in the context of the study of pedagogy. The findings show that the majority of the interviewed university teachers hold an opinion that pedagogy is primarily a theoretical (reflective) science and, accordingly, that the mastery of theory is crucial for the development of pedagogues’ competences. Furthermore, most of them are rather reserved and critical of the competence approach as well as of the practical skills development. Although there are some differences in opinions between the professors from Ljubljana and Belgrade, this study shows that similar discourses prevail. The gap between pedagogical theory and practice is one of the major issues that have been current in pedagogical science in the recent decades. The findings of our research indicate that there is dissatisfaction with the relationship between modern pedagogical theory and practice, accompanied by the need for its reconceptualization.",
publisher = "University of Ljubljana",
journal = "Center for Educational Policy Studies Journal",
title = "Teorija, praksa in kompetence v izobraževanju pedagogov – Pogledi ljubljanskih in beograjskih visokošolskih učiteljev, Theory, practice and competences in the study of pedagogy – Views of Ljubljana and Belgrade university teachers",
pages = "55-35",
number = "2",
volume = "5",
url = "https://hdl.handle.net/21.15107/rcub_reff_2078"
}

Skubic-Ermenc, K., Vujisić-Živković, N.,& Spasenović, V.. (2015). Teorija, praksa in kompetence v izobraževanju pedagogov – Pogledi ljubljanskih in beograjskih visokošolskih učiteljev. in Center for Educational Policy Studies Journal
University of Ljubljana., 5(2), 35-55.
https://hdl.handle.net/21.15107/rcub_reff_2078

Skubic-Ermenc K, Vujisić-Živković N, Spasenović V. Teorija, praksa in kompetence v izobraževanju pedagogov – Pogledi ljubljanskih in beograjskih visokošolskih učiteljev. in Center for Educational Policy Studies Journal. 2015;5(2):35-55.
https://hdl.handle.net/21.15107/rcub_reff_2078 .

Skubic-Ermenc, Klara, Vujisić-Živković, Nataša, Spasenović, Vera, "Teorija, praksa in kompetence v izobraževanju pedagogov – Pogledi ljubljanskih in beograjskih visokošolskih učiteljev" in Center for Educational Policy Studies Journal, 5, no. 2 (2015):35-55,
https://hdl.handle.net/21.15107/rcub_reff_2078 .

TY  - JOUR
AU  - Vujisić-Živković, Nataša
PY  - 2015
UR  - http://reff.f.bg.ac.rs/handle/123456789/2043
AB  - This paper treats the discontinuity in educational policy and pedagogical science in the period of Yugoslav socialism in Serbia. It has been stated that during that period a modernized educational system was being built. Today a deeper understanding and review of that new system is necessary in order to build a comprehensive picture of the development of education in Serbia. The essential principles of Serbian/Yugoslav Marxist pedagogy are discussed in particular, and some of its contradictions, developmental stages and achievements are pointed out in detail. In this context, the particular issues on further study of the socialist period in the development of Serbian education and pedagogy are initiated, in order to find its adequate place in the explanation of the way Serbian pedagogy developed its identity and the role in creating the educational policy.
PB  - Association of Slovenian Educationalists
T2  - Sodobna pedagogika / Journal of Contemporary Educational Studies
T1  - Constitutive discontinuity. Education and pedagogy in the socialistic Serbia (1945-1990)
EP  - 77
IS  - 2
SP  - 64
VL  - 66
UR  - https://hdl.handle.net/21.15107/rcub_reff_2043
ER  - 

@article{
author = "Vujisić-Živković, Nataša",
year = "2015",
abstract = "This paper treats the discontinuity in educational policy and pedagogical science in the period of Yugoslav socialism in Serbia. It has been stated that during that period a modernized educational system was being built. Today a deeper understanding and review of that new system is necessary in order to build a comprehensive picture of the development of education in Serbia. The essential principles of Serbian/Yugoslav Marxist pedagogy are discussed in particular, and some of its contradictions, developmental stages and achievements are pointed out in detail. In this context, the particular issues on further study of the socialist period in the development of Serbian education and pedagogy are initiated, in order to find its adequate place in the explanation of the way Serbian pedagogy developed its identity and the role in creating the educational policy.",
publisher = "Association of Slovenian Educationalists",
journal = "Sodobna pedagogika / Journal of Contemporary Educational Studies",
title = "Constitutive discontinuity. Education and pedagogy in the socialistic Serbia (1945-1990)",
pages = "77-64",
number = "2",
volume = "66",
url = "https://hdl.handle.net/21.15107/rcub_reff_2043"
}

Vujisić-Živković, N.. (2015). Constitutive discontinuity. Education and pedagogy in the socialistic Serbia (1945-1990). in Sodobna pedagogika / Journal of Contemporary Educational Studies
Association of Slovenian Educationalists., 66(2), 64-77.
https://hdl.handle.net/21.15107/rcub_reff_2043

Vujisić-Živković N. Constitutive discontinuity. Education and pedagogy in the socialistic Serbia (1945-1990). in Sodobna pedagogika / Journal of Contemporary Educational Studies. 2015;66(2):64-77.
https://hdl.handle.net/21.15107/rcub_reff_2043 .

Vujisić-Živković, Nataša, "Constitutive discontinuity. Education and pedagogy in the socialistic Serbia (1945-1990)" in Sodobna pedagogika / Journal of Contemporary Educational Studies, 66, no. 2 (2015):64-77,
https://hdl.handle.net/21.15107/rcub_reff_2043 .

TY  - JOUR
AU  - Vujisić-Živković, Nataša
PY  - 2015
UR  - http://reff.f.bg.ac.rs/handle/123456789/2030
PB  - Slovenian Assoc Educationalists, Ljubljana
T2  - Sodobna pedagogika / Journal of Contemporary Educational Studies
T1  - Constitutive discontinuity: education and pedagogy in socialistic Serbia
EP  - 68
IS  - 2
SP  - 56
VL  - 66
UR  - https://hdl.handle.net/21.15107/rcub_reff_2030
ER  - 

@article{
author = "Vujisić-Živković, Nataša",
year = "2015",
publisher = "Slovenian Assoc Educationalists, Ljubljana",
journal = "Sodobna pedagogika / Journal of Contemporary Educational Studies",
title = "Constitutive discontinuity: education and pedagogy in socialistic Serbia",
pages = "68-56",
number = "2",
volume = "66",
url = "https://hdl.handle.net/21.15107/rcub_reff_2030"
}

Vujisić-Živković, N.. (2015). Constitutive discontinuity: education and pedagogy in socialistic Serbia. in Sodobna pedagogika / Journal of Contemporary Educational Studies
Slovenian Assoc Educationalists, Ljubljana., 66(2), 56-68.
https://hdl.handle.net/21.15107/rcub_reff_2030

Vujisić-Živković N. Constitutive discontinuity: education and pedagogy in socialistic Serbia. in Sodobna pedagogika / Journal of Contemporary Educational Studies. 2015;66(2):56-68.
https://hdl.handle.net/21.15107/rcub_reff_2030 .

Vujisić-Živković, Nataša, "Constitutive discontinuity: education and pedagogy in socialistic Serbia" in Sodobna pedagogika / Journal of Contemporary Educational Studies, 66, no. 2 (2015):56-68,
https://hdl.handle.net/21.15107/rcub_reff_2030 .

TY  - JOUR
AU  - Vujisić-Živković, Nataša
PY  - 2015
UR  - http://reff.f.bg.ac.rs/handle/123456789/1949
AB  - Nadzor dr Đorđa Natoševića nad osnovnim školama u Kneževini Srbiji tokom školske 1867/68. razlikovao se od dotadašnje revizije škola, jer ga je sproveo, po želji vladara kneza Mihaila, najbolji srpski pedagog, kako bi se učinio odsudan korak u reformisanju srpskog školstva. U radu su analizirani sačuvani Natoševićevi izveštaji, koji se, kao istorijski izvori prvoga reda, prvi put predstavljaju našoj naučnoj javnosti. Realizovano istraživanje je pokazalo da izveštaji Đorđa Natoševića omogućavaju realan uvid u rad osnovnih škola u Kneževini Srbiji i da su, u tom smislu, važno svedočanstvo o školskim prilikama u Srbiji na izmaku sedme decenije XIX veka. S druge strane, budući da su uvek sadržavali predloge kako da se osnovnoškolsko obrazovanje iz temelja preuredi, Natoševićevi izveštaji predstavljaju značajan predložak za istraživanje nastanka trajnih institucija pedagoškog obrazovanja i modernih didaktičko-metodičkih shvatanja u Srbiji u poslednje tri decenije XIX veka.
AB  - Dr Đorđe Matošević's supervision of elementary schools in Serbia during 1867/68 academic year differed from previous inspections because it was conducted according to the order of the ruler, prince Mihailo, and the wish of this most prominent Serbian pedagogue in order to make a decisive step in reforming Serbian schools. The preserved Matošević's reports were analyzed as historical sources of the first rank, and now are presented to our scientific community for the first time. Our research shows that Đorđe Matošević's reports enable a realistic insight in elementary school practice in the Princedom of Serbia, and are important testiomonies of educational conditions near the end of the seventh decade of the nineteen century. On the other hand, since they always contained suggestions for fundamental reforming of elementary-school education, Đorđe Matošević's reports are an important model for researching the origins of permanent institutions of pedagogic education and modern didactic - methodological concepts in Serbia in the last three decades of the nineteenth century.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Dr Đorđe Natošević u reviziji osnovnih škola u Kneževini Srbiji
T1  - D-r Džordže Natoševič v nadzore za rabotoj načal'nyh škol v Knjažestve Serbii
T1  - Dr Đorđe Natošević: Supervisor of elementary schools in Serbia
EP  - 835
IS  - 4
SP  - 823
VL  - 65
DO  - 10.5937/nasvas1504823V
ER  - 

@article{
author = "Vujisić-Živković, Nataša",
year = "2015",
abstract = "Nadzor dr Đorđa Natoševića nad osnovnim školama u Kneževini Srbiji tokom školske 1867/68. razlikovao se od dotadašnje revizije škola, jer ga je sproveo, po želji vladara kneza Mihaila, najbolji srpski pedagog, kako bi se učinio odsudan korak u reformisanju srpskog školstva. U radu su analizirani sačuvani Natoševićevi izveštaji, koji se, kao istorijski izvori prvoga reda, prvi put predstavljaju našoj naučnoj javnosti. Realizovano istraživanje je pokazalo da izveštaji Đorđa Natoševića omogućavaju realan uvid u rad osnovnih škola u Kneževini Srbiji i da su, u tom smislu, važno svedočanstvo o školskim prilikama u Srbiji na izmaku sedme decenije XIX veka. S druge strane, budući da su uvek sadržavali predloge kako da se osnovnoškolsko obrazovanje iz temelja preuredi, Natoševićevi izveštaji predstavljaju značajan predložak za istraživanje nastanka trajnih institucija pedagoškog obrazovanja i modernih didaktičko-metodičkih shvatanja u Srbiji u poslednje tri decenije XIX veka., Dr Đorđe Matošević's supervision of elementary schools in Serbia during 1867/68 academic year differed from previous inspections because it was conducted according to the order of the ruler, prince Mihailo, and the wish of this most prominent Serbian pedagogue in order to make a decisive step in reforming Serbian schools. The preserved Matošević's reports were analyzed as historical sources of the first rank, and now are presented to our scientific community for the first time. Our research shows that Đorđe Matošević's reports enable a realistic insight in elementary school practice in the Princedom of Serbia, and are important testiomonies of educational conditions near the end of the seventh decade of the nineteen century. On the other hand, since they always contained suggestions for fundamental reforming of elementary-school education, Đorđe Matošević's reports are an important model for researching the origins of permanent institutions of pedagogic education and modern didactic - methodological concepts in Serbia in the last three decades of the nineteenth century.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Dr Đorđe Natošević u reviziji osnovnih škola u Kneževini Srbiji, D-r Džordže Natoševič v nadzore za rabotoj načal'nyh škol v Knjažestve Serbii, Dr Đorđe Natošević: Supervisor of elementary schools in Serbia",
pages = "835-823",
number = "4",
volume = "65",
doi = "10.5937/nasvas1504823V"
}

Vujisić-Živković, N.. (2015). Dr Đorđe Natošević u reviziji osnovnih škola u Kneževini Srbiji. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 65(4), 823-835.
https://doi.org/10.5937/nasvas1504823V

Vujisić-Živković N. Dr Đorđe Natošević u reviziji osnovnih škola u Kneževini Srbiji. in Nastava i vaspitanje. 2015;65(4):823-835.
doi:10.5937/nasvas1504823V .

Vujisić-Živković, Nataša, "Dr Đorđe Natošević u reviziji osnovnih škola u Kneževini Srbiji" in Nastava i vaspitanje, 65, no. 4 (2015):823-835,
https://doi.org/10.5937/nasvas1504823V . .

TY  - JOUR
AU  - Vujisić-Živković, Nataša
PY  - 2015
UR  - http://reff.f.bg.ac.rs/handle/123456789/1941
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Nedeljko Trnavac: Obrenovići - detinjstvo i obrazovanje - prosveta i školstvo u rudničko-takovskom kraju (1815-1903-2015), Opština Gornji Milanovac i Muzej rudničko-takovskog kraja, 2015
EP  - 587
IS  - 3
SP  - 585
VL  - 64
UR  - https://hdl.handle.net/21.15107/rcub_reff_1941
ER  - 

@article{
author = "Vujisić-Živković, Nataša",
year = "2015",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Nedeljko Trnavac: Obrenovići - detinjstvo i obrazovanje - prosveta i školstvo u rudničko-takovskom kraju (1815-1903-2015), Opština Gornji Milanovac i Muzej rudničko-takovskog kraja, 2015",
pages = "587-585",
number = "3",
volume = "64",
url = "https://hdl.handle.net/21.15107/rcub_reff_1941"
}

Vujisić-Živković, N.. (2015). Nedeljko Trnavac: Obrenovići - detinjstvo i obrazovanje - prosveta i školstvo u rudničko-takovskom kraju (1815-1903-2015), Opština Gornji Milanovac i Muzej rudničko-takovskog kraja, 2015. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 64(3), 585-587.
https://hdl.handle.net/21.15107/rcub_reff_1941

Vujisić-Živković N. Nedeljko Trnavac: Obrenovići - detinjstvo i obrazovanje - prosveta i školstvo u rudničko-takovskom kraju (1815-1903-2015), Opština Gornji Milanovac i Muzej rudničko-takovskog kraja, 2015. in Nastava i vaspitanje. 2015;64(3):585-587.
https://hdl.handle.net/21.15107/rcub_reff_1941 .

Vujisić-Živković, Nataša, "Nedeljko Trnavac: Obrenovići - detinjstvo i obrazovanje - prosveta i školstvo u rudničko-takovskom kraju (1815-1903-2015), Opština Gornji Milanovac i Muzej rudničko-takovskog kraja, 2015" in Nastava i vaspitanje, 64, no. 3 (2015):585-587,
https://hdl.handle.net/21.15107/rcub_reff_1941 .

TY  - JOUR
AU  - Protner, Edvard
AU  - Medveš, Zdenko
AU  - Batinić, Štefka
AU  - Miovska-Spaseva, Suzana
AU  - Radeka, Igor
AU  - Spasenović, Vera
AU  - Šušnjara, Snježana
AU  - Zorić, Vučina
AU  - Vujisić-Živković, Nataša
PY  - 2014
UR  - http://reff.f.bg.ac.rs/handle/123456789/1853
AB  - The article provides an overview of carrying out the principles of the Bologna reform in the education of subject teachers in the newly founded states in the territory of the former Yugoslavia. Drawing upon official documents, particularly laws and by-laws, study programmes and constituent documents of individual universities, the comparative analysis of the reform processes between 2004 and 2013 is made within a relatively homogeneous area in teacher education that existed before the break-up of the former joint state. Positive effects and weak points of the reform activities are observed and detected. The analysis has shown that by implementing the Bologna process the differences in the training of subject teachers among the states and universities, and even among individual universities, increased significantly compared to the previous state of education. This is evident not only in the simultaneous implementation of different models (i.e., the duration of studies (3+2, 4+1, 5+0), but also in concurrent application of simultaneous and successive forms of acquiring teacher competences, different academic titles, and particularly in the greatest issue different levels of education at which teachers acquire teaching competences for the same teacher profile.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - The bologna reform of subject teacher education in the newly founded states in the territory of the former Yugoslavia
EP  - 28
IS  - 1
SP  - 7
VL  - 46
DO  - 10.2298/ZIPI1401007P
ER  - 

@article{
author = "Protner, Edvard and Medveš, Zdenko and Batinić, Štefka and Miovska-Spaseva, Suzana and Radeka, Igor and Spasenović, Vera and Šušnjara, Snježana and Zorić, Vučina and Vujisić-Živković, Nataša",
year = "2014",
abstract = "The article provides an overview of carrying out the principles of the Bologna reform in the education of subject teachers in the newly founded states in the territory of the former Yugoslavia. Drawing upon official documents, particularly laws and by-laws, study programmes and constituent documents of individual universities, the comparative analysis of the reform processes between 2004 and 2013 is made within a relatively homogeneous area in teacher education that existed before the break-up of the former joint state. Positive effects and weak points of the reform activities are observed and detected. The analysis has shown that by implementing the Bologna process the differences in the training of subject teachers among the states and universities, and even among individual universities, increased significantly compared to the previous state of education. This is evident not only in the simultaneous implementation of different models (i.e., the duration of studies (3+2, 4+1, 5+0), but also in concurrent application of simultaneous and successive forms of acquiring teacher competences, different academic titles, and particularly in the greatest issue different levels of education at which teachers acquire teaching competences for the same teacher profile.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "The bologna reform of subject teacher education in the newly founded states in the territory of the former Yugoslavia",
pages = "28-7",
number = "1",
volume = "46",
doi = "10.2298/ZIPI1401007P"
}

Protner, E., Medveš, Z., Batinić, Š., Miovska-Spaseva, S., Radeka, I., Spasenović, V., Šušnjara, S., Zorić, V.,& Vujisić-Živković, N.. (2014). The bologna reform of subject teacher education in the newly founded states in the territory of the former Yugoslavia. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 46(1), 7-28.
https://doi.org/10.2298/ZIPI1401007P

Protner E, Medveš Z, Batinić Š, Miovska-Spaseva S, Radeka I, Spasenović V, Šušnjara S, Zorić V, Vujisić-Živković N. The bologna reform of subject teacher education in the newly founded states in the territory of the former Yugoslavia. in Zbornik Instituta za pedagoška istraživanja. 2014;46(1):7-28.
doi:10.2298/ZIPI1401007P .

Protner, Edvard, Medveš, Zdenko, Batinić, Štefka, Miovska-Spaseva, Suzana, Radeka, Igor, Spasenović, Vera, Šušnjara, Snježana, Zorić, Vučina, Vujisić-Živković, Nataša, "The bologna reform of subject teacher education in the newly founded states in the territory of the former Yugoslavia" in Zbornik Instituta za pedagoška istraživanja, 46, no. 1 (2014):7-28,
https://doi.org/10.2298/ZIPI1401007P . .

TY  - JOUR
AU  - Macura-Milovanović, Sunčica
AU  - Vujisić-Živković, Nataša
AU  - Peček, Mojca
PY  - 2014
UR  - http://reff.f.bg.ac.rs/handle/123456789/1782
AB  - Cilj ovoga rada jeste da se ukaže na značaj stavova prema učenicima romske nacionalne manjine sa kojim studenti budući učitelji ulaze u inicijalno profesionalno obrazovanje, a u kontekstu inkluzivnog obrazovanja definisanog kao kvalitetno obrazovanje za sve. Dat je pregled nalaza jednog broja istraživanja stavova studenata budućih učitelja, sa posebnim akcentom na podatke dobijene u istraživanju stavova studenata prve godine pedagoških fakulteta u Srbiji i Sloveniji, realizovanog 2009­2013. godine, koje je pokazalo da jedan broj anketiranih studenata ulazi u profesionalno obrazovanje sa predrasudama o uzrocima školskog neuspeha romskih učenika, socijalnom distancom prema romskim porodicama i neprihvatanjem pune odgovornosti za inkluziju romskih učenika. Implikacije nalaza ovog i drugih istraživanja ukazuju na potrebu temeljnije pripreme budućih učitelja za rad sa decom koja dolaze iz marginalizovanih i sociokulturno depriviranih sredina. Unapređivanju postojećeg stanja mogu da doprinesu izmene i dopune programa inicijalnog obrazovanja učitelja u domenu sticanja kompetencija za inkluzivno obrazovanje. Jedna od mogućnosti efikasne pripreme studenata za obrazovnu inkluziju romskih učenika odnosi se način realizacije profesionale prakse i kros-kurikularnu raspoređenost sadržaja o inkluzivnom obrazovanju.
AB  - The aim of this paper is to highlight the importance of attitudes towards Roma pupils with whom students, future teachers, enter into initial professional education, and in the context of inclusive education defined as a quality education for all. An overview of the findings of a number of students future teachers' attitudes is given here, with special emphasis on the data obtained in the study of attitudes of first year students of pedagogical faculties in Serbia and Slovenia, implemented from 2009 to 2013. year, which showed that a number of the surveyed students was entering the professional education with prejudice about the causes of school failure of Roma pupils, a social distance towards the Roma families and with not accepting a full responsibility for the inclusion of Roma pupils. The implications of the findings of this and other research suggest a need for thorough preparation of future teachers to work with children who come from disadvantaged socio-cultural and deprived communities. Changes and additions to the program of initial teacher education in the field of competencies for inclusive education, may contribute to the improvement of the existing conditions. One of the possibilities for effective preparation of students for educational inclusion of Roma pupils refers to the way of realization of professional practice and cross-curricular content on inclusive education distribution.
PB  - Univerzitet u Kragujevcu - Učiteljski fakultet, Užice
T2  - Zbornik radova Učiteljskog fakulteta, Užice
T1  - Potreba za pripremom budućih učitelja za obrazovnu inkluziju romskih učenika
T1  - The need to prepare future teachers for inclusive education of Roma children
EP  - 136
IS  - 16
SP  - 123
UR  - https://hdl.handle.net/21.15107/rcub_reff_1782
ER  - 

@article{
author = "Macura-Milovanović, Sunčica and Vujisić-Živković, Nataša and Peček, Mojca",
year = "2014",
abstract = "Cilj ovoga rada jeste da se ukaže na značaj stavova prema učenicima romske nacionalne manjine sa kojim studenti budući učitelji ulaze u inicijalno profesionalno obrazovanje, a u kontekstu inkluzivnog obrazovanja definisanog kao kvalitetno obrazovanje za sve. Dat je pregled nalaza jednog broja istraživanja stavova studenata budućih učitelja, sa posebnim akcentom na podatke dobijene u istraživanju stavova studenata prve godine pedagoških fakulteta u Srbiji i Sloveniji, realizovanog 2009­2013. godine, koje je pokazalo da jedan broj anketiranih studenata ulazi u profesionalno obrazovanje sa predrasudama o uzrocima školskog neuspeha romskih učenika, socijalnom distancom prema romskim porodicama i neprihvatanjem pune odgovornosti za inkluziju romskih učenika. Implikacije nalaza ovog i drugih istraživanja ukazuju na potrebu temeljnije pripreme budućih učitelja za rad sa decom koja dolaze iz marginalizovanih i sociokulturno depriviranih sredina. Unapređivanju postojećeg stanja mogu da doprinesu izmene i dopune programa inicijalnog obrazovanja učitelja u domenu sticanja kompetencija za inkluzivno obrazovanje. Jedna od mogućnosti efikasne pripreme studenata za obrazovnu inkluziju romskih učenika odnosi se način realizacije profesionale prakse i kros-kurikularnu raspoređenost sadržaja o inkluzivnom obrazovanju., The aim of this paper is to highlight the importance of attitudes towards Roma pupils with whom students, future teachers, enter into initial professional education, and in the context of inclusive education defined as a quality education for all. An overview of the findings of a number of students future teachers' attitudes is given here, with special emphasis on the data obtained in the study of attitudes of first year students of pedagogical faculties in Serbia and Slovenia, implemented from 2009 to 2013. year, which showed that a number of the surveyed students was entering the professional education with prejudice about the causes of school failure of Roma pupils, a social distance towards the Roma families and with not accepting a full responsibility for the inclusion of Roma pupils. The implications of the findings of this and other research suggest a need for thorough preparation of future teachers to work with children who come from disadvantaged socio-cultural and deprived communities. Changes and additions to the program of initial teacher education in the field of competencies for inclusive education, may contribute to the improvement of the existing conditions. One of the possibilities for effective preparation of students for educational inclusion of Roma pupils refers to the way of realization of professional practice and cross-curricular content on inclusive education distribution.",
publisher = "Univerzitet u Kragujevcu - Učiteljski fakultet, Užice",
journal = "Zbornik radova Učiteljskog fakulteta, Užice",
title = "Potreba za pripremom budućih učitelja za obrazovnu inkluziju romskih učenika, The need to prepare future teachers for inclusive education of Roma children",
pages = "136-123",
number = "16",
url = "https://hdl.handle.net/21.15107/rcub_reff_1782"
}

Macura-Milovanović, S., Vujisić-Živković, N.,& Peček, M.. (2014). Potreba za pripremom budućih učitelja za obrazovnu inkluziju romskih učenika. in Zbornik radova Učiteljskog fakulteta, Užice
Univerzitet u Kragujevcu - Učiteljski fakultet, Užice.(16), 123-136.
https://hdl.handle.net/21.15107/rcub_reff_1782

Macura-Milovanović S, Vujisić-Živković N, Peček M. Potreba za pripremom budućih učitelja za obrazovnu inkluziju romskih učenika. in Zbornik radova Učiteljskog fakulteta, Užice. 2014;(16):123-136.
https://hdl.handle.net/21.15107/rcub_reff_1782 .

Macura-Milovanović, Sunčica, Vujisić-Živković, Nataša, Peček, Mojca, "Potreba za pripremom budućih učitelja za obrazovnu inkluziju romskih učenika" in Zbornik radova Učiteljskog fakulteta, Užice, no. 16 (2014):123-136,
https://hdl.handle.net/21.15107/rcub_reff_1782 .

TY  - JOUR
AU  - Vujisić-Živković, Nataša
AU  - Zeljić, Marijana
AU  - Antonijević, Radovan
PY  - 2014
UR  - http://reff.f.bg.ac.rs/handle/123456789/1842
AB  - U ovom radu bavili smo pitanjem početaka metodike elementarne matematike i karakterom nastave matematike u osnovnim školama u Kneževini Srbiji u prvoj polovini XIX veka, radi sagledavanja razvoja metodike računske nastave i načina na koji se taj razvoj odražavao na nastavnu praksu. Za potrebe istraživanja koje smo realizovali koristili smo sledeće izvore: nastavne programe iz računice (čislenice), metodička uputstava ('nastavlenija') za učitelje, udžbenike iz računice, metodičke priručnike za učitelje i izveštaje školskih nadzornika. Analizom navedenih izvora došli smo do zaključaka da se u prvoj polovini XIX veka u Srbiji postepeno konstituiše autentična metodička koncepcija koja se najvećim delom oslanjala na realne potrebe učenika za upotrebom aritmetike u svakodnevnom životu, s jedne strane, i na potrebu da učitelji, čiji je nivo matematičke pismenosti bio pretežno veoma nizak, u meri u kojoj je to bilo moguće, u uslovima kada nije postojala učiteljska škola, dobiju šire matematičko obrazovanje. Ta dva gotovo nepomirljiva zadatka bila su relativno uspešno rešena, čime je stvoren osnov za dalji razvoj moderne i na evropskim uzorima zasnovane metodike nastave računice.
AB  - In our research we dealt with the issue of the beginnings of the methodology and character of elementary mathematics teaching in the Princedom of Serbia in the first half of the nineteenth century. Our aim was to examine the development of mathematics teaching methodology and the ways by which this development affected teaching practice. We used the following sources: the mathematics curricula (čislenice), methodological instructions for teachers ('nastavlenija'), mathematics textbooks, teacher's books and school supervizors' reports. By analyzing the stated sources we came to the conclusion that, in the first half of the nineteenth century in Serbia, an authentic metodological concept formed gradually, relying on realistic needs of students for the use of arithmetics in everyday life on the one hand, and the need of the teachers, whose levels of mathematical literacy were low, to get wider education in mathematics, in the conditions where no teachers' colleges existed. These two, almost irreconcilable, tasks were relatively successfully fulfilled, and the basis for further development of modern arithmetic teaching methodology based on the European models was obtained.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Počeci metodičke konceptualizacije i praktične realizacije nastave računice u osnovnom školama u Kneževini Srbiji
T1  - Načalo metodičeskoj koncepcii i obučenija matematike v osnovnyh školah v Knjažestve Serbii
T1  - The beginnings of the methodological conceptualization and practical application in teaching mathematics in elementary schools in the Princedom of Serbia
EP  - 57
IS  - 1
SP  - 45
VL  - 63
UR  - https://hdl.handle.net/21.15107/rcub_reff_1842
ER  - 

@article{
author = "Vujisić-Živković, Nataša and Zeljić, Marijana and Antonijević, Radovan",
year = "2014",
abstract = "U ovom radu bavili smo pitanjem početaka metodike elementarne matematike i karakterom nastave matematike u osnovnim školama u Kneževini Srbiji u prvoj polovini XIX veka, radi sagledavanja razvoja metodike računske nastave i načina na koji se taj razvoj odražavao na nastavnu praksu. Za potrebe istraživanja koje smo realizovali koristili smo sledeće izvore: nastavne programe iz računice (čislenice), metodička uputstava ('nastavlenija') za učitelje, udžbenike iz računice, metodičke priručnike za učitelje i izveštaje školskih nadzornika. Analizom navedenih izvora došli smo do zaključaka da se u prvoj polovini XIX veka u Srbiji postepeno konstituiše autentična metodička koncepcija koja se najvećim delom oslanjala na realne potrebe učenika za upotrebom aritmetike u svakodnevnom životu, s jedne strane, i na potrebu da učitelji, čiji je nivo matematičke pismenosti bio pretežno veoma nizak, u meri u kojoj je to bilo moguće, u uslovima kada nije postojala učiteljska škola, dobiju šire matematičko obrazovanje. Ta dva gotovo nepomirljiva zadatka bila su relativno uspešno rešena, čime je stvoren osnov za dalji razvoj moderne i na evropskim uzorima zasnovane metodike nastave računice., In our research we dealt with the issue of the beginnings of the methodology and character of elementary mathematics teaching in the Princedom of Serbia in the first half of the nineteenth century. Our aim was to examine the development of mathematics teaching methodology and the ways by which this development affected teaching practice. We used the following sources: the mathematics curricula (čislenice), methodological instructions for teachers ('nastavlenija'), mathematics textbooks, teacher's books and school supervizors' reports. By analyzing the stated sources we came to the conclusion that, in the first half of the nineteenth century in Serbia, an authentic metodological concept formed gradually, relying on realistic needs of students for the use of arithmetics in everyday life on the one hand, and the need of the teachers, whose levels of mathematical literacy were low, to get wider education in mathematics, in the conditions where no teachers' colleges existed. These two, almost irreconcilable, tasks were relatively successfully fulfilled, and the basis for further development of modern arithmetic teaching methodology based on the European models was obtained.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Počeci metodičke konceptualizacije i praktične realizacije nastave računice u osnovnom školama u Kneževini Srbiji, Načalo metodičeskoj koncepcii i obučenija matematike v osnovnyh školah v Knjažestve Serbii, The beginnings of the methodological conceptualization and practical application in teaching mathematics in elementary schools in the Princedom of Serbia",
pages = "57-45",
number = "1",
volume = "63",
url = "https://hdl.handle.net/21.15107/rcub_reff_1842"
}

Vujisić-Živković, N., Zeljić, M.,& Antonijević, R.. (2014). Počeci metodičke konceptualizacije i praktične realizacije nastave računice u osnovnom školama u Kneževini Srbiji. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 63(1), 45-57.
https://hdl.handle.net/21.15107/rcub_reff_1842

Vujisić-Živković N, Zeljić M, Antonijević R. Počeci metodičke konceptualizacije i praktične realizacije nastave računice u osnovnom školama u Kneževini Srbiji. in Nastava i vaspitanje. 2014;63(1):45-57.
https://hdl.handle.net/21.15107/rcub_reff_1842 .

Vujisić-Živković, Nataša, Zeljić, Marijana, Antonijević, Radovan, "Počeci metodičke konceptualizacije i praktične realizacije nastave računice u osnovnom školama u Kneževini Srbiji" in Nastava i vaspitanje, 63, no. 1 (2014):45-57,
https://hdl.handle.net/21.15107/rcub_reff_1842 .

TY  - JOUR
AU  - Vujisić-Živković, Nataša
AU  - Vranješević, Jelena
PY  - 2014
UR  - http://reff.f.bg.ac.rs/handle/123456789/1824
AB  - U radu smo se bavili slikom učenika osnovne škole u Srbiji u prvoj polovini XIX veka otvarajući sledeća istraživačka pitanja: 1) koliki je bio obuhvat dece osnovnim obrazovanjem, 2) kakvi su bili uslovi rada u školi, 3) koji vaspitni postupci učitelja su dominirali i 4) kakav je bio položaj učenika u nastavnom procesu. Analiza arhivske građe, osnovnoškolskih zakona i uputstava za učitelje, pokazala je da u uslovima kada osnovno obrazovanje nije bilo obavezno, kada nisu postojale adekvatne školske zgrade, a neretko ni osnovni školski nameštaj, udžbenici i školski pribor, projektovani ciljevi prosvetnih vlasti nisu mogli da se postignu. Osnovnu školu pohađalo je oko pet odsto dece, koja su ulagala veliki napor da istraju u obrazovanju, uprkos tome što su organizacija i razvoj osnovnoškolskog obrazovanja bili tek u začetku. Takođe, nepostojanje profesionalno osposobljenog učiteljskog kadra imalo je za posledicu da su u školi reprodukovani obrasci patrijarhalnog modela vaspitanja u kome se odnos odraslih (učitelja) prema deci zasnivao na razvijanju strahopoštovanja, a nastavni proces ostajao u tradicionalnim okvirima 'prenošenja znanja', što je održavalo sliku o detetu/učeniku kao o'biću u nastajanju', koje je nezrelo i pasivno u procesu sopstvenog razvoja.
AB  - In our research we tried to reveal the image of elementary-school pupils in Serbia in the first half of the nineteenth century by opening the following questions: 1) how many children were included in elementary education, 2) what were working conditions like, 3) which teachers' procedures prevailed and 4) what was the position of the student in the teaching process? The analysis of archive material, elementary school legislation and instructions for teachers showed that, in the conditions when elementary education was not obligatory, and appropriate school buildings, adequate school furniture, textbooks or teaching aids did not exist, in most cases the official educational aims could not be achieved. Only 5% of children attended elementary school and they invested a lot of effort to persevere in education despite the fact that the organization and the development of elementary education were rudimentary. Also, the non­existence of professional teaching cadre resulted in the models of education which were, in fact, reproduced patriarchal models in which the relation of the adults (teachers) towards children was based on developing reverence, and the teaching process remained within the traditional frame of transmitting knowledge, which sustained the image of the child/pupil as an 'emerging being', immature and passive in the process of their own development.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Slika učenika osnovne škole u Srbiji u prvoj polovini XIX veka
T1  - Ovraz učenikov načal'noj školy v Servii v pervoj polovine XIX veka
T1  - A portrait of elementary school pupils in Serbia in the first half of the nineteenth century
EP  - 257
IS  - 2
SP  - 245
VL  - 63
UR  - https://hdl.handle.net/21.15107/rcub_reff_1824
ER  - 

@article{
author = "Vujisić-Živković, Nataša and Vranješević, Jelena",
year = "2014",
abstract = "U radu smo se bavili slikom učenika osnovne škole u Srbiji u prvoj polovini XIX veka otvarajući sledeća istraživačka pitanja: 1) koliki je bio obuhvat dece osnovnim obrazovanjem, 2) kakvi su bili uslovi rada u školi, 3) koji vaspitni postupci učitelja su dominirali i 4) kakav je bio položaj učenika u nastavnom procesu. Analiza arhivske građe, osnovnoškolskih zakona i uputstava za učitelje, pokazala je da u uslovima kada osnovno obrazovanje nije bilo obavezno, kada nisu postojale adekvatne školske zgrade, a neretko ni osnovni školski nameštaj, udžbenici i školski pribor, projektovani ciljevi prosvetnih vlasti nisu mogli da se postignu. Osnovnu školu pohađalo je oko pet odsto dece, koja su ulagala veliki napor da istraju u obrazovanju, uprkos tome što su organizacija i razvoj osnovnoškolskog obrazovanja bili tek u začetku. Takođe, nepostojanje profesionalno osposobljenog učiteljskog kadra imalo je za posledicu da su u školi reprodukovani obrasci patrijarhalnog modela vaspitanja u kome se odnos odraslih (učitelja) prema deci zasnivao na razvijanju strahopoštovanja, a nastavni proces ostajao u tradicionalnim okvirima 'prenošenja znanja', što je održavalo sliku o detetu/učeniku kao o'biću u nastajanju', koje je nezrelo i pasivno u procesu sopstvenog razvoja., In our research we tried to reveal the image of elementary-school pupils in Serbia in the first half of the nineteenth century by opening the following questions: 1) how many children were included in elementary education, 2) what were working conditions like, 3) which teachers' procedures prevailed and 4) what was the position of the student in the teaching process? The analysis of archive material, elementary school legislation and instructions for teachers showed that, in the conditions when elementary education was not obligatory, and appropriate school buildings, adequate school furniture, textbooks or teaching aids did not exist, in most cases the official educational aims could not be achieved. Only 5% of children attended elementary school and they invested a lot of effort to persevere in education despite the fact that the organization and the development of elementary education were rudimentary. Also, the non­existence of professional teaching cadre resulted in the models of education which were, in fact, reproduced patriarchal models in which the relation of the adults (teachers) towards children was based on developing reverence, and the teaching process remained within the traditional frame of transmitting knowledge, which sustained the image of the child/pupil as an 'emerging being', immature and passive in the process of their own development.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Slika učenika osnovne škole u Srbiji u prvoj polovini XIX veka, Ovraz učenikov načal'noj školy v Servii v pervoj polovine XIX veka, A portrait of elementary school pupils in Serbia in the first half of the nineteenth century",
pages = "257-245",
number = "2",
volume = "63",
url = "https://hdl.handle.net/21.15107/rcub_reff_1824"
}

Vujisić-Živković, N.,& Vranješević, J.. (2014). Slika učenika osnovne škole u Srbiji u prvoj polovini XIX veka. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 63(2), 245-257.
https://hdl.handle.net/21.15107/rcub_reff_1824

Vujisić-Živković N, Vranješević J. Slika učenika osnovne škole u Srbiji u prvoj polovini XIX veka. in Nastava i vaspitanje. 2014;63(2):245-257.
https://hdl.handle.net/21.15107/rcub_reff_1824 .

Vujisić-Živković, Nataša, Vranješević, Jelena, "Slika učenika osnovne škole u Srbiji u prvoj polovini XIX veka" in Nastava i vaspitanje, 63, no. 2 (2014):245-257,
https://hdl.handle.net/21.15107/rcub_reff_1824 .

TY  - JOUR
AU  - Pecek, Mojca
AU  - Macura-Milovanović, Sunčica
AU  - Vujisić-Živković, Nataša
PY  - 2014
UR  - http://reff.f.bg.ac.rs/handle/123456789/1813
AB  - In many countries, there is a growing need for teacher awareness and sensitivity to cultural differences, what is often called culturally responsive teaching. This is why teacher education institutions are making significant efforts to require student teachers to enrol in courses that focus on understanding, tolerance and acceptance of differences in others. Determining beliefs of student teachers towards the diversity of pupils at the onset of their studies is critical for providing teacher education that more efficiently challenges implicit beliefs and biases. The main objective in this paper is therefore to determine the initial beliefs of student teachers concerning the Roma population, Europe's largest ethnic minority. Research was conducted at the Faculty of Education at the University of Ljubljana in Slovenia and the Teacher Training Faculty at the University of Belgrade in Serbia. The results of the study suggest that most student teachers are in favour of schooling Roma pupils in regular schools; however, most of them would not like to have them in their classes. Most student teachers are aware of the discrimination against Roma pupils in schools; however, they are not ready to engage in closer interactions with Roma families. The implications of these findings for teacher education programmes are subsequently discussed.
PB  - Routledge Journals, Taylor & Francis Ltd, Abingdon
T2  - Journal of Education for Teaching
T1  - The cultural responsiveness of teacher candidates towards Roma pupils in Serbia and Slovenia - case studies
EP  - 376
IS  - 4
SP  - 359
VL  - 40
DO  - 10.1080/02607476.2014.929383
ER  - 

@article{
author = "Pecek, Mojca and Macura-Milovanović, Sunčica and Vujisić-Živković, Nataša",
year = "2014",
abstract = "In many countries, there is a growing need for teacher awareness and sensitivity to cultural differences, what is often called culturally responsive teaching. This is why teacher education institutions are making significant efforts to require student teachers to enrol in courses that focus on understanding, tolerance and acceptance of differences in others. Determining beliefs of student teachers towards the diversity of pupils at the onset of their studies is critical for providing teacher education that more efficiently challenges implicit beliefs and biases. The main objective in this paper is therefore to determine the initial beliefs of student teachers concerning the Roma population, Europe's largest ethnic minority. Research was conducted at the Faculty of Education at the University of Ljubljana in Slovenia and the Teacher Training Faculty at the University of Belgrade in Serbia. The results of the study suggest that most student teachers are in favour of schooling Roma pupils in regular schools; however, most of them would not like to have them in their classes. Most student teachers are aware of the discrimination against Roma pupils in schools; however, they are not ready to engage in closer interactions with Roma families. The implications of these findings for teacher education programmes are subsequently discussed.",
publisher = "Routledge Journals, Taylor & Francis Ltd, Abingdon",
journal = "Journal of Education for Teaching",
title = "The cultural responsiveness of teacher candidates towards Roma pupils in Serbia and Slovenia - case studies",
pages = "376-359",
number = "4",
volume = "40",
doi = "10.1080/02607476.2014.929383"
}

Pecek, M., Macura-Milovanović, S.,& Vujisić-Živković, N.. (2014). The cultural responsiveness of teacher candidates towards Roma pupils in Serbia and Slovenia - case studies. in Journal of Education for Teaching
Routledge Journals, Taylor & Francis Ltd, Abingdon., 40(4), 359-376.
https://doi.org/10.1080/02607476.2014.929383

Pecek M, Macura-Milovanović S, Vujisić-Živković N. The cultural responsiveness of teacher candidates towards Roma pupils in Serbia and Slovenia - case studies. in Journal of Education for Teaching. 2014;40(4):359-376.
doi:10.1080/02607476.2014.929383 .

Pecek, Mojca, Macura-Milovanović, Sunčica, Vujisić-Živković, Nataša, "The cultural responsiveness of teacher candidates towards Roma pupils in Serbia and Slovenia - case studies" in Journal of Education for Teaching, 40, no. 4 (2014):359-376,
https://doi.org/10.1080/02607476.2014.929383 . .

TY  - JOUR
AU  - Vujisić-Živković, Nataša
PY  - 2013
UR  - http://reff.f.bg.ac.rs/handle/123456789/1551
AB  - U radu se razmatra uloga pedagoških istraživanja u transformisanju obrazovne politike i prakse. Bio nam je cilj da se kritički rasvetle mogućnosti, dometi i ograničenja 'na dokazima zasnovane' (evidence-based) koncepcije reformisanja obrazovanja. U okviru ove koncepcije došlo je do intenzivnog preispitivanja epistemologije pedagoške nauke, sa naglaskom na istraživanju uzročno-posledičnih odnosa u obrazovanju. Zahteva se i metodološka rigoroznost pedagoških istraživanja koja svoj vrhunac dostiže u eksperimentu na slučajnom uzorku. Uočava se i problem sistematske diseminacije i primene dobijenih naučnih saznanja u pedagoškoj praksi. Sa druge strane, kritičari ove koncepcije primećuju da je ona neopozitivistička, monometodološka, jer favorizuje kvantitativna istraživanja, i da je kao takva nedovoljna za objašnjenje i razumevanje pedagoških fenomena i konteksta u kome se obrazovne inovacije istražuju. Istovremeno, tokom poslednje decenije, došlo je do ponovnog preispitivanja uloge naučnog informisanja praktičara u njihovom svakodnevnom radu, kao i odnosa istraživanja i formiranja obrazovne politike. Najzad, filozofi obrazovanja ponovo u prvi plan stavljaju shvatanje o moralnoj, a ne o instrumentalno-tehničkoj prirodi pedagoške prakse. Teorijska analiza koncepcije 'na dokazima zasnovanog' transformisanja obrazovanja, dopunjena je i analizom socijalnih i institucionalnih uslova u kojima se razvija savremena nauka o obrazovanju. PR Projekat Ministarstva nauke Republike Srbije, br. 179060: Modeli procenjivanja i strategije unapređivanja kvaliteta obrazovanja u Srbiji .
AB  - The paper discusses the role of educational research in transforming educational policy and practice. Our aim was to critically illuminate the possibilities, range and limitation soft he evidence-based concept of education reform. This concept implies an intensive re-examination of the epistemology of educational science, with the emphasis on studying the causal and consequential relations in education. It demands methodological rigour in educational research, culminating in the random sample experiment. It is also perceived that there is the problem of systematic dissemination and application of the obtained scientific findings in educational practice. On the other hand, the critics of this concept have observed that it is neo-positivist, mono-methodological, since it favors quantitative research, and as such insufficient for explaining and understanding educational phenomena and the contexts in which educational innovations are studied. At the same time, during the last decade, there has been another reconsideration of the role of scientific in forming of practitioners in their everyday work, as well as of the relation between research and the development of educational policy. Finally, philosophers of education again insist on the moral instead of on instrumental nature of educational practice. Theoretical analysis of the concept of evidence-based transformation of education has been supplemented by an analysis of social and institutional conditions in which the modern science of education develops.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Uloga pedagoških istraživanja u transformisanju obrazovne politike i prakse
T1  - The role of educational research in transforming educational policy and practice
EP  - 23
IS  - 1
SP  - 7
VL  - 45
UR  - https://hdl.handle.net/21.15107/rcub_reff_1551
ER  - 

@article{
author = "Vujisić-Živković, Nataša",
year = "2013",
abstract = "U radu se razmatra uloga pedagoških istraživanja u transformisanju obrazovne politike i prakse. Bio nam je cilj da se kritički rasvetle mogućnosti, dometi i ograničenja 'na dokazima zasnovane' (evidence-based) koncepcije reformisanja obrazovanja. U okviru ove koncepcije došlo je do intenzivnog preispitivanja epistemologije pedagoške nauke, sa naglaskom na istraživanju uzročno-posledičnih odnosa u obrazovanju. Zahteva se i metodološka rigoroznost pedagoških istraživanja koja svoj vrhunac dostiže u eksperimentu na slučajnom uzorku. Uočava se i problem sistematske diseminacije i primene dobijenih naučnih saznanja u pedagoškoj praksi. Sa druge strane, kritičari ove koncepcije primećuju da je ona neopozitivistička, monometodološka, jer favorizuje kvantitativna istraživanja, i da je kao takva nedovoljna za objašnjenje i razumevanje pedagoških fenomena i konteksta u kome se obrazovne inovacije istražuju. Istovremeno, tokom poslednje decenije, došlo je do ponovnog preispitivanja uloge naučnog informisanja praktičara u njihovom svakodnevnom radu, kao i odnosa istraživanja i formiranja obrazovne politike. Najzad, filozofi obrazovanja ponovo u prvi plan stavljaju shvatanje o moralnoj, a ne o instrumentalno-tehničkoj prirodi pedagoške prakse. Teorijska analiza koncepcije 'na dokazima zasnovanog' transformisanja obrazovanja, dopunjena je i analizom socijalnih i institucionalnih uslova u kojima se razvija savremena nauka o obrazovanju. PR Projekat Ministarstva nauke Republike Srbije, br. 179060: Modeli procenjivanja i strategije unapređivanja kvaliteta obrazovanja u Srbiji ., The paper discusses the role of educational research in transforming educational policy and practice. Our aim was to critically illuminate the possibilities, range and limitation soft he evidence-based concept of education reform. This concept implies an intensive re-examination of the epistemology of educational science, with the emphasis on studying the causal and consequential relations in education. It demands methodological rigour in educational research, culminating in the random sample experiment. It is also perceived that there is the problem of systematic dissemination and application of the obtained scientific findings in educational practice. On the other hand, the critics of this concept have observed that it is neo-positivist, mono-methodological, since it favors quantitative research, and as such insufficient for explaining and understanding educational phenomena and the contexts in which educational innovations are studied. At the same time, during the last decade, there has been another reconsideration of the role of scientific in forming of practitioners in their everyday work, as well as of the relation between research and the development of educational policy. Finally, philosophers of education again insist on the moral instead of on instrumental nature of educational practice. Theoretical analysis of the concept of evidence-based transformation of education has been supplemented by an analysis of social and institutional conditions in which the modern science of education develops.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Uloga pedagoških istraživanja u transformisanju obrazovne politike i prakse, The role of educational research in transforming educational policy and practice",
pages = "23-7",
number = "1",
volume = "45",
url = "https://hdl.handle.net/21.15107/rcub_reff_1551"
}

Vujisić-Živković, N.. (2013). Uloga pedagoških istraživanja u transformisanju obrazovne politike i prakse. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 45(1), 7-23.
https://hdl.handle.net/21.15107/rcub_reff_1551

Vujisić-Živković N. Uloga pedagoških istraživanja u transformisanju obrazovne politike i prakse. in Zbornik Instituta za pedagoška istraživanja. 2013;45(1):7-23.
https://hdl.handle.net/21.15107/rcub_reff_1551 .

Vujisić-Živković, Nataša, "Uloga pedagoških istraživanja u transformisanju obrazovne politike i prakse" in Zbornik Instituta za pedagoška istraživanja, 45, no. 1 (2013):7-23,
https://hdl.handle.net/21.15107/rcub_reff_1551 .

TY  - JOUR
AU  - Vujisić-Živković, Nataša
PY  - 2013
UR  - http://reff.f.bg.ac.rs/handle/123456789/1546
PB  - Univerzitet u Beogradu - Učiteljski fakultet, Beograd
T2  - Inovacije u nastavi
T1  - Predrag Živković: Profesionalni identitet nastavnika i samoprocena kvaliteta rada, Filozofski fakultet Kosovska Mitrovica, Kairos, Jagodina, 2012
T1  - Professional identity and self-assessment teacher quality of work
EP  - 150
IS  - 3
SP  - 148
VL  - 26
UR  - https://hdl.handle.net/21.15107/rcub_reff_1546
ER  - 

@article{
author = "Vujisić-Živković, Nataša",
year = "2013",
publisher = "Univerzitet u Beogradu - Učiteljski fakultet, Beograd",
journal = "Inovacije u nastavi",
title = "Predrag Živković: Profesionalni identitet nastavnika i samoprocena kvaliteta rada, Filozofski fakultet Kosovska Mitrovica, Kairos, Jagodina, 2012, Professional identity and self-assessment teacher quality of work",
pages = "150-148",
number = "3",
volume = "26",
url = "https://hdl.handle.net/21.15107/rcub_reff_1546"
}

Vujisić-Živković, N.. (2013). Predrag Živković: Profesionalni identitet nastavnika i samoprocena kvaliteta rada, Filozofski fakultet Kosovska Mitrovica, Kairos, Jagodina, 2012. in Inovacije u nastavi
Univerzitet u Beogradu - Učiteljski fakultet, Beograd., 26(3), 148-150.
https://hdl.handle.net/21.15107/rcub_reff_1546

Vujisić-Živković N. Predrag Živković: Profesionalni identitet nastavnika i samoprocena kvaliteta rada, Filozofski fakultet Kosovska Mitrovica, Kairos, Jagodina, 2012. in Inovacije u nastavi. 2013;26(3):148-150.
https://hdl.handle.net/21.15107/rcub_reff_1546 .

Vujisić-Živković, Nataša, "Predrag Živković: Profesionalni identitet nastavnika i samoprocena kvaliteta rada, Filozofski fakultet Kosovska Mitrovica, Kairos, Jagodina, 2012" in Inovacije u nastavi, 26, no. 3 (2013):148-150,
https://hdl.handle.net/21.15107/rcub_reff_1546 .

TY  - JOUR
AU  - Vujisić-Živković, Nataša
AU  - Spasenović, Vera
PY  - 2013
UR  - http://reff.f.bg.ac.rs/handle/123456789/1741
AB  - In this paper, we have dealt with the institutional development of teacher education in Serbia in the 19th and the first decade of the 20th century. In this historical period, Serbia gained international recognition which has opened the way for the gradual development of a national school system. Since their establishment, the male teachers' schools in Serbia had the status of senior high schools. In a very short span of time, they produced a sufficient number of teachers who organised themselves into a strong professional community and contributed greatly both to the modernisation of Serbian education and to the development of pedagogy as a scientific discipline. Education of female teachers, on the other hand, took place in the so-called advanced schools for women, which, only at the turn of the centuries, evolved into female teachers' schools - their development was slow and difficult, partly due to the dominant patriarchal culture of the time. The development of teacher education went hand in hand with the development of pedagogy as scientific and academic discipline in Serbia. Hiring doctors of pedagogy, trained at European universities, as lecturers at teachers' schools, marked a qualitative leap in teacher education: educational thought developed in European countries, particularly in Germany, found its supporters in Serbia, who afterwards continued to develop authentic Serbian pedagogy and simultaneously educate generations of teachers in the spirit of educational concepts dominant at the time.
PB  - Centro Edizioni Universita Macerata
T2  - History of Education and Children's Literature
T1  - The development of primary school teacher education in Serbia in the 19th and the first decade of the 20th century
EP  - 83
IS  - 1
SP  - 63
VL  - 8
UR  - https://hdl.handle.net/21.15107/rcub_reff_1741
ER  - 

@article{
author = "Vujisić-Živković, Nataša and Spasenović, Vera",
year = "2013",
abstract = "In this paper, we have dealt with the institutional development of teacher education in Serbia in the 19th and the first decade of the 20th century. In this historical period, Serbia gained international recognition which has opened the way for the gradual development of a national school system. Since their establishment, the male teachers' schools in Serbia had the status of senior high schools. In a very short span of time, they produced a sufficient number of teachers who organised themselves into a strong professional community and contributed greatly both to the modernisation of Serbian education and to the development of pedagogy as a scientific discipline. Education of female teachers, on the other hand, took place in the so-called advanced schools for women, which, only at the turn of the centuries, evolved into female teachers' schools - their development was slow and difficult, partly due to the dominant patriarchal culture of the time. The development of teacher education went hand in hand with the development of pedagogy as scientific and academic discipline in Serbia. Hiring doctors of pedagogy, trained at European universities, as lecturers at teachers' schools, marked a qualitative leap in teacher education: educational thought developed in European countries, particularly in Germany, found its supporters in Serbia, who afterwards continued to develop authentic Serbian pedagogy and simultaneously educate generations of teachers in the spirit of educational concepts dominant at the time.",
publisher = "Centro Edizioni Universita Macerata",
journal = "History of Education and Children's Literature",
title = "The development of primary school teacher education in Serbia in the 19th and the first decade of the 20th century",
pages = "83-63",
number = "1",
volume = "8",
url = "https://hdl.handle.net/21.15107/rcub_reff_1741"
}

Vujisić-Živković, N.,& Spasenović, V.. (2013). The development of primary school teacher education in Serbia in the 19th and the first decade of the 20th century. in History of Education and Children's Literature
Centro Edizioni Universita Macerata., 8(1), 63-83.
https://hdl.handle.net/21.15107/rcub_reff_1741

Vujisić-Živković N, Spasenović V. The development of primary school teacher education in Serbia in the 19th and the first decade of the 20th century. in History of Education and Children's Literature. 2013;8(1):63-83.
https://hdl.handle.net/21.15107/rcub_reff_1741 .

Vujisić-Živković, Nataša, Spasenović, Vera, "The development of primary school teacher education in Serbia in the 19th and the first decade of the 20th century" in History of Education and Children's Literature, 8, no. 1 (2013):63-83,
https://hdl.handle.net/21.15107/rcub_reff_1741 .

TY  - JOUR
AU  - Ermenc, K.S.
AU  - Spasenović, Vera
AU  - Vujisić-Živković, Nataša
AU  - Vrcelj, Sofija
AU  - Popov, N.
PY  - 2013
UR  - http://reff.f.bg.ac.rs/handle/123456789/1722
AB  - This chapter compares the historical development and current state of comparative pedagogy (CP) in four Slavonic South East European Countries - Bulgaria, Croatia, Serbia, and Slovenia. The authors also aim to put the historical background and contemporary developments of CP as a science and academic discipline in their countries on the worldwide comparative education (CE) map. The chapter starts with a short definition of the two streams of CP development: the practical problem-solving nature of comparative studies; and the development of academic CP as a separate branch of the science of pedagogy. The history of CP in the four countries is divided into four historical periods: (1) 19th century until World War I (1918); (2) interwar years (1919-1941); (3) from 1945 until 1989; (4) from 1989 to the present. The development of CP during each period is examined in both national and comparative aspects and is analyzed within the appropriate political, social, and economic context. Some scientificpedagogical factors are also discussed, with the goal of providing a better understanding of the specific features of CP in the individual countries and in the region as a whole. On the one hand, the analysis shows common characteristics in CP development, mostly influenced by the fact that the historical development of the science of pedagogy (accompanied by the teacher training tradition and the education system structure) was strongly influenced by German theoretical and practical pedagogy in all SSEE countries. On the other hand, the comparison reveals some differences, especially between Bulgaria and the former Yugoslavia. Copyright
T2  - International Perspectives on Education and Society
T1  - Comparative pedagogy in slavonic south east european countries
EP  - 218
SP  - 191
VL  - 20
DO  - 10.1108/S1479-3679(2013)0000020019
ER  - 

@article{
author = "Ermenc, K.S. and Spasenović, Vera and Vujisić-Živković, Nataša and Vrcelj, Sofija and Popov, N.",
year = "2013",
abstract = "This chapter compares the historical development and current state of comparative pedagogy (CP) in four Slavonic South East European Countries - Bulgaria, Croatia, Serbia, and Slovenia. The authors also aim to put the historical background and contemporary developments of CP as a science and academic discipline in their countries on the worldwide comparative education (CE) map. The chapter starts with a short definition of the two streams of CP development: the practical problem-solving nature of comparative studies; and the development of academic CP as a separate branch of the science of pedagogy. The history of CP in the four countries is divided into four historical periods: (1) 19th century until World War I (1918); (2) interwar years (1919-1941); (3) from 1945 until 1989; (4) from 1989 to the present. The development of CP during each period is examined in both national and comparative aspects and is analyzed within the appropriate political, social, and economic context. Some scientificpedagogical factors are also discussed, with the goal of providing a better understanding of the specific features of CP in the individual countries and in the region as a whole. On the one hand, the analysis shows common characteristics in CP development, mostly influenced by the fact that the historical development of the science of pedagogy (accompanied by the teacher training tradition and the education system structure) was strongly influenced by German theoretical and practical pedagogy in all SSEE countries. On the other hand, the comparison reveals some differences, especially between Bulgaria and the former Yugoslavia. Copyright",
journal = "International Perspectives on Education and Society",
title = "Comparative pedagogy in slavonic south east european countries",
pages = "218-191",
volume = "20",
doi = "10.1108/S1479-3679(2013)0000020019"
}

Ermenc, K.S., Spasenović, V., Vujisić-Živković, N., Vrcelj, S.,& Popov, N.. (2013). Comparative pedagogy in slavonic south east european countries. in International Perspectives on Education and Society, 20, 191-218.
https://doi.org/10.1108/S1479-3679(2013)0000020019

Ermenc K, Spasenović V, Vujisić-Živković N, Vrcelj S, Popov N. Comparative pedagogy in slavonic south east european countries. in International Perspectives on Education and Society. 2013;20:191-218.
doi:10.1108/S1479-3679(2013)0000020019 .

Ermenc, K.S., Spasenović, Vera, Vujisić-Živković, Nataša, Vrcelj, Sofija, Popov, N., "Comparative pedagogy in slavonic south east european countries" in International Perspectives on Education and Society, 20 (2013):191-218,
https://doi.org/10.1108/S1479-3679(2013)0000020019 . .

TY  - JOUR
AU  - Vujisić-Živković, Nataša
PY  - 2013
UR  - http://reff.f.bg.ac.rs/handle/123456789/1709
AB  - U članku se problematizuje pitanje društveno-istorijskih aspekata u kojima se razvijalo profesionalno obrazovanje u Srbiji. O ovoj je temi u našoj literaturi dat sintetički pregled stanovišta koja se odnose na period XIX i XX veka. Konstatuje se da je zaostajanje u društvenoj modernizaciji i diferencijaciji različitih sfera socijalno-ekonomskog života negativno delovalo na razvoj koncepcije i sistema profesionalnog obrazovanja. Cilj nam je bio da sagledamo društveno uslovljene predrasude o obrazovnom procesu i sistemu, koje su predstavljale jednu od barijera za zasnivanje modernog, dinamičkog i ekonomskim potrebama adekvatnog profesionalnog obrazovanja u Srbiji. Neke od tih predrasuda, kao one o suprotnosti opšteg i pozivnog obrazovanja, usmerenost kreatora obrazovne politike na sistem formalnog obrazovanja i posledični nedostatak valjane teorije i prakse neformalnog i informalnog obrazovanja, prisutne su i kod nas. Zbog toga je, sa stanovišta istoričara obrazovanja, ponuđen niz pitanja koja se odnose na razvoj svih aspekata obrazovnog sistema o kojima treba voditi računa prilikom dalje konceptualizacije profesionalnog obrazovanja u nas.
AB  - This paper deals with the issue of socio-historical aspects in the development of professional education in Serbia. A synthetic overview is presented of the dominant viewpoints on this topic in our literature, covering the period of the 19th and 20th centuries. It is noted that the lag in social modernization and differentiation of various aspects of socio-economic life have had a negative effect on the development of the system of professional education. Our goal was to look into socially-conditioned prejudices about the educational process and system, which represented one of the barriers to the establishment of a modern, dynamic system of professional education in Serbia which would be in tune with economic needs. Some of these prejudices, like that concerning the contradiction between general and professional education, the educational policymakers' focus on the formal system of education and the lack of valid theory and practice in non-formal and informal education, are also present in Serbia. That is why, from the perspective of a historian of education, this paper discusses a range of issues related to the development of all aspects of the education system that need to be taken into consideration in the further conceptualization of professional education in our country.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Andragoške studije
T1  - Društveno-istorijski aspekt razvoja profesionalnog obrazovanja u Srbiji
T1  - Socio-historical aspects of the development of professional education in Serbia
EP  - 126
IS  - 2
SP  - 113
UR  - https://hdl.handle.net/21.15107/rcub_reff_1709
ER  - 

@article{
author = "Vujisić-Živković, Nataša",
year = "2013",
abstract = "U članku se problematizuje pitanje društveno-istorijskih aspekata u kojima se razvijalo profesionalno obrazovanje u Srbiji. O ovoj je temi u našoj literaturi dat sintetički pregled stanovišta koja se odnose na period XIX i XX veka. Konstatuje se da je zaostajanje u društvenoj modernizaciji i diferencijaciji različitih sfera socijalno-ekonomskog života negativno delovalo na razvoj koncepcije i sistema profesionalnog obrazovanja. Cilj nam je bio da sagledamo društveno uslovljene predrasude o obrazovnom procesu i sistemu, koje su predstavljale jednu od barijera za zasnivanje modernog, dinamičkog i ekonomskim potrebama adekvatnog profesionalnog obrazovanja u Srbiji. Neke od tih predrasuda, kao one o suprotnosti opšteg i pozivnog obrazovanja, usmerenost kreatora obrazovne politike na sistem formalnog obrazovanja i posledični nedostatak valjane teorije i prakse neformalnog i informalnog obrazovanja, prisutne su i kod nas. Zbog toga je, sa stanovišta istoričara obrazovanja, ponuđen niz pitanja koja se odnose na razvoj svih aspekata obrazovnog sistema o kojima treba voditi računa prilikom dalje konceptualizacije profesionalnog obrazovanja u nas., This paper deals with the issue of socio-historical aspects in the development of professional education in Serbia. A synthetic overview is presented of the dominant viewpoints on this topic in our literature, covering the period of the 19th and 20th centuries. It is noted that the lag in social modernization and differentiation of various aspects of socio-economic life have had a negative effect on the development of the system of professional education. Our goal was to look into socially-conditioned prejudices about the educational process and system, which represented one of the barriers to the establishment of a modern, dynamic system of professional education in Serbia which would be in tune with economic needs. Some of these prejudices, like that concerning the contradiction between general and professional education, the educational policymakers' focus on the formal system of education and the lack of valid theory and practice in non-formal and informal education, are also present in Serbia. That is why, from the perspective of a historian of education, this paper discusses a range of issues related to the development of all aspects of the education system that need to be taken into consideration in the further conceptualization of professional education in our country.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Andragoške studije",
title = "Društveno-istorijski aspekt razvoja profesionalnog obrazovanja u Srbiji, Socio-historical aspects of the development of professional education in Serbia",
pages = "126-113",
number = "2",
url = "https://hdl.handle.net/21.15107/rcub_reff_1709"
}

Vujisić-Živković, N.. (2013). Društveno-istorijski aspekt razvoja profesionalnog obrazovanja u Srbiji. in Andragoške studije
Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd.(2), 113-126.
https://hdl.handle.net/21.15107/rcub_reff_1709

Vujisić-Živković N. Društveno-istorijski aspekt razvoja profesionalnog obrazovanja u Srbiji. in Andragoške studije. 2013;(2):113-126.
https://hdl.handle.net/21.15107/rcub_reff_1709 .

Vujisić-Živković, Nataša, "Društveno-istorijski aspekt razvoja profesionalnog obrazovanja u Srbiji" in Andragoške studije, no. 2 (2013):113-126,
https://hdl.handle.net/21.15107/rcub_reff_1709 .

TY  - JOUR
AU  - Vujisić-Živković, Nataša
PY  - 2013
UR  - http://reff.f.bg.ac.rs/handle/123456789/1701
AB  - Predmet ovog članka jeste institucionalni i programski preobražaj studija pedagogije u sklopu aktuelne univerzitetske reforme u skandinavskim zemljama, u zemljama nemačkog govornog područja, kao i u zemljama Južne i Istočne Evrope. Analizirana su iskustva reforme obrazovanja pedagoga i nastavnika na najbolje rangiranim univerzitetima navedenih zemalja sa ciljem da se razjasne neka otvorena pitanja profilisanja pedagoškog kadra u svetu i kod nas. U tom kontekstu posebno se analizira obrazovna uloga opštih i područno-specifičnih pedagoških disciplina. Ukazuje se na činjenicu da naša praksa u ovoj oblasti nesumnjivo pripada evropskoj tradiciji, ali da je potrebno učiniti dosta napora kako bi se ona punopravno integrisala u evropski obrazovni prostor i uticala na uspostavljanje adekvatne uloge pedagoške nauke u kreiranju obrazovnog sistema na nacionalnom nivou. Sagledane su neke od istorijskih okolnosti koje su uticale ili još uvek utiču na akademski status pedagogije i njoj srodnih disciplina i pledira se za preuzimanje aktivne uloge univerzitetskih centara za pedagoško obrazovanje i istraživanje u stvaranju politike i prakse obrazovanja kod nas, a u skladu sa najboljom tradicijom autonomije univerziteta i njegove odgovornosti za vođenje javnih politika.
PR Projekat Ministarstva nauke Republike Srbije, br. 179060: Modeli procenjivanja i strategije unapređivanja kvaliteta obrazovanja u Srbiji.
AB  - The subject of this paper is institutional and programmed transformation of the pedagogy studies in the context of actual University reform in the Scandinavian countries of the German speaking area as well as the countries of Southern and Eastern Europe. Experience of the reform of educating of teachers has been analysed at the best ranked universities of the stated countries with the aim of discussing some open questions of profiling pedagogical experts in the world and in our country. In this context, educational role of general and area specific pedagogical disciplines is being analysed. We are pointing at the fact that our praxis in this area undoubtedly belong to European tradition, but it is necessary to a lot of effort so that it can be fully integrated into European educational area and influence on crating adequate role of the pedagogical science in creating educational system at the national level. Some historical occurrences have been observed which influenced and still influence academic status of pedagogy and similar disciplines and it is being advocated to take active role of university centres for pedagogical education and research in creating politics and praxis of education in our country, in accordance with the best tradition of University autonomy and its responsibility for leading public politics.
PB  - Forum pedagoga Srbije i Crne Gore, Beograd
T2  - Pedagogija
T1  - Obrazovanje pedagoga u svetlu reforme univerziteta - od Skandinavije do Balkana (II deo)
T1  - Podgotovka pedagogov v cvete reformy universiteta: Ot Skandinavii do Balkan /čast' vtoraja/
T1  - Education of pedagogues in the light of the university reform: From Scandinavia to the Balkans (second part)
EP  - 178
IS  - 2
SP  - 163
VL  - 68
UR  - https://hdl.handle.net/21.15107/rcub_reff_1701
ER  - 

@article{
author = "Vujisić-Živković, Nataša",
year = "2013",
abstract = "Predmet ovog članka jeste institucionalni i programski preobražaj studija pedagogije u sklopu aktuelne univerzitetske reforme u skandinavskim zemljama, u zemljama nemačkog govornog područja, kao i u zemljama Južne i Istočne Evrope. Analizirana su iskustva reforme obrazovanja pedagoga i nastavnika na najbolje rangiranim univerzitetima navedenih zemalja sa ciljem da se razjasne neka otvorena pitanja profilisanja pedagoškog kadra u svetu i kod nas. U tom kontekstu posebno se analizira obrazovna uloga opštih i područno-specifičnih pedagoških disciplina. Ukazuje se na činjenicu da naša praksa u ovoj oblasti nesumnjivo pripada evropskoj tradiciji, ali da je potrebno učiniti dosta napora kako bi se ona punopravno integrisala u evropski obrazovni prostor i uticala na uspostavljanje adekvatne uloge pedagoške nauke u kreiranju obrazovnog sistema na nacionalnom nivou. Sagledane su neke od istorijskih okolnosti koje su uticale ili još uvek utiču na akademski status pedagogije i njoj srodnih disciplina i pledira se za preuzimanje aktivne uloge univerzitetskih centara za pedagoško obrazovanje i istraživanje u stvaranju politike i prakse obrazovanja kod nas, a u skladu sa najboljom tradicijom autonomije univerziteta i njegove odgovornosti za vođenje javnih politika.
PR Projekat Ministarstva nauke Republike Srbije, br. 179060: Modeli procenjivanja i strategije unapređivanja kvaliteta obrazovanja u Srbiji., The subject of this paper is institutional and programmed transformation of the pedagogy studies in the context of actual University reform in the Scandinavian countries of the German speaking area as well as the countries of Southern and Eastern Europe. Experience of the reform of educating of teachers has been analysed at the best ranked universities of the stated countries with the aim of discussing some open questions of profiling pedagogical experts in the world and in our country. In this context, educational role of general and area specific pedagogical disciplines is being analysed. We are pointing at the fact that our praxis in this area undoubtedly belong to European tradition, but it is necessary to a lot of effort so that it can be fully integrated into European educational area and influence on crating adequate role of the pedagogical science in creating educational system at the national level. Some historical occurrences have been observed which influenced and still influence academic status of pedagogy and similar disciplines and it is being advocated to take active role of university centres for pedagogical education and research in creating politics and praxis of education in our country, in accordance with the best tradition of University autonomy and its responsibility for leading public politics.",
publisher = "Forum pedagoga Srbije i Crne Gore, Beograd",
journal = "Pedagogija",
title = "Obrazovanje pedagoga u svetlu reforme univerziteta - od Skandinavije do Balkana (II deo), Podgotovka pedagogov v cvete reformy universiteta: Ot Skandinavii do Balkan /čast' vtoraja/, Education of pedagogues in the light of the university reform: From Scandinavia to the Balkans (second part)",
pages = "178-163",
number = "2",
volume = "68",
url = "https://hdl.handle.net/21.15107/rcub_reff_1701"
}

Vujisić-Živković, N.. (2013). Obrazovanje pedagoga u svetlu reforme univerziteta - od Skandinavije do Balkana (II deo). in Pedagogija
Forum pedagoga Srbije i Crne Gore, Beograd., 68(2), 163-178.
https://hdl.handle.net/21.15107/rcub_reff_1701

Vujisić-Živković N. Obrazovanje pedagoga u svetlu reforme univerziteta - od Skandinavije do Balkana (II deo). in Pedagogija. 2013;68(2):163-178.
https://hdl.handle.net/21.15107/rcub_reff_1701 .

Vujisić-Živković, Nataša, "Obrazovanje pedagoga u svetlu reforme univerziteta - od Skandinavije do Balkana (II deo)" in Pedagogija, 68, no. 2 (2013):163-178,
https://hdl.handle.net/21.15107/rcub_reff_1701 .

TY  - JOUR
AU  - Vujisić-Živković, Nataša
PY  - 2013
UR  - http://reff.f.bg.ac.rs/handle/123456789/1659
AB  - U okviru reforme univerziteta mnogo radova napisano je o obrazovanju osnovnih pedagoških profila (nastavnika, vaspitača) ali vrlo malo o obrazovanju naučnoistraživačkih pedagoških profila. Predmet našeg članka jeste reforma obrazovanja pedagoga na vodećim evropskim univerzitetima, i to na svim nivoima studija - osnovnim, master i doktorskim. Ukazuje se na delikatnost procesa reforme obrazovanja pedagoga i formiranja njihovih teorijsko-metodoloških kompetencija. Naročito se ističe značaj objedinjavanja nacionalnih istraživačko-naučnih kapaciteta u funkciji usavršavanja vrhunskih istraživača u oblasti obrazovanja. U analizi se pošlo od trenutnog stanja u oblasti obrazovanja pedagoga na sto najprestižnijih evropskih univerziteta, povlače se paralele sa reformom obrazovanja pedagoga kod nas, i ukazuje na tendencije budućeg razvoja. U meri u kojoj je to bilo neophodno prikazuju se i najnoviji programi obrazovanja nastavnika za različite stupnjeve školskog sistema. Sve promene sagledane su u kontekstu reforme univerziteta, njegove autonomije i uloge u unapređivanju celokupnog obrazovnog sistema.
AB  - Within the University reform, there are many papers written about education of the basic pedagogical profiles (primary school teachers, pre-school teachers) but not much about education of scientific-research pedagogical profiles. The subject of the paper is the reform of education of pedagogues at the leading European Universities, and this is at all the levels of studies - undergraduate, master and doctoral studies. We are pointing at the delicacy of the process of the reform of education of pedagogues and forming their theoretical-methodological competencies. Particularly, we are stressing the significance of enhancing national research-scientific capacities functioning in mastering the best researchers in the field of education. The analysis started from the present state in the field of educating pedagogues at one hundred most prestigious Universities, and there are parallels with the reform of education of pedagogues in our country, and tendencies for future development are shown. In the necessary measure, there are the most recent programmes shown of the teachers at different levels of the school system. All the changes are shown in the context of the University reform, its autonomy and role in improvement of the whole educational system.
PB  - Forum pedagoga Srbije i Crne Gore, Beograd
T2  - Pedagogija
T1  - Obrazovanje pedagoga u svetlu reforme univerziteta - I deo - od Berna do Luvena
T1  - Podgotovka pedagogov v sfere reformy Universiteta
T1  - Education of pedagogues in the light of the University reform
EP  - 36
IS  - 1
SP  - 22
VL  - 68
UR  - https://hdl.handle.net/21.15107/rcub_reff_1659
ER  - 

@article{
author = "Vujisić-Živković, Nataša",
year = "2013",
abstract = "U okviru reforme univerziteta mnogo radova napisano je o obrazovanju osnovnih pedagoških profila (nastavnika, vaspitača) ali vrlo malo o obrazovanju naučnoistraživačkih pedagoških profila. Predmet našeg članka jeste reforma obrazovanja pedagoga na vodećim evropskim univerzitetima, i to na svim nivoima studija - osnovnim, master i doktorskim. Ukazuje se na delikatnost procesa reforme obrazovanja pedagoga i formiranja njihovih teorijsko-metodoloških kompetencija. Naročito se ističe značaj objedinjavanja nacionalnih istraživačko-naučnih kapaciteta u funkciji usavršavanja vrhunskih istraživača u oblasti obrazovanja. U analizi se pošlo od trenutnog stanja u oblasti obrazovanja pedagoga na sto najprestižnijih evropskih univerziteta, povlače se paralele sa reformom obrazovanja pedagoga kod nas, i ukazuje na tendencije budućeg razvoja. U meri u kojoj je to bilo neophodno prikazuju se i najnoviji programi obrazovanja nastavnika za različite stupnjeve školskog sistema. Sve promene sagledane su u kontekstu reforme univerziteta, njegove autonomije i uloge u unapređivanju celokupnog obrazovnog sistema., Within the University reform, there are many papers written about education of the basic pedagogical profiles (primary school teachers, pre-school teachers) but not much about education of scientific-research pedagogical profiles. The subject of the paper is the reform of education of pedagogues at the leading European Universities, and this is at all the levels of studies - undergraduate, master and doctoral studies. We are pointing at the delicacy of the process of the reform of education of pedagogues and forming their theoretical-methodological competencies. Particularly, we are stressing the significance of enhancing national research-scientific capacities functioning in mastering the best researchers in the field of education. The analysis started from the present state in the field of educating pedagogues at one hundred most prestigious Universities, and there are parallels with the reform of education of pedagogues in our country, and tendencies for future development are shown. In the necessary measure, there are the most recent programmes shown of the teachers at different levels of the school system. All the changes are shown in the context of the University reform, its autonomy and role in improvement of the whole educational system.",
publisher = "Forum pedagoga Srbije i Crne Gore, Beograd",
journal = "Pedagogija",
title = "Obrazovanje pedagoga u svetlu reforme univerziteta - I deo - od Berna do Luvena, Podgotovka pedagogov v sfere reformy Universiteta, Education of pedagogues in the light of the University reform",
pages = "36-22",
number = "1",
volume = "68",
url = "https://hdl.handle.net/21.15107/rcub_reff_1659"
}

Vujisić-Živković, N.. (2013). Obrazovanje pedagoga u svetlu reforme univerziteta - I deo - od Berna do Luvena. in Pedagogija
Forum pedagoga Srbije i Crne Gore, Beograd., 68(1), 22-36.
https://hdl.handle.net/21.15107/rcub_reff_1659

Vujisić-Živković N. Obrazovanje pedagoga u svetlu reforme univerziteta - I deo - od Berna do Luvena. in Pedagogija. 2013;68(1):22-36.
https://hdl.handle.net/21.15107/rcub_reff_1659 .

Vujisić-Živković, Nataša, "Obrazovanje pedagoga u svetlu reforme univerziteta - I deo - od Berna do Luvena" in Pedagogija, 68, no. 1 (2013):22-36,
https://hdl.handle.net/21.15107/rcub_reff_1659 .

TY  - JOUR
AU  - Vranješević, Jelena
AU  - Vujisić-Živković, Nataša
PY  - 2013
UR  - http://reff.f.bg.ac.rs/handle/123456789/1622
AB  - Profesionalni razvoj nastavnika je jedna od središnjih tema u debati o profesionalizaciji u obrazovanju koja se odvija u okviru prelaska sa obrazovanja zasnovanog na obrazovnim idealima na obrazovanje zasnovano na kompetencijama. Razmotren je društveno-istorijski kontekst promena u koncipiranju pedagoške prakse i analizirane su protivurečnosti koje ove promene donose - od uskog, instrumentalističkog pristupa obrazovnom postignuću kao merilu ukupnog kvaliteta sistema, do shvatanja obrazovanja kao socijalno-etičkog delanja. Posebna pažnja poklonjena je razumevanju profesionalnog identiteta nastavnika u savremenom obrazovnom sistemu, kao dinamičnog i višeslojnog fenomena, podložnog transformaciji tokom njihovog inicijalnog obrazovanja i rada u školskim uslovima. U tom smislu predstavljeni su osnovni rezultati istraživanja ovog problema u inostranoj i domaćoj literaturi. Naročito se ističe značaj alternativnih modela obrazovanja i usavršavanja nastavnika, kao što su refleksivna praksa, obrazovanje nastavnika kao istraživača ili kao lidera u promenama pedagoške prakse, u cilju humanizacije vaspitno-obrazovnog procesa.
AB  - Teachers’ professional development represents one of the core issues in the debate on professionalization in education that takes place within the transition from an education based on ideals to the competency-based education. This paper considers the socio-historical context of changes in educational practice and analyses contradictions of those changes - from the narrow, instrumental approach that perceives educational outcomes as the absolute measure of educational quality, to the understanding of education as social and ethical action. Special attention is given to the understanding of teachers’ professional identity in contemporary education, as a dynamic and multilayered concept, subject to constant changes through teachers’ initial education and their further professional development. In this sense, the main research findings in this area (both national and international) are presented. This paper particularly stresses the importance of alternative models of teachers’ initial education and professional development, such as the concept of reflective practice and the idea of teachers as researchers or as leaders of educational changes, which are expected to humanize the process of education.
PB  - Univerzitet u Nišu, Niš
T2  - Teme
T1  - Profesionalni identitet nastavnika i obrazovanje između kompetencija i ideala
T1  - Teachers' professional identity and education between competencies and ideals
EP  - 594
IS  - 2
SP  - 581
VL  - 37
UR  - https://hdl.handle.net/21.15107/rcub_reff_1622
ER  - 

@article{
author = "Vranješević, Jelena and Vujisić-Živković, Nataša",
year = "2013",
abstract = "Profesionalni razvoj nastavnika je jedna od središnjih tema u debati o profesionalizaciji u obrazovanju koja se odvija u okviru prelaska sa obrazovanja zasnovanog na obrazovnim idealima na obrazovanje zasnovano na kompetencijama. Razmotren je društveno-istorijski kontekst promena u koncipiranju pedagoške prakse i analizirane su protivurečnosti koje ove promene donose - od uskog, instrumentalističkog pristupa obrazovnom postignuću kao merilu ukupnog kvaliteta sistema, do shvatanja obrazovanja kao socijalno-etičkog delanja. Posebna pažnja poklonjena je razumevanju profesionalnog identiteta nastavnika u savremenom obrazovnom sistemu, kao dinamičnog i višeslojnog fenomena, podložnog transformaciji tokom njihovog inicijalnog obrazovanja i rada u školskim uslovima. U tom smislu predstavljeni su osnovni rezultati istraživanja ovog problema u inostranoj i domaćoj literaturi. Naročito se ističe značaj alternativnih modela obrazovanja i usavršavanja nastavnika, kao što su refleksivna praksa, obrazovanje nastavnika kao istraživača ili kao lidera u promenama pedagoške prakse, u cilju humanizacije vaspitno-obrazovnog procesa., Teachers’ professional development represents one of the core issues in the debate on professionalization in education that takes place within the transition from an education based on ideals to the competency-based education. This paper considers the socio-historical context of changes in educational practice and analyses contradictions of those changes - from the narrow, instrumental approach that perceives educational outcomes as the absolute measure of educational quality, to the understanding of education as social and ethical action. Special attention is given to the understanding of teachers’ professional identity in contemporary education, as a dynamic and multilayered concept, subject to constant changes through teachers’ initial education and their further professional development. In this sense, the main research findings in this area (both national and international) are presented. This paper particularly stresses the importance of alternative models of teachers’ initial education and professional development, such as the concept of reflective practice and the idea of teachers as researchers or as leaders of educational changes, which are expected to humanize the process of education.",
publisher = "Univerzitet u Nišu, Niš",
journal = "Teme",
title = "Profesionalni identitet nastavnika i obrazovanje između kompetencija i ideala, Teachers' professional identity and education between competencies and ideals",
pages = "594-581",
number = "2",
volume = "37",
url = "https://hdl.handle.net/21.15107/rcub_reff_1622"
}

Vranješević, J.,& Vujisić-Živković, N.. (2013). Profesionalni identitet nastavnika i obrazovanje između kompetencija i ideala. in Teme
Univerzitet u Nišu, Niš., 37(2), 581-594.
https://hdl.handle.net/21.15107/rcub_reff_1622

Vranješević J, Vujisić-Živković N. Profesionalni identitet nastavnika i obrazovanje između kompetencija i ideala. in Teme. 2013;37(2):581-594.
https://hdl.handle.net/21.15107/rcub_reff_1622 .

Vranješević, Jelena, Vujisić-Živković, Nataša, "Profesionalni identitet nastavnika i obrazovanje između kompetencija i ideala" in Teme, 37, no. 2 (2013):581-594,
https://hdl.handle.net/21.15107/rcub_reff_1622 .