Приказ основних података о документу
Konstruktivistički pristup interkulturalnom obrazovanju
Constructivist approach to intercultural education
dc.creator | Leutviler, Bruno | |
dc.creator | Petrović, Danijela | |
dc.creator | Mantel, Karola | |
dc.creator | Zlatković, Blagica | |
dc.date.accessioned | 2021-10-12T12:41:41Z | |
dc.date.available | 2021-10-12T12:41:41Z | |
dc.date.issued | 2018 | |
dc.identifier.issn | 2466-3905 | |
dc.identifier.uri | http://reff.f.bg.ac.rs/handle/123456789/2517 | |
dc.description.abstract | U radu se interkulturalno obrazovanje sagledava iz pozicije konstruktivizma, sa namerom da se pokaže kako se u konstruktivističkom pristupu interkulturalnom obrazovanju shvataju dispozicije nastavnika za bavljenje kulturnom heterogenošću. Odgovor na pitanje kako nastavnici sagledavaju i razumeju interkulturalno obrazovanje predstavlja polaznu osnovu u obezbeđivanju uslova za razvoj interkulturalnih kompetencija nastavnika, pre svega njihove interkulturalne osetljivosti. Zbog toga se u drugom delu rada naglašava značaj istraživanja uverenja nastavnika o interkulturalnom obrazovanju i njihovoj interkulturalnoj osetljivosti za potrebe efikasnijeg koncipiranja programa interkulturalnog obrazovanja. Otkrivanja uverenja nastavnika o interkulturalnom obrazovanju relevantno je za razne kontekste, što se u radu ilustrije primerom Švajcarske i Srbije. U završnom delu rada obrazložen je i značaj istraživanja nastavničkih uverenja o interkulturalnom obrazovanju kako za teoriju obrazovanja, tako i za obrazovnu praksu. | sr |
dc.description.abstract | In this paper intercultural education is examined from the position of constructivism with the intention to show how the constructivist approach to intercultural education takes into account the teacher's dispositions for dealing with cultural heterogeneity. The answer to the question how teachers perceive and understand intercultural education is the starting point in providing conditions for the development of intercultural competences of teachers, primarily their intercultural sensitivity. Therefore, the second part of the paper emphasizes the importance of researching teachers' beliefs about intercultural education and their intercultural sensitivity in order to conceive efficiently intercultural education programs. Revealing teachers' beliefs about intercultural education is relevant for various contexts, which is in this paper illustrated by examples from Switzerland and Serbia. Final part of the paper outlines the importance of researching teachers' beliefs about intercultural education both for the educational theory and practice. | en |
dc.publisher | Univerzitet u Nišu - Učiteljski fakultet, Vranje | |
dc.relation | info:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179018/RS// | |
dc.rights | openAccess | |
dc.source | Godišnjak Pedagoškog fakulteta u Vranju | |
dc.subject | uverenja | sr |
dc.subject | nastavnici | sr |
dc.subject | konstruktivizam | sr |
dc.subject | interkulturalno obrazovanje | sr |
dc.subject | interkulturalna osetljivost | sr |
dc.subject | teachers | en |
dc.subject | intercultural sensitivity | en |
dc.subject | intercultural education | en |
dc.subject | constructivism | en |
dc.subject | beliefs | en |
dc.title | Konstruktivistički pristup interkulturalnom obrazovanju | sr |
dc.title | Constructivist approach to intercultural education | en |
dc.type | article | |
dc.rights.license | ARR | |
dc.citation.epage | 121 | |
dc.citation.issue | 1 | |
dc.citation.other | 9(1): 107-121 | |
dc.citation.rank | M52 | |
dc.citation.spage | 107 | |
dc.citation.volume | 9 | |
dc.identifier.doi | 10.5937/gufv1801107L | |
dc.identifier.fulltext | http://reff.f.bg.ac.rs/bitstream/id/1238/2514.pdf | |
dc.type.version | publishedVersion |