TY  - JOUR
AU  - Jovanović, Olja
AU  - Simić, Nataša
AU  - Rajović, Vera
PY  - 2014
UR  - http://reff.f.bg.ac.rs/handle/123456789/1800
AB  - While legislation is in place for the promotion of inclusive education in Serbia, the adoption of teaching practices that support diversity in schools is still lacking. This study looks at teacher perceptions of students at risk (SaR), their relationships with peers and the teachers' own roles as sources of support, using a sample of 94 interviews with teachers analysed using qualitative content analysis. The SaR from Roma population and poor backgrounds are found to be perceived positively by their teachers, but most teachers failed to perceive their influence on the improvement of academic performance and peer relationships. Perceptions of students with disabilities varied in tone across the dimension positive-depending on the type of disability-negative. Teachers who spoke affirmatively about them expressed readiness to cooperate with parents and colleagues, emphasising the importance of socialisation. Recommendations for teacher education are discussed, including diversity awareness and encouraging more flexible understanding of teacher roles.
PB  - Routledge Journals, Taylor & Francis Ltd, Abingdon
T2  - European Journal of Teacher Education
T1  - Students at risk: perceptions of Serbian teachers and implications for teacher education
EP  - 236
IS  - 2
SP  - 220
VL  - 37
DO  - 10.1080/02619768.2013.858693
ER  - 

@article{
author = "Jovanović, Olja and Simić, Nataša and Rajović, Vera",
year = "2014",
abstract = "While legislation is in place for the promotion of inclusive education in Serbia, the adoption of teaching practices that support diversity in schools is still lacking. This study looks at teacher perceptions of students at risk (SaR), their relationships with peers and the teachers' own roles as sources of support, using a sample of 94 interviews with teachers analysed using qualitative content analysis. The SaR from Roma population and poor backgrounds are found to be perceived positively by their teachers, but most teachers failed to perceive their influence on the improvement of academic performance and peer relationships. Perceptions of students with disabilities varied in tone across the dimension positive-depending on the type of disability-negative. Teachers who spoke affirmatively about them expressed readiness to cooperate with parents and colleagues, emphasising the importance of socialisation. Recommendations for teacher education are discussed, including diversity awareness and encouraging more flexible understanding of teacher roles.",
publisher = "Routledge Journals, Taylor & Francis Ltd, Abingdon",
journal = "European Journal of Teacher Education",
title = "Students at risk: perceptions of Serbian teachers and implications for teacher education",
pages = "236-220",
number = "2",
volume = "37",
doi = "10.1080/02619768.2013.858693"
}

Jovanović, O., Simić, N.,& Rajović, V.. (2014). Students at risk: perceptions of Serbian teachers and implications for teacher education. in European Journal of Teacher Education
Routledge Journals, Taylor & Francis Ltd, Abingdon., 37(2), 220-236.
https://doi.org/10.1080/02619768.2013.858693

Jovanović O, Simić N, Rajović V. Students at risk: perceptions of Serbian teachers and implications for teacher education. in European Journal of Teacher Education. 2014;37(2):220-236.
doi:10.1080/02619768.2013.858693 .

Jovanović, Olja, Simić, Nataša, Rajović, Vera, "Students at risk: perceptions of Serbian teachers and implications for teacher education" in European Journal of Teacher Education, 37, no. 2 (2014):220-236,
https://doi.org/10.1080/02619768.2013.858693 . .

TY  - JOUR
AU  - Rajović, Vera
AU  - Jovanović, Olja
PY  - 2013
UR  - http://reff.f.bg.ac.rs/handle/123456789/1731
AB  - The study provides a comparative review of 15 independently written studies on teachers’ attitudes toward inclusion in Serbia between 2002 and 2012. It also attempted to describe teachers’ attitudes toward inclusive education depending on the type of special need, as well as the main obstacles and benefits of a successful inclusion from the in-service teachers’ point of view. The findings show that shifts in teachers’ attitudes toward inclusion are slow despite numerous reform changes. The results are discussed in two stages, first before and then after the inclusion legislation was enacted. Furthermore, the overview showed that teachers in Serbia hold the most negative attitude toward inclusion of students with sensory impairments in mainstream schools. Despite resistance toward inclusion, teachers in Serbia realize its benefits, emphasizing the importance of developing social skills as well as reducing prejudice toward people with disabilities. The main obstacles to inclusion, as teachers perceive it, are insufficient education and inadequate professional development programs for teachers in Serbia, low peer status of children with disabilities in regular classrooms and lack of resources, which is in line with reform goals in Serbia. The implications for further reform implementation are discussed, as well as the need for further clarifications in future research.
PB  - Faculty of Philosophy, Institute of Special Education and Rehabilitation
T2  - Journal of Special Education and Rehabilitation
T1  - The Barriers to Inclusive Education: Mapping 10 Years of Serbian Teachers' Arritudes Toward Inclusive Education
EP  - 97
IS  - 3-4
SP  - 78
VL  - 14
DO  - 10.2478/jser-2013-001210.2478
ER  - 

@article{
author = "Rajović, Vera and Jovanović, Olja",
year = "2013",
abstract = "The study provides a comparative review of 15 independently written studies on teachers’ attitudes toward inclusion in Serbia between 2002 and 2012. It also attempted to describe teachers’ attitudes toward inclusive education depending on the type of special need, as well as the main obstacles and benefits of a successful inclusion from the in-service teachers’ point of view. The findings show that shifts in teachers’ attitudes toward inclusion are slow despite numerous reform changes. The results are discussed in two stages, first before and then after the inclusion legislation was enacted. Furthermore, the overview showed that teachers in Serbia hold the most negative attitude toward inclusion of students with sensory impairments in mainstream schools. Despite resistance toward inclusion, teachers in Serbia realize its benefits, emphasizing the importance of developing social skills as well as reducing prejudice toward people with disabilities. The main obstacles to inclusion, as teachers perceive it, are insufficient education and inadequate professional development programs for teachers in Serbia, low peer status of children with disabilities in regular classrooms and lack of resources, which is in line with reform goals in Serbia. The implications for further reform implementation are discussed, as well as the need for further clarifications in future research.",
publisher = "Faculty of Philosophy, Institute of Special Education and Rehabilitation",
journal = "Journal of Special Education and Rehabilitation",
title = "The Barriers to Inclusive Education: Mapping 10 Years of Serbian Teachers' Arritudes Toward Inclusive Education",
pages = "97-78",
number = "3-4",
volume = "14",
doi = "10.2478/jser-2013-001210.2478"
}

Rajović, V.,& Jovanović, O.. (2013). The Barriers to Inclusive Education: Mapping 10 Years of Serbian Teachers' Arritudes Toward Inclusive Education. in Journal of Special Education and Rehabilitation
Faculty of Philosophy, Institute of Special Education and Rehabilitation., 14(3-4), 78-97.
https://doi.org/10.2478/jser-2013-001210.2478

Rajović V, Jovanović O. The Barriers to Inclusive Education: Mapping 10 Years of Serbian Teachers' Arritudes Toward Inclusive Education. in Journal of Special Education and Rehabilitation. 2013;14(3-4):78-97.
doi:10.2478/jser-2013-001210.2478 .

Rajović, Vera, Jovanović, Olja, "The Barriers to Inclusive Education: Mapping 10 Years of Serbian Teachers' Arritudes Toward Inclusive Education" in Journal of Special Education and Rehabilitation, 14, no. 3-4 (2013):78-97,
https://doi.org/10.2478/jser-2013-001210.2478 . .

TY  - JOUR
AU  - Jovanović, Olja
AU  - Simić, Nataša
AU  - Rajović, Vera
PY  - 2012
UR  - http://reff.f.bg.ac.rs/handle/123456789/1471
AB  - Cilj istraživanja bio je da se utvrdi kako nastavnici opažaju učenike romske nacionalnosti, učenike iz porodica niskog socio-ekonomskog statusa i učenike sa smetnjama u razvoju, kako opažaju njihovu interakciju sa vršnjacima i svoju ulogu u procesu društvenog uključivanja učenika iz ove tri grupe. Uzorak je sačinjavalo 65 polustrukturisanih intervjua vođenih sa nastavnicima, a odgovori su, kvalitativnom analizom sadržaja, na osnovu tema koje su se ponavljale, svrstavani u kategorije u zavisnosti od valence percepcije. U 22 intervjua nastavnici su iznosili pozitivne percepcije učenika romske nacionalnosti, pri čemu su uzroke njihovih niskih akademskih postignuća videli u okolini, ne uviđajući mogućnost da utiču na poboljšanje njihovog postignuća. O učenicima iz porodica niskog socio-ekonomskog statusa govorilo je 24 nastavnika, svi sem jednog - afirmativno, navodeći da su često marljiviji i ambiciozniji od boljestojećih vršnjaka. O učenicima sa smetnjama u razvoju, koji su spominjani u 48 intervjua, njih 56,25% je imalo pozitivnu, 29,17% negativnu percepciju, dok je u 14,58% slučajeva percepcija zavisila od vrste teškoće. Nastavnici koji su afirmativno govorili o deci sa smetnjama u razvoju iskazivali su osećaj kompetentnosti i spremnost za saradnju sa roditeljima i kolegama i naglašavali su značaj socijalizacije, za razliku od nastavnika iz druge dve kategorije koji su isticali značaj akademskog postignuća. .
AB  - The aim of this research has been to determine how teachers observe students of Roma nationality, students from families of low social-emotional status and children with difficulties in development, how they observe their interaction with the peers and their role in the process of social inclusion of these students from these three groups. The sample included 65 half structured interviews led with the teachers, and replies, with qualitative analysis of contents, based on the topics which were repeated, were sorted in the categories depending on the perception valence. In 22 interviews the teachers gave positive perceptions of students of Roma nationality, and the results of the low academic achievements were seen in the environment, not seeing the possibility of improvement of their achievement. Twenty-four teachers talked about the students from low socio-economic status, and all of them, except one had affirmative opinion, saying that these children are more diligent and ambitious of the students from well off families. The students with difficulties in development who were mentioned in 48 interviews, 56.25% had positive perception, 29.17% had negative perception, whereas in 14.58% cases, perception depended on the type of difficulty. Teachers who affirmatively talked about children with difficulties in development showed the feeling of competence and readiness for cooperation with parents and colleagues and they stressed the significance of socialisation in comparison to the teachers from the two categories who stressed the importance of the academic achievement.
PB  - Forum pedagoga Srbije i Crne Gore, Beograd
T2  - Pedagogija
T1  - Nastavničke percepcije učenika iz društveno isključenih grupa i sopstvene uloge u radu sa njima
T1  - Teachers' perception of students from socially excepted gropes and own role in working with them
EP  - 209
IS  - 2
SP  - 195
VL  - 67
UR  - https://hdl.handle.net/21.15107/rcub_reff_1471
ER  - 

@article{
author = "Jovanović, Olja and Simić, Nataša and Rajović, Vera",
year = "2012",
abstract = "Cilj istraživanja bio je da se utvrdi kako nastavnici opažaju učenike romske nacionalnosti, učenike iz porodica niskog socio-ekonomskog statusa i učenike sa smetnjama u razvoju, kako opažaju njihovu interakciju sa vršnjacima i svoju ulogu u procesu društvenog uključivanja učenika iz ove tri grupe. Uzorak je sačinjavalo 65 polustrukturisanih intervjua vođenih sa nastavnicima, a odgovori su, kvalitativnom analizom sadržaja, na osnovu tema koje su se ponavljale, svrstavani u kategorije u zavisnosti od valence percepcije. U 22 intervjua nastavnici su iznosili pozitivne percepcije učenika romske nacionalnosti, pri čemu su uzroke njihovih niskih akademskih postignuća videli u okolini, ne uviđajući mogućnost da utiču na poboljšanje njihovog postignuća. O učenicima iz porodica niskog socio-ekonomskog statusa govorilo je 24 nastavnika, svi sem jednog - afirmativno, navodeći da su često marljiviji i ambiciozniji od boljestojećih vršnjaka. O učenicima sa smetnjama u razvoju, koji su spominjani u 48 intervjua, njih 56,25% je imalo pozitivnu, 29,17% negativnu percepciju, dok je u 14,58% slučajeva percepcija zavisila od vrste teškoće. Nastavnici koji su afirmativno govorili o deci sa smetnjama u razvoju iskazivali su osećaj kompetentnosti i spremnost za saradnju sa roditeljima i kolegama i naglašavali su značaj socijalizacije, za razliku od nastavnika iz druge dve kategorije koji su isticali značaj akademskog postignuća. ., The aim of this research has been to determine how teachers observe students of Roma nationality, students from families of low social-emotional status and children with difficulties in development, how they observe their interaction with the peers and their role in the process of social inclusion of these students from these three groups. The sample included 65 half structured interviews led with the teachers, and replies, with qualitative analysis of contents, based on the topics which were repeated, were sorted in the categories depending on the perception valence. In 22 interviews the teachers gave positive perceptions of students of Roma nationality, and the results of the low academic achievements were seen in the environment, not seeing the possibility of improvement of their achievement. Twenty-four teachers talked about the students from low socio-economic status, and all of them, except one had affirmative opinion, saying that these children are more diligent and ambitious of the students from well off families. The students with difficulties in development who were mentioned in 48 interviews, 56.25% had positive perception, 29.17% had negative perception, whereas in 14.58% cases, perception depended on the type of difficulty. Teachers who affirmatively talked about children with difficulties in development showed the feeling of competence and readiness for cooperation with parents and colleagues and they stressed the significance of socialisation in comparison to the teachers from the two categories who stressed the importance of the academic achievement.",
publisher = "Forum pedagoga Srbije i Crne Gore, Beograd",
journal = "Pedagogija",
title = "Nastavničke percepcije učenika iz društveno isključenih grupa i sopstvene uloge u radu sa njima, Teachers' perception of students from socially excepted gropes and own role in working with them",
pages = "209-195",
number = "2",
volume = "67",
url = "https://hdl.handle.net/21.15107/rcub_reff_1471"
}

Jovanović, O., Simić, N.,& Rajović, V.. (2012). Nastavničke percepcije učenika iz društveno isključenih grupa i sopstvene uloge u radu sa njima. in Pedagogija
Forum pedagoga Srbije i Crne Gore, Beograd., 67(2), 195-209.
https://hdl.handle.net/21.15107/rcub_reff_1471

Jovanović O, Simić N, Rajović V. Nastavničke percepcije učenika iz društveno isključenih grupa i sopstvene uloge u radu sa njima. in Pedagogija. 2012;67(2):195-209.
https://hdl.handle.net/21.15107/rcub_reff_1471 .

Jovanović, Olja, Simić, Nataša, Rajović, Vera, "Nastavničke percepcije učenika iz društveno isključenih grupa i sopstvene uloge u radu sa njima" in Pedagogija, 67, no. 2 (2012):195-209,
https://hdl.handle.net/21.15107/rcub_reff_1471 .

TY  - JOUR
AU  - Rajović, Vera
AU  - Jovanović, Olja
PY  - 2010
UR  - http://reff.f.bg.ac.rs/handle/123456789/1083
AB  - U ovom radu tragamo za činiocima koji učestvuju u formiranju stavova nastavnika osnovnih škola prema inkluziji dece koja, zbog neke senzorne, telesne, mentalne smetnje ili socijalne depriviranosti, imaju potrebe za dodatnom podrškom u razvoju i učenju. Dosadašnja istraživanja stavova prema inkluzivnom obrazovanju dece s posebnim potrebama pokazuju da nastavnici redovnih škola 'oklevaju' s prihvatanjem dece s posebnim potrebama navodeći kao razlog to što se ne osećaju dovoljno kompetentnim da s njima rade. Međutim, iz projekata za uključivanje ove dece u kojima se nastavnici edukuju i koji predviđaju podršku stručnog tima škole, uočava se porast u spremnosti nastavnika da rade s tom decom. Realizovano je istraživanje kojim pokušavamo da utvrdimo da li iskustvo nastavnika - privatno ili profesionalno - sa osobama s teškoćama razlikuje ispitanike koji imaju povoljnije stavove prema inkluzivnom obrazovanju ove dece od onih sa manje povoljnim stavovima. Uzorak čini 105 nastavnika iz pet redovnih osnovnih škola na teritoriji Beograda, od kojih 44,2% izjavljuje da ima profesionalno iskustvo u radu sa učenicima s posebnim potrebama, dok privatno iskustvo sa osobama sa smetnjama u razvoju ima 40% ispitanika. Rezultati (ANOVA) pokazuju da profesionalno iskustvo u radu s decom s posebnim potrebama ne utiče značajno na formiranje i menjanje stavova nastavnika redovnih škola prema inkluzivnom obrazovanju. S druge strane, privatno iskustvo sa osobama sa smetnjama u razvoju značajno utiče kako na stav prema inkluziji u celini tako i na sve njegove komponente (kognitivnu, konativnu, osećanje kompetentnosti). Na osnovu dobijenih rezultata diskutuju se implikacije na razvoj kurikuluma za obrazovanje nastavnika za rad s decom s teškoćama u razvoju. .
AB  - In this paper, we seek for the factors of formation of attitudes of primary school teachers towards inclusion of children who due to some sensory, bodily, mental disability or social deprivation have the need for additional support in development and learning. Research on attitudes towards inclusive education of children with special needs so far indicates that teachers of regular schools 'hesitate' in accepting children with special needs, stating as a reason the fact that they do not feel competent enough to work with them. However, the increase in teacher readiness to work with these children can be seen from the projects for the inclusion of these children that educate the teachers and envisage the support of the school expert team. This study was conducted with the aim of determining whether teacher's experience - either private or professional - with persons with disabilities distinguishes the respondents who exhibit more favourable attitudes towards inclusive education of these children from those with less favourable attitudes. The sample consisted of 105 teachers from five regular primary schools at the territory of Belgrade, 44.2% of whom declared that they had professional experience in working with students with special needs, while 40% of respondents had private experience with persons with developmental disabilities. The results (ANOVA) indicate that professional experience with working with children with special needs does not significantly affect the formation and changing of attitudes of teachers of regular schools towards inclusive education. On the other hand, private experience with persons with developmental disabilities has a significant influence both on the attitude towards inclusion as a whole and towards all its components (cognitive, conative, the feeling of competence). Based on the obtained results, implications for the development of the curriculum for educating teachers for working with children with developmental disabilities are discussed. .
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd
T2  - Psihološka istraživanja
T1  - Profesionalno i privatno iskustvo sa osobama s posebnim potrebama i stavovi nastavnika redovnih škola prema inkluziji
T1  - Professional and private experience with persons with special needs and attitudes of teachers of regular schools towards inclusion
EP  - 106
IS  - 1
SP  - 91
VL  - 13
DO  - 10.5937/PsIstra1001091R
ER  - 

@article{
author = "Rajović, Vera and Jovanović, Olja",
year = "2010",
abstract = "U ovom radu tragamo za činiocima koji učestvuju u formiranju stavova nastavnika osnovnih škola prema inkluziji dece koja, zbog neke senzorne, telesne, mentalne smetnje ili socijalne depriviranosti, imaju potrebe za dodatnom podrškom u razvoju i učenju. Dosadašnja istraživanja stavova prema inkluzivnom obrazovanju dece s posebnim potrebama pokazuju da nastavnici redovnih škola 'oklevaju' s prihvatanjem dece s posebnim potrebama navodeći kao razlog to što se ne osećaju dovoljno kompetentnim da s njima rade. Međutim, iz projekata za uključivanje ove dece u kojima se nastavnici edukuju i koji predviđaju podršku stručnog tima škole, uočava se porast u spremnosti nastavnika da rade s tom decom. Realizovano je istraživanje kojim pokušavamo da utvrdimo da li iskustvo nastavnika - privatno ili profesionalno - sa osobama s teškoćama razlikuje ispitanike koji imaju povoljnije stavove prema inkluzivnom obrazovanju ove dece od onih sa manje povoljnim stavovima. Uzorak čini 105 nastavnika iz pet redovnih osnovnih škola na teritoriji Beograda, od kojih 44,2% izjavljuje da ima profesionalno iskustvo u radu sa učenicima s posebnim potrebama, dok privatno iskustvo sa osobama sa smetnjama u razvoju ima 40% ispitanika. Rezultati (ANOVA) pokazuju da profesionalno iskustvo u radu s decom s posebnim potrebama ne utiče značajno na formiranje i menjanje stavova nastavnika redovnih škola prema inkluzivnom obrazovanju. S druge strane, privatno iskustvo sa osobama sa smetnjama u razvoju značajno utiče kako na stav prema inkluziji u celini tako i na sve njegove komponente (kognitivnu, konativnu, osećanje kompetentnosti). Na osnovu dobijenih rezultata diskutuju se implikacije na razvoj kurikuluma za obrazovanje nastavnika za rad s decom s teškoćama u razvoju. ., In this paper, we seek for the factors of formation of attitudes of primary school teachers towards inclusion of children who due to some sensory, bodily, mental disability or social deprivation have the need for additional support in development and learning. Research on attitudes towards inclusive education of children with special needs so far indicates that teachers of regular schools 'hesitate' in accepting children with special needs, stating as a reason the fact that they do not feel competent enough to work with them. However, the increase in teacher readiness to work with these children can be seen from the projects for the inclusion of these children that educate the teachers and envisage the support of the school expert team. This study was conducted with the aim of determining whether teacher's experience - either private or professional - with persons with disabilities distinguishes the respondents who exhibit more favourable attitudes towards inclusive education of these children from those with less favourable attitudes. The sample consisted of 105 teachers from five regular primary schools at the territory of Belgrade, 44.2% of whom declared that they had professional experience in working with students with special needs, while 40% of respondents had private experience with persons with developmental disabilities. The results (ANOVA) indicate that professional experience with working with children with special needs does not significantly affect the formation and changing of attitudes of teachers of regular schools towards inclusive education. On the other hand, private experience with persons with developmental disabilities has a significant influence both on the attitude towards inclusion as a whole and towards all its components (cognitive, conative, the feeling of competence). Based on the obtained results, implications for the development of the curriculum for educating teachers for working with children with developmental disabilities are discussed. .",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd",
journal = "Psihološka istraživanja",
title = "Profesionalno i privatno iskustvo sa osobama s posebnim potrebama i stavovi nastavnika redovnih škola prema inkluziji, Professional and private experience with persons with special needs and attitudes of teachers of regular schools towards inclusion",
pages = "106-91",
number = "1",
volume = "13",
doi = "10.5937/PsIstra1001091R"
}

Rajović, V.,& Jovanović, O.. (2010). Profesionalno i privatno iskustvo sa osobama s posebnim potrebama i stavovi nastavnika redovnih škola prema inkluziji. in Psihološka istraživanja
Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd., 13(1), 91-106.
https://doi.org/10.5937/PsIstra1001091R

Rajović V, Jovanović O. Profesionalno i privatno iskustvo sa osobama s posebnim potrebama i stavovi nastavnika redovnih škola prema inkluziji. in Psihološka istraživanja. 2010;13(1):91-106.
doi:10.5937/PsIstra1001091R .

Rajović, Vera, Jovanović, Olja, "Profesionalno i privatno iskustvo sa osobama s posebnim potrebama i stavovi nastavnika redovnih škola prema inkluziji" in Psihološka istraživanja, 13, no. 1 (2010):91-106,
https://doi.org/10.5937/PsIstra1001091R . .

TY  - JOUR
AU  - Radulović, Lidija R.
AU  - Rajović, Vera
PY  - 2008
UR  - http://reff.f.bg.ac.rs/handle/123456789/768
AB  - Polazeći od značaja perioda uvođenja u profesiju i potrebe da se razvije koncepcija pripravništva, kako bi se obezbedilo da ovaj period bude zaista korisna faza u profesionalnom razvoju nastavnika, u radu se razmatra značenje koncepta refleksivne prakse nastavnika i pristupa nastavniku kao refleksivnom praktičaru za tu koncepciju. Refleksivni pristup nastavniku predstavlja suštinski zaokret kako u praksi, obrazovanju nastavnika i istraživanju prakse. U njemu se pronalaze implikacije za sve elemente koncepcije: funkcije ovog perioda, ciljeve pripravništva oličene u slici nastavnika kakav se želi razviti, uloge pripravnika i mentora, vrste aktivnosti pripravnika i mentora i principe na kojima se zasniva njihovo učenje. Na osnovu analize doprinosa ideja o refleksivnoj praksi za pojedine elemente koncepcije pripravništva, zaključuje se da ozbiljno uzimanje u obzir pristupa nastavniku kao refleksivnom praktičaru utiče ne samo na pojedine elemente koncepcije, već i na način razumevanja suštine celovitog procesa. Ono pomera ulogu celokupnog perioda uvođenja u profesiju i značenje pripravništva konceptualizujući ga kao fazu u profesionalnom razvoju i pripravnika i mentora u kontekstu škole kao zajednice učenja.
AB  - Starting with importance of the period of introduction into the profession and the need for development of the concept of internship so that this period would truly be a useful phase in a teacher's professional development, this paper considers the meaning of the concept of the teacher's reflexive practice and approaches teachers as reflexive practitioners for that concept. This reflexive approach to the teacher is a true turn both in practice, teacher education and practice research. Within it we find implications for all elements of this concept: functions of the probationary period, internship goals presented as the image of teacher to be, roles of trainees and mentors, types of activities of trainees and mentors and principles that their learning is based on. Based on the analysis of the contribution of reflexive practice ideas for certain elements of the internship concept, the authors conclude that to seriously approach the teacher as a reflexive practitioner influences not only certain elements of the concept, but the way of understanding essence of the entire process. It shifts the role of the entire introduction into the profession and the meaning of internship, conceptualizing it as a phase in the development of both trainee and mentor in the context of the school as the learning community.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Andragoške studije
T1  - Koncept pripravništva nastavnika u svetlu refleksivne prakse
T1  - The concept of teacher internship in the light of reflexive practices
EP  - 330
IS  - 2
SP  - 315
UR  - https://hdl.handle.net/21.15107/rcub_reff_768
ER  - 

@article{
author = "Radulović, Lidija R. and Rajović, Vera",
year = "2008",
abstract = "Polazeći od značaja perioda uvođenja u profesiju i potrebe da se razvije koncepcija pripravništva, kako bi se obezbedilo da ovaj period bude zaista korisna faza u profesionalnom razvoju nastavnika, u radu se razmatra značenje koncepta refleksivne prakse nastavnika i pristupa nastavniku kao refleksivnom praktičaru za tu koncepciju. Refleksivni pristup nastavniku predstavlja suštinski zaokret kako u praksi, obrazovanju nastavnika i istraživanju prakse. U njemu se pronalaze implikacije za sve elemente koncepcije: funkcije ovog perioda, ciljeve pripravništva oličene u slici nastavnika kakav se želi razviti, uloge pripravnika i mentora, vrste aktivnosti pripravnika i mentora i principe na kojima se zasniva njihovo učenje. Na osnovu analize doprinosa ideja o refleksivnoj praksi za pojedine elemente koncepcije pripravništva, zaključuje se da ozbiljno uzimanje u obzir pristupa nastavniku kao refleksivnom praktičaru utiče ne samo na pojedine elemente koncepcije, već i na način razumevanja suštine celovitog procesa. Ono pomera ulogu celokupnog perioda uvođenja u profesiju i značenje pripravništva konceptualizujući ga kao fazu u profesionalnom razvoju i pripravnika i mentora u kontekstu škole kao zajednice učenja., Starting with importance of the period of introduction into the profession and the need for development of the concept of internship so that this period would truly be a useful phase in a teacher's professional development, this paper considers the meaning of the concept of the teacher's reflexive practice and approaches teachers as reflexive practitioners for that concept. This reflexive approach to the teacher is a true turn both in practice, teacher education and practice research. Within it we find implications for all elements of this concept: functions of the probationary period, internship goals presented as the image of teacher to be, roles of trainees and mentors, types of activities of trainees and mentors and principles that their learning is based on. Based on the analysis of the contribution of reflexive practice ideas for certain elements of the internship concept, the authors conclude that to seriously approach the teacher as a reflexive practitioner influences not only certain elements of the concept, but the way of understanding essence of the entire process. It shifts the role of the entire introduction into the profession and the meaning of internship, conceptualizing it as a phase in the development of both trainee and mentor in the context of the school as the learning community.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Andragoške studije",
title = "Koncept pripravništva nastavnika u svetlu refleksivne prakse, The concept of teacher internship in the light of reflexive practices",
pages = "330-315",
number = "2",
url = "https://hdl.handle.net/21.15107/rcub_reff_768"
}

Radulović, L. R.,& Rajović, V.. (2008). Koncept pripravništva nastavnika u svetlu refleksivne prakse. in Andragoške studije
Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd.(2), 315-330.
https://hdl.handle.net/21.15107/rcub_reff_768

Radulović LR, Rajović V. Koncept pripravništva nastavnika u svetlu refleksivne prakse. in Andragoške studije. 2008;(2):315-330.
https://hdl.handle.net/21.15107/rcub_reff_768 .

Radulović, Lidija R., Rajović, Vera, "Koncept pripravništva nastavnika u svetlu refleksivne prakse" in Andragoške studije, no. 2 (2008):315-330,
https://hdl.handle.net/21.15107/rcub_reff_768 .

TY  - JOUR
AU  - Rajović, Vera
AU  - Radulović, Lidija R.
PY  - 2007
UR  - http://reff.f.bg.ac.rs/handle/123456789/634
AB  - U ovom radu će biti prikazano istraživanje čiji je predmet ispitivanja kako nastavnici, iz perspektive svoje prakse, opažaju ulogu svog dodiplomskog obrazovanja u odnosu na druge izvore znanja i profesionalnih kompetenciji. Kontekst istraživanja je učešće Centra za pedagoško, psihološko i metodička obrazovanje studenata i usavršavanje nastavnika u procesima reforme visokog obrazovanja u Srbiji. Polazište za istraživanje čine: složenost uloga i kompetencija nastavnika; savremena dostignuta u naukama o nastavi, nastavniku i u obrazovanju nastavnika; referentni okvir Evropske komisije za standarde obrazovanja nastavnika. Istraživanje je obavljeno na uzorku od 175 nastavnika istorije i latinskog jezika u školama širom Srbije. Rezultati istraživanja analiziraju se sa stanovišta: aktuelne koncepcije obrazovanja nastavnika; organizacije i strukture obrazovanja nastavnika; potrebe uspostavljanja standarda na nivou univerziteta i školske prakse; reforme i kontinuiranog razvoja obrazovala nastavnika.
AB  - The paper presents a research on how teachers, from the viewpoint of their practice, perceive the role of their undergraduate studies in relation to other sources of knowledge and professional competencies. The context of the research includes the participation of the Center for Pedagogical, Psychological and Methodological Education of students and in-service teacher training in the process of high education reform in Serbia. The research issues included: the complexity of the teacher s roles and competencies; today's achievements in science regarding teaching, the teacher, and teacher training; and the European Commission Referential Framework for Teacher Training Standards. The research was conducted on a sample of 175 teachers of History and Latin in secondary schools in Serbia. The results were analyzed from the viewpoint of: modern concept of teacher training, organization and structure of teacher training, the need for setting the standards at the university level and school practice, the reform and the continuous development of teacher training.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Kako nastavnici opažaju svoje inicijalno obrazovanje - na koji način su sticali znanja i razvijali kompetencije
T1  - How teachers perceive their initial training: How they acquired knowledge and developed competencies
EP  - 434
IS  - 4
SP  - 413
VL  - 56
UR  - https://hdl.handle.net/21.15107/rcub_reff_634
ER  - 

@article{
author = "Rajović, Vera and Radulović, Lidija R.",
year = "2007",
abstract = "U ovom radu će biti prikazano istraživanje čiji je predmet ispitivanja kako nastavnici, iz perspektive svoje prakse, opažaju ulogu svog dodiplomskog obrazovanja u odnosu na druge izvore znanja i profesionalnih kompetenciji. Kontekst istraživanja je učešće Centra za pedagoško, psihološko i metodička obrazovanje studenata i usavršavanje nastavnika u procesima reforme visokog obrazovanja u Srbiji. Polazište za istraživanje čine: složenost uloga i kompetencija nastavnika; savremena dostignuta u naukama o nastavi, nastavniku i u obrazovanju nastavnika; referentni okvir Evropske komisije za standarde obrazovanja nastavnika. Istraživanje je obavljeno na uzorku od 175 nastavnika istorije i latinskog jezika u školama širom Srbije. Rezultati istraživanja analiziraju se sa stanovišta: aktuelne koncepcije obrazovanja nastavnika; organizacije i strukture obrazovanja nastavnika; potrebe uspostavljanja standarda na nivou univerziteta i školske prakse; reforme i kontinuiranog razvoja obrazovala nastavnika., The paper presents a research on how teachers, from the viewpoint of their practice, perceive the role of their undergraduate studies in relation to other sources of knowledge and professional competencies. The context of the research includes the participation of the Center for Pedagogical, Psychological and Methodological Education of students and in-service teacher training in the process of high education reform in Serbia. The research issues included: the complexity of the teacher s roles and competencies; today's achievements in science regarding teaching, the teacher, and teacher training; and the European Commission Referential Framework for Teacher Training Standards. The research was conducted on a sample of 175 teachers of History and Latin in secondary schools in Serbia. The results were analyzed from the viewpoint of: modern concept of teacher training, organization and structure of teacher training, the need for setting the standards at the university level and school practice, the reform and the continuous development of teacher training.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Kako nastavnici opažaju svoje inicijalno obrazovanje - na koji način su sticali znanja i razvijali kompetencije, How teachers perceive their initial training: How they acquired knowledge and developed competencies",
pages = "434-413",
number = "4",
volume = "56",
url = "https://hdl.handle.net/21.15107/rcub_reff_634"
}

Rajović, V.,& Radulović, L. R.. (2007). Kako nastavnici opažaju svoje inicijalno obrazovanje - na koji način su sticali znanja i razvijali kompetencije. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 56(4), 413-434.
https://hdl.handle.net/21.15107/rcub_reff_634

Rajović V, Radulović LR. Kako nastavnici opažaju svoje inicijalno obrazovanje - na koji način su sticali znanja i razvijali kompetencije. in Nastava i vaspitanje. 2007;56(4):413-434.
https://hdl.handle.net/21.15107/rcub_reff_634 .

Rajović, Vera, Radulović, Lidija R., "Kako nastavnici opažaju svoje inicijalno obrazovanje - na koji način su sticali znanja i razvijali kompetencije" in Nastava i vaspitanje, 56, no. 4 (2007):413-434,
https://hdl.handle.net/21.15107/rcub_reff_634 .

TY  - JOUR
AU  - Radulović, Lidija R.
AU  - Rajović, Vera
PY  - 2005
UR  - http://reff.f.bg.ac.rs/handle/123456789/3571
AB  - History teaching in Serbia has a clearly identified political role. Paramount
is the need to reform history teaching to transform it from a form of indoctrination to a
mode of study that develops the knowledge and understanding that educated citizens
require. The paper examines a thinking skills approach to history that will equip
students with the cognitive tools that they need to be members of the new democratic
societies that are emerging from a decade of conflict
PB  - History Educators International Research Network
T2  - International Journal of historical learnig, teaching and research
T1  - How to Teach History Students about School Failure and Cultural Diversity
EP  - 51
IS  - 2
SP  - 46
VL  - 5
UR  - https://hdl.handle.net/21.15107/rcub_reff_3571
ER  - 

@article{
author = "Radulović, Lidija R. and Rajović, Vera",
year = "2005",
abstract = "History teaching in Serbia has a clearly identified political role. Paramount
is the need to reform history teaching to transform it from a form of indoctrination to a
mode of study that develops the knowledge and understanding that educated citizens
require. The paper examines a thinking skills approach to history that will equip
students with the cognitive tools that they need to be members of the new democratic
societies that are emerging from a decade of conflict",
publisher = "History Educators International Research Network",
journal = "International Journal of historical learnig, teaching and research",
title = "How to Teach History Students about School Failure and Cultural Diversity",
pages = "51-46",
number = "2",
volume = "5",
url = "https://hdl.handle.net/21.15107/rcub_reff_3571"
}

Radulović, L. R.,& Rajović, V.. (2005). How to Teach History Students about School Failure and Cultural Diversity. in International Journal of historical learnig, teaching and research
History Educators International Research Network., 5(2), 46-51.
https://hdl.handle.net/21.15107/rcub_reff_3571

Radulović LR, Rajović V. How to Teach History Students about School Failure and Cultural Diversity. in International Journal of historical learnig, teaching and research. 2005;5(2):46-51.
https://hdl.handle.net/21.15107/rcub_reff_3571 .

Radulović, Lidija R., Rajović, Vera, "How to Teach History Students about School Failure and Cultural Diversity" in International Journal of historical learnig, teaching and research, 5, no. 2 (2005):46-51,
https://hdl.handle.net/21.15107/rcub_reff_3571 .

TY  - JOUR
AU  - Radulović, Lidija R.
AU  - Rajović, Vera
PY  - 2001
UR  - http://reff.f.bg.ac.rs/handle/123456789/3572
AB  - Pre- and in-service teacher education in Yugoslavia has no structure and
pattern providing the system to cover all teachers coming from diverse background.
Current situation of teacher education in Yugoslavia is presented in this paper. Its
main characteristics and difficulties are outlined in relation to 1) the legislation and
normative and 2) users needs. After analyzing the current situation, we present an
agenda for reform and development that should enable teacher education to respond
to the changing needs of Yugoslavia. Throughout the paper we refer to the initial and
continuing professional development of history teachers: they are one element in the
overall equation
PB  - History Educators International Research Network
T2  - International Journal of historical learning, teaching and research
T1  - Teacher Education in Yugoslavia,. International Journal of historical learnig, teaching and research
EP  - 12
IS  - 1
SP  - 1
VL  - 2
UR  - https://hdl.handle.net/21.15107/rcub_reff_3572
ER  - 

@article{
author = "Radulović, Lidija R. and Rajović, Vera",
year = "2001",
abstract = "Pre- and in-service teacher education in Yugoslavia has no structure and
pattern providing the system to cover all teachers coming from diverse background.
Current situation of teacher education in Yugoslavia is presented in this paper. Its
main characteristics and difficulties are outlined in relation to 1) the legislation and
normative and 2) users needs. After analyzing the current situation, we present an
agenda for reform and development that should enable teacher education to respond
to the changing needs of Yugoslavia. Throughout the paper we refer to the initial and
continuing professional development of history teachers: they are one element in the
overall equation",
publisher = "History Educators International Research Network",
journal = "International Journal of historical learning, teaching and research",
title = "Teacher Education in Yugoslavia,. International Journal of historical learnig, teaching and research",
pages = "12-1",
number = "1",
volume = "2",
url = "https://hdl.handle.net/21.15107/rcub_reff_3572"
}

Radulović, L. R.,& Rajović, V.. (2001). Teacher Education in Yugoslavia,. International Journal of historical learnig, teaching and research. in International Journal of historical learning, teaching and research
History Educators International Research Network., 2(1), 1-12.
https://hdl.handle.net/21.15107/rcub_reff_3572

Radulović LR, Rajović V. Teacher Education in Yugoslavia,. International Journal of historical learnig, teaching and research. in International Journal of historical learning, teaching and research. 2001;2(1):1-12.
https://hdl.handle.net/21.15107/rcub_reff_3572 .

Radulović, Lidija R., Rajović, Vera, "Teacher Education in Yugoslavia,. International Journal of historical learnig, teaching and research" in International Journal of historical learning, teaching and research, 2, no. 1 (2001):1-12,
https://hdl.handle.net/21.15107/rcub_reff_3572 .