TY  - JOUR
AU  - Simić, Nataša
AU  - Jokić, Tijana
AU  - Vukelić, Milica
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/2853
AB  - In times of rapid changes, it is necessary to prepare teachers to be agents of education reform and thus educate them for reflective practice. However, prospective teachers in Serbia rarely have the opportunity to reflect on personal constructs of the teaching profession and their own practice. With the aim of supporting prospective teachers to become reflective practitioners and persons-as-scientists, we organized "alternative lectures" as part of the compulsory study course for future teachers. Within four encounters with four groups of 8 to 10 student teachers, we applied three techniques, developed within frames of personal construct psychology. Modifications of the technique "river of experience," Career Rivers, enabled student teachers to reflect on the past and reveal constructs that guided previous actions in the professional field. Two self-characterizations, one portraying them as teachers and another portraying them as specialists in a different profession (in accordance with their education), made their constructions of future jobs more permeable. Through the combination of the perceiver element grid and perceiver self grid, they were encouraged to enter the role relationship with pupils and community. Although it raised new questions, this cooperative enterprise resulted in the reduction of anxiety regarding future jobs, embedding the stance of a person-as-scientist and sowing the seeds of reflective practice.
PB  - Taylor & Francis Inc, Philadelphia
T2  - Journal of Constructivist Psychology
T1  - Personal Construct Psychology in Preservice Teacher Education: The Path Toward Reflexivity
EP  - 17
IS  - 1
SP  - 1
VL  - 32
DO  - 10.1080/10720537.2017.1336137
ER  - 

@article{
author = "Simić, Nataša and Jokić, Tijana and Vukelić, Milica",
year = "2019",
abstract = "In times of rapid changes, it is necessary to prepare teachers to be agents of education reform and thus educate them for reflective practice. However, prospective teachers in Serbia rarely have the opportunity to reflect on personal constructs of the teaching profession and their own practice. With the aim of supporting prospective teachers to become reflective practitioners and persons-as-scientists, we organized "alternative lectures" as part of the compulsory study course for future teachers. Within four encounters with four groups of 8 to 10 student teachers, we applied three techniques, developed within frames of personal construct psychology. Modifications of the technique "river of experience," Career Rivers, enabled student teachers to reflect on the past and reveal constructs that guided previous actions in the professional field. Two self-characterizations, one portraying them as teachers and another portraying them as specialists in a different profession (in accordance with their education), made their constructions of future jobs more permeable. Through the combination of the perceiver element grid and perceiver self grid, they were encouraged to enter the role relationship with pupils and community. Although it raised new questions, this cooperative enterprise resulted in the reduction of anxiety regarding future jobs, embedding the stance of a person-as-scientist and sowing the seeds of reflective practice.",
publisher = "Taylor & Francis Inc, Philadelphia",
journal = "Journal of Constructivist Psychology",
title = "Personal Construct Psychology in Preservice Teacher Education: The Path Toward Reflexivity",
pages = "17-1",
number = "1",
volume = "32",
doi = "10.1080/10720537.2017.1336137"
}

Simić, N., Jokić, T.,& Vukelić, M.. (2019). Personal Construct Psychology in Preservice Teacher Education: The Path Toward Reflexivity. in Journal of Constructivist Psychology
Taylor & Francis Inc, Philadelphia., 32(1), 1-17.
https://doi.org/10.1080/10720537.2017.1336137

Simić N, Jokić T, Vukelić M. Personal Construct Psychology in Preservice Teacher Education: The Path Toward Reflexivity. in Journal of Constructivist Psychology. 2019;32(1):1-17.
doi:10.1080/10720537.2017.1336137 .

Simić, Nataša, Jokić, Tijana, Vukelić, Milica, "Personal Construct Psychology in Preservice Teacher Education: The Path Toward Reflexivity" in Journal of Constructivist Psychology, 32, no. 1 (2019):1-17,
https://doi.org/10.1080/10720537.2017.1336137 . .

TY  - JOUR
AU  - Leutwyler, Bruno
AU  - Petrović, Danijela
AU  - Jokić, Tijana
PY  - 2018
UR  - http://reff.f.bg.ac.rs/handle/123456789/2618
AB  - Cilj ovog istraživanja je da identifikuje elemente koji čine integralni deo konstrukta interkulturne kompetencije specifične za nastavnike. U ovom radu fokusiramo se na facete konstrukata za koje se smatra da su prilično zasićene vrednostima i afektivno obojene. Prateći široko korišćeni teorijski model profesionalnih kompetencija nastavnika koji su razvili Baumert i Kunter (2013), konceptualno smo smestili ove facete unutar dimenzije 'Verovanja, Vrednosti i Ciljeva' i predlažemo četiri centralna elementa: (1) uvažavanje kulturne raznolikosti; (2) etno-relativan pogled na svet; (3) stavove prema integraciji; (4) identifikacija sa ciljevima interkulturog obrazovanja. Da bismo testirali hipotezu da ova četiri aspekta predstavljaju jedan jedini nadređeni latentni konstrukt, operacionalizovali smo svaki odgovarajućom skalom i onda proverili internu konzistenciju instrumenta, konvergentnu i faktorsku validnost. Rezultati ukazuju da naše četiri skale imaju dobre interne konzistencije (Kronbahove alfe između 0,82 i 0,89), da se uklapaju u jednofaktorsku strukturu (kao što je demonstrirano konfirmativnom faktorskom analizom) i ukazuju na jedan latentni konstrukt (RMSEA=0,000; TLI = 1,004; CFI = 1,000; SRMR = .007). Sa ovim rezultatima, ovaj rad predstavlja validni, kontekstualno relevantni novi instrument za procenu verovanja, vrednosti i ciljeva nastavnika u vezi sa interkulturnim obrazovanjem i doprinos u razrešenju teorijskih, metodoloških i praktičnih problema istraživanja interkulturnih kompetencija.
AB  - The aim of this contribution is to identify the elements that are integral parts of a teacherspecific intercultural competence construct. In this paper, we focus on those facets of the construct that are considered to be rather value-laden and affectively tinged. Following the widely used theoretical model of teachers' professional competencies developed by Baumert and Kunter (2013), we conceptually place these facets within the Beliefs, Values, & Goals dimension, and propose four core elements: (1) appreciation of cultural diversity; (2) ethnorelative worldview; (3) attitudes toward integration; and (4) identification with goals of intercultural education. In order to test the hypothesis that these four aspects represent one single overarching latent construct, we operationalized each with an appropriate scale and then scrutinized the instruments' internal consistency, and convergent and factorial validity. The results suggest that our four scales have good internal consistencies (Cronbach's alphas between .82 and .89), adhere to a one-factor structure (as demonstrated by Confirmatory Factor Analysis), and indicate one latent construct (RMSEA = 0.000; TLI = 1.004; CFI = 1.000; SRMR = .007). With these results, this paper presents a valid, contextually relevant new instrument to assess (pre-service) teachers' beliefs, values and goals regarding intercultural education and contributes to resolving theoretical, methodological, and practical issues of research on intercultural competencies.
PB  - Društvo psihologa Srbije, Beograd
T2  - Psihologija
T1  - Struktura interkulturnih kompetencija speciifičnih za nastavnike - empirijski dokazi za dimenziju 'Verovanja, Vrednosti i Ciljeva'
T1  - The structure of teacher-specific intercultural competence: Empirical evidence on the 'Beliefs, Values, and Goals' dimension
EP  - 126
IS  - 1
SP  - 107
VL  - 51
DO  - 10.2298/PSI171005020L
ER  - 

@article{
author = "Leutwyler, Bruno and Petrović, Danijela and Jokić, Tijana",
year = "2018",
abstract = "Cilj ovog istraživanja je da identifikuje elemente koji čine integralni deo konstrukta interkulturne kompetencije specifične za nastavnike. U ovom radu fokusiramo se na facete konstrukata za koje se smatra da su prilično zasićene vrednostima i afektivno obojene. Prateći široko korišćeni teorijski model profesionalnih kompetencija nastavnika koji su razvili Baumert i Kunter (2013), konceptualno smo smestili ove facete unutar dimenzije 'Verovanja, Vrednosti i Ciljeva' i predlažemo četiri centralna elementa: (1) uvažavanje kulturne raznolikosti; (2) etno-relativan pogled na svet; (3) stavove prema integraciji; (4) identifikacija sa ciljevima interkulturog obrazovanja. Da bismo testirali hipotezu da ova četiri aspekta predstavljaju jedan jedini nadređeni latentni konstrukt, operacionalizovali smo svaki odgovarajućom skalom i onda proverili internu konzistenciju instrumenta, konvergentnu i faktorsku validnost. Rezultati ukazuju da naše četiri skale imaju dobre interne konzistencije (Kronbahove alfe između 0,82 i 0,89), da se uklapaju u jednofaktorsku strukturu (kao što je demonstrirano konfirmativnom faktorskom analizom) i ukazuju na jedan latentni konstrukt (RMSEA=0,000; TLI = 1,004; CFI = 1,000; SRMR = .007). Sa ovim rezultatima, ovaj rad predstavlja validni, kontekstualno relevantni novi instrument za procenu verovanja, vrednosti i ciljeva nastavnika u vezi sa interkulturnim obrazovanjem i doprinos u razrešenju teorijskih, metodoloških i praktičnih problema istraživanja interkulturnih kompetencija., The aim of this contribution is to identify the elements that are integral parts of a teacherspecific intercultural competence construct. In this paper, we focus on those facets of the construct that are considered to be rather value-laden and affectively tinged. Following the widely used theoretical model of teachers' professional competencies developed by Baumert and Kunter (2013), we conceptually place these facets within the Beliefs, Values, & Goals dimension, and propose four core elements: (1) appreciation of cultural diversity; (2) ethnorelative worldview; (3) attitudes toward integration; and (4) identification with goals of intercultural education. In order to test the hypothesis that these four aspects represent one single overarching latent construct, we operationalized each with an appropriate scale and then scrutinized the instruments' internal consistency, and convergent and factorial validity. The results suggest that our four scales have good internal consistencies (Cronbach's alphas between .82 and .89), adhere to a one-factor structure (as demonstrated by Confirmatory Factor Analysis), and indicate one latent construct (RMSEA = 0.000; TLI = 1.004; CFI = 1.000; SRMR = .007). With these results, this paper presents a valid, contextually relevant new instrument to assess (pre-service) teachers' beliefs, values and goals regarding intercultural education and contributes to resolving theoretical, methodological, and practical issues of research on intercultural competencies.",
publisher = "Društvo psihologa Srbije, Beograd",
journal = "Psihologija",
title = "Struktura interkulturnih kompetencija speciifičnih za nastavnike - empirijski dokazi za dimenziju 'Verovanja, Vrednosti i Ciljeva', The structure of teacher-specific intercultural competence: Empirical evidence on the 'Beliefs, Values, and Goals' dimension",
pages = "126-107",
number = "1",
volume = "51",
doi = "10.2298/PSI171005020L"
}

Leutwyler, B., Petrović, D.,& Jokić, T.. (2018). Struktura interkulturnih kompetencija speciifičnih za nastavnike - empirijski dokazi za dimenziju 'Verovanja, Vrednosti i Ciljeva'. in Psihologija
Društvo psihologa Srbije, Beograd., 51(1), 107-126.
https://doi.org/10.2298/PSI171005020L

Leutwyler B, Petrović D, Jokić T. Struktura interkulturnih kompetencija speciifičnih za nastavnike - empirijski dokazi za dimenziju 'Verovanja, Vrednosti i Ciljeva'. in Psihologija. 2018;51(1):107-126.
doi:10.2298/PSI171005020L .

Leutwyler, Bruno, Petrović, Danijela, Jokić, Tijana, "Struktura interkulturnih kompetencija speciifičnih za nastavnike - empirijski dokazi za dimenziju 'Verovanja, Vrednosti i Ciljeva'" in Psihologija, 51, no. 1 (2018):107-126,
https://doi.org/10.2298/PSI171005020L . .

TY  - JOUR
AU  - Zlatković, Blagica
AU  - Petrović, Danijela
AU  - Erić, Milica
AU  - Leutwyler, Bruno
AU  - Jokić, Tijana
PY  - 2017
UR  - http://reff.f.bg.ac.rs/handle/123456789/2274
AB  - Samoregulacija je ključno pitanje za nastavnike. Samo-regulatorne kompetencije pomažu nastavnicima da sačuvaju kako osećanje lične sreće, zdravlja i uspeha, tako i posvećenost poslu. Ovo je od posebnog značaja kada je u pitanju nastava koja se realizuje u kulturno raznovrsnim odeljenjima. Međutim, edukatori budućih nastavnika i nastavnika najćešće zanemaruju ovaj aspekt u svojim nastojanjima da unaprede njihovu interkulturlanu kompetenciju. Umajući to u vidu, ovaj rad se bavi konstrukcijom tri skale za psihološku procenu samoregulatornih aspekata interkulturalne kompetencije nastavnika - Skala fleksibilnosti nastavnika za kulturnu raznolikost (TCDFS), Skala emocionalne regulacije nastavnika u susretu sa kulturnom raznolikošću (TCDERS) i Skala tolerancije neizvesnosti nastavnika na kulturnu raznolikost (TCDTAS). Svaka skala je razvijena i validirana u dve forme od kojih se jedna odnosi na učenike iz manjinskih grupa uopšte, a druga na romske učenike. Dobijeni rezultati ukazuju na dobru pouzdanost (alfa koeficijent od .74 do .91) i jednofaktorsku strukturu svih novokonstruisanih skala. Za obe forme (opšta i forma za romske učenike) Skale fleksibilnosti nastavnika za kulturnu raznolikost i Skale emocionalne regulacije nastavnika u susretu sa kulturnom raznolikošću utvrđena je zadovoljavajuća konkurentna validnost. Psihološke procene zasnivane na primeni ove dve skale, mogu da budu dobra osnova za diferencirano dizajniranje obuka i intevencije koje imaju za cilj da doprinesu razvoju samoregulatornog aspekta interkulturalne kompetencije nastavnika, a pored toga ove skale mogu da se koriste i za merenja ishoda i efikasnosti takvih intervencija. Međutim, koleralacione analize ukazuju na izvesne slabosti Skale tolerancije neizvesnosti nastavnika na kulturnu raznolikost. U svetlu tog rezultata, buduća nastojanja treba da budu usmerena na dodatno preispitivanje konstrukta samoregulacije i uloge koju samoregulacija ima u susretu sa kulturnim različitostima.
AB  - Self-regulation is a key issue for teachers. Self-regulatory competencies help teachers maintain both their well-being and professional commitment. This is of particular importance when it comes to teaching in culturally diverse classrooms. However, this facet is generally neglected when Teacher Education supports pre- and inservice teachers in the development of their intercultural competencies. Against this background, the current paper deals with the development of three scales for the assessment of self-regulatory aspects of teachers' intercultural competence - the Teacher Cultural Diversity Flexibility Scale (TCDFS), the Teacher Cultural Diversity Emotional Regulation Scale (TCDERS), and the Teacher Cultural Diversity Tolerance for Ambiguity Scale (TCDTAS). Each scale was developed and validated in two forms: one referring to minority students in general, and one referring specifically to Roma students. The results indicate generally good reliabilities (αs from .74 to .91) and a unifactorial structure for each of the proposed scales. Both forms (general and the one for the Roma) of the TCDFS and the TCDERS also demonstrated concurrent validity. An assessment based on these scales may better inform training interventions aiming to develop self-regulatory aspect of teachers' intercultural competence and to measure the outcomes and efficacy of such interventions. However, correlation analyses have also revealed some weaknesses of the TCDTAS. In the light of these results, further efforts should be directed at reanalysing the construct of self-regulation in dealing with diversity.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd
T2  - Psihološka istraživanja
T1  - Samoregulatorna dimenzija interkulturalne kompetencije nastavnika - razvoj i psihometrijska validacija novih skala
T1  - Self-regulatory dimension of teachers' intercultural competence: Development and psychometric evaluation of new scales
EP  - 200
IS  - 2
SP  - 199
VL  - 20
DO  - 10.5937/PsIstra1702199Z
ER  - 

@article{
author = "Zlatković, Blagica and Petrović, Danijela and Erić, Milica and Leutwyler, Bruno and Jokić, Tijana",
year = "2017",
abstract = "Samoregulacija je ključno pitanje za nastavnike. Samo-regulatorne kompetencije pomažu nastavnicima da sačuvaju kako osećanje lične sreće, zdravlja i uspeha, tako i posvećenost poslu. Ovo je od posebnog značaja kada je u pitanju nastava koja se realizuje u kulturno raznovrsnim odeljenjima. Međutim, edukatori budućih nastavnika i nastavnika najćešće zanemaruju ovaj aspekt u svojim nastojanjima da unaprede njihovu interkulturlanu kompetenciju. Umajući to u vidu, ovaj rad se bavi konstrukcijom tri skale za psihološku procenu samoregulatornih aspekata interkulturalne kompetencije nastavnika - Skala fleksibilnosti nastavnika za kulturnu raznolikost (TCDFS), Skala emocionalne regulacije nastavnika u susretu sa kulturnom raznolikošću (TCDERS) i Skala tolerancije neizvesnosti nastavnika na kulturnu raznolikost (TCDTAS). Svaka skala je razvijena i validirana u dve forme od kojih se jedna odnosi na učenike iz manjinskih grupa uopšte, a druga na romske učenike. Dobijeni rezultati ukazuju na dobru pouzdanost (alfa koeficijent od .74 do .91) i jednofaktorsku strukturu svih novokonstruisanih skala. Za obe forme (opšta i forma za romske učenike) Skale fleksibilnosti nastavnika za kulturnu raznolikost i Skale emocionalne regulacije nastavnika u susretu sa kulturnom raznolikošću utvrđena je zadovoljavajuća konkurentna validnost. Psihološke procene zasnivane na primeni ove dve skale, mogu da budu dobra osnova za diferencirano dizajniranje obuka i intevencije koje imaju za cilj da doprinesu razvoju samoregulatornog aspekta interkulturalne kompetencije nastavnika, a pored toga ove skale mogu da se koriste i za merenja ishoda i efikasnosti takvih intervencija. Međutim, koleralacione analize ukazuju na izvesne slabosti Skale tolerancije neizvesnosti nastavnika na kulturnu raznolikost. U svetlu tog rezultata, buduća nastojanja treba da budu usmerena na dodatno preispitivanje konstrukta samoregulacije i uloge koju samoregulacija ima u susretu sa kulturnim različitostima., Self-regulation is a key issue for teachers. Self-regulatory competencies help teachers maintain both their well-being and professional commitment. This is of particular importance when it comes to teaching in culturally diverse classrooms. However, this facet is generally neglected when Teacher Education supports pre- and inservice teachers in the development of their intercultural competencies. Against this background, the current paper deals with the development of three scales for the assessment of self-regulatory aspects of teachers' intercultural competence - the Teacher Cultural Diversity Flexibility Scale (TCDFS), the Teacher Cultural Diversity Emotional Regulation Scale (TCDERS), and the Teacher Cultural Diversity Tolerance for Ambiguity Scale (TCDTAS). Each scale was developed and validated in two forms: one referring to minority students in general, and one referring specifically to Roma students. The results indicate generally good reliabilities (αs from .74 to .91) and a unifactorial structure for each of the proposed scales. Both forms (general and the one for the Roma) of the TCDFS and the TCDERS also demonstrated concurrent validity. An assessment based on these scales may better inform training interventions aiming to develop self-regulatory aspect of teachers' intercultural competence and to measure the outcomes and efficacy of such interventions. However, correlation analyses have also revealed some weaknesses of the TCDTAS. In the light of these results, further efforts should be directed at reanalysing the construct of self-regulation in dealing with diversity.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd",
journal = "Psihološka istraživanja",
title = "Samoregulatorna dimenzija interkulturalne kompetencije nastavnika - razvoj i psihometrijska validacija novih skala, Self-regulatory dimension of teachers' intercultural competence: Development and psychometric evaluation of new scales",
pages = "200-199",
number = "2",
volume = "20",
doi = "10.5937/PsIstra1702199Z"
}

Zlatković, B., Petrović, D., Erić, M., Leutwyler, B.,& Jokić, T.. (2017). Samoregulatorna dimenzija interkulturalne kompetencije nastavnika - razvoj i psihometrijska validacija novih skala. in Psihološka istraživanja
Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd., 20(2), 199-200.
https://doi.org/10.5937/PsIstra1702199Z

Zlatković B, Petrović D, Erić M, Leutwyler B, Jokić T. Samoregulatorna dimenzija interkulturalne kompetencije nastavnika - razvoj i psihometrijska validacija novih skala. in Psihološka istraživanja. 2017;20(2):199-200.
doi:10.5937/PsIstra1702199Z .

Zlatković, Blagica, Petrović, Danijela, Erić, Milica, Leutwyler, Bruno, Jokić, Tijana, "Samoregulatorna dimenzija interkulturalne kompetencije nastavnika - razvoj i psihometrijska validacija novih skala" in Psihološka istraživanja, 20, no. 2 (2017):199-200,
https://doi.org/10.5937/PsIstra1702199Z . .

TY  - CHAP
AU  - Kovač-Cerović, Tinde
AU  - Pavlović-Babić, Dragica
AU  - Jokić, Tijana
AU  - Jovanović, Olja
AU  - Jovanović, Vitomir
PY  - 2016
UR  - http://ipir.ipisr.org.rs/handle/123456789/634
UR  - http://reff.f.bg.ac.rs/handle/123456789/4195
AB  - The paper authored by Tinde Kovač-Cerović, Dragica Pavlović-Babić, Tijana Jokić, OljaJovanović and Vitomir Jovanović First comprehensive monitoring of inclusive education in Serbia:selected findings, presents selected findings of the first comprehensive evaluation of inclusiveeducation in Serbia, five years after its systemic introduction. This evaluation is based on indicatorsdefined by the Framework for monitoring inclusive education in Serbia. The research was conducted on a representative sample of 28 schools, and it encompassed 1537 students, 794 parents and 742teachers. The structure of the framework, which implies predefined indicators and criteria, as well asthe assessment of that same indicator by various informants, enabled the identification of the areaswhich are strong points in our education system, as well as areas that require immediate systemdevelopment. The results of the monitoring constitute a reliable basis for improving the policy andpractice of inclusive education in Serbia.
PB  - Belgrade : Institute for Educational Research
PB  - Belgrade : Faculty of Teacher Education
PB  - Volgograd : Volgograd State Socio-Pedagogical University
T2  - Challenges and perspectives of inclusive education
T1  - First comprehensive monitoring of inclusive education in Serbia: selected findings
EP  - 19
SP  - 15
UR  - https://hdl.handle.net/21.15107/rcub_reff_4195
ER  - 

@inbook{
author = "Kovač-Cerović, Tinde and Pavlović-Babić, Dragica and Jokić, Tijana and Jovanović, Olja and Jovanović, Vitomir",
year = "2016",
abstract = "The paper authored by Tinde Kovač-Cerović, Dragica Pavlović-Babić, Tijana Jokić, OljaJovanović and Vitomir Jovanović First comprehensive monitoring of inclusive education in Serbia:selected findings, presents selected findings of the first comprehensive evaluation of inclusiveeducation in Serbia, five years after its systemic introduction. This evaluation is based on indicatorsdefined by the Framework for monitoring inclusive education in Serbia. The research was conducted on a representative sample of 28 schools, and it encompassed 1537 students, 794 parents and 742teachers. The structure of the framework, which implies predefined indicators and criteria, as well asthe assessment of that same indicator by various informants, enabled the identification of the areaswhich are strong points in our education system, as well as areas that require immediate systemdevelopment. The results of the monitoring constitute a reliable basis for improving the policy andpractice of inclusive education in Serbia.",
publisher = "Belgrade : Institute for Educational Research, Belgrade : Faculty of Teacher Education, Volgograd : Volgograd State Socio-Pedagogical University",
journal = "Challenges and perspectives of inclusive education",
booktitle = "First comprehensive monitoring of inclusive education in Serbia: selected findings",
pages = "19-15",
url = "https://hdl.handle.net/21.15107/rcub_reff_4195"
}

Kovač-Cerović, T., Pavlović-Babić, D., Jokić, T., Jovanović, O.,& Jovanović, V.. (2016). First comprehensive monitoring of inclusive education in Serbia: selected findings. in Challenges and perspectives of inclusive education
Belgrade : Institute for Educational Research., 15-19.
https://hdl.handle.net/21.15107/rcub_reff_4195

Kovač-Cerović T, Pavlović-Babić D, Jokić T, Jovanović O, Jovanović V. First comprehensive monitoring of inclusive education in Serbia: selected findings. in Challenges and perspectives of inclusive education. 2016;:15-19.
https://hdl.handle.net/21.15107/rcub_reff_4195 .

Kovač-Cerović, Tinde, Pavlović-Babić, Dragica, Jokić, Tijana, Jovanović, Olja, Jovanović, Vitomir, "First comprehensive monitoring of inclusive education in Serbia: selected findings" in Challenges and perspectives of inclusive education (2016):15-19,
https://hdl.handle.net/21.15107/rcub_reff_4195 .

TY  - CONF
AU  - Petrović, Danijela
AU  - Jokić, Tijana
AU  - Grbić, Sanja
PY  - 2016
UR  - http://reff.f.bg.ac.rs/handle/123456789/4484
AB  - Conceptual framework. Globalisation, migration processes and rapidly increasing diversity of student body call for intercultural teachers’ competence and intercultural approach to education. The Serbian education system, which participates in the global processes of social and economic change, is introducing intercultural approach to education. Such newly imposed expectations from teachers usually do not match their notions of what good teaching is. Indicators of such conflicting conceptions are teachers’ concerns which have to be resolved in order for the (educational) change to run smoothly (van den Berg, 2002). 
Main objectives. We hereby deal with teachers’ concerns about working in culturally diverse classrooms. The main objective is to identify school and teacher characteristics that could predict degree to which teachers are concerned. 
Methodology. Research included 159 teachers from 8 (elementary and secondary) schools in 6 cities that could be described as either culturally homogenous or diverse communities. Two instruments were administered: 1) Intercultural Development Inventory (Hammer, 2009) measuring teachers’ intercultural sensitivity (here worldview) and 2) Global teachers’ concern about practical implementation of intercultural education (GTC) - constructed for the purpose of this research. 
Results. In order to identify school and teachers’ qualities that could predict GTC, regression analysis was conducted. Of all school characteristics assessed, two were significant: school type (in elementary and secondary vocational schools higher levels of GTC were reported than in grammar schools) and the environment type (in monocultural communities GTC is higher than in culturally diverse ones). Teachers’ qualities significantly predicting GTC were teaching experience and worldview - those more experienced and those with ethnorelative compared to ethnocentric views report higher GTC. As this analysis showed that none of the interactions are significant, general linear model containing main effects only with four independent variables and the covariate was applied. The final model (F(5)=8,968, p<0,01) explains 21.6% of variance showing that the most important predictor is the school type (partial eta2=10.9%), followed by the worldview (partial eta2=5.7%) and environment type (partial eta2=5.0%). 
Conclusion. This paper sheds light on factors contributing to teachers’ concerns regarding quality education in culturally heterogeneous classrooms. Therefore it opens the path for resolving them in order to successfully tackle challenges and uncertainties brought by social and economic change in the global context. Consequently, in trying to help teachers bring out the educational change we must consider school features first and see how they allow teachers and their perspectives to adapt to new demands.
C3  - IAIE - Mobilities, Transitions, Transformations: intercultural education at the crossroads, Budapest
T1  - What predicts teachers’ concerns  regarding intercultural education?
UR  - https://hdl.handle.net/21.15107/rcub_reff_4484
ER  - 

@conference{
author = "Petrović, Danijela and Jokić, Tijana and Grbić, Sanja",
year = "2016",
abstract = "Conceptual framework. Globalisation, migration processes and rapidly increasing diversity of student body call for intercultural teachers’ competence and intercultural approach to education. The Serbian education system, which participates in the global processes of social and economic change, is introducing intercultural approach to education. Such newly imposed expectations from teachers usually do not match their notions of what good teaching is. Indicators of such conflicting conceptions are teachers’ concerns which have to be resolved in order for the (educational) change to run smoothly (van den Berg, 2002). 
Main objectives. We hereby deal with teachers’ concerns about working in culturally diverse classrooms. The main objective is to identify school and teacher characteristics that could predict degree to which teachers are concerned. 
Methodology. Research included 159 teachers from 8 (elementary and secondary) schools in 6 cities that could be described as either culturally homogenous or diverse communities. Two instruments were administered: 1) Intercultural Development Inventory (Hammer, 2009) measuring teachers’ intercultural sensitivity (here worldview) and 2) Global teachers’ concern about practical implementation of intercultural education (GTC) - constructed for the purpose of this research. 
Results. In order to identify school and teachers’ qualities that could predict GTC, regression analysis was conducted. Of all school characteristics assessed, two were significant: school type (in elementary and secondary vocational schools higher levels of GTC were reported than in grammar schools) and the environment type (in monocultural communities GTC is higher than in culturally diverse ones). Teachers’ qualities significantly predicting GTC were teaching experience and worldview - those more experienced and those with ethnorelative compared to ethnocentric views report higher GTC. As this analysis showed that none of the interactions are significant, general linear model containing main effects only with four independent variables and the covariate was applied. The final model (F(5)=8,968, p<0,01) explains 21.6% of variance showing that the most important predictor is the school type (partial eta2=10.9%), followed by the worldview (partial eta2=5.7%) and environment type (partial eta2=5.0%). 
Conclusion. This paper sheds light on factors contributing to teachers’ concerns regarding quality education in culturally heterogeneous classrooms. Therefore it opens the path for resolving them in order to successfully tackle challenges and uncertainties brought by social and economic change in the global context. Consequently, in trying to help teachers bring out the educational change we must consider school features first and see how they allow teachers and their perspectives to adapt to new demands.",
journal = "IAIE - Mobilities, Transitions, Transformations: intercultural education at the crossroads, Budapest",
title = "What predicts teachers’ concerns  regarding intercultural education?",
url = "https://hdl.handle.net/21.15107/rcub_reff_4484"
}

Petrović, D., Jokić, T.,& Grbić, S.. (2016). What predicts teachers’ concerns  regarding intercultural education?. in IAIE - Mobilities, Transitions, Transformations: intercultural education at the crossroads, Budapest.
https://hdl.handle.net/21.15107/rcub_reff_4484

Petrović D, Jokić T, Grbić S. What predicts teachers’ concerns  regarding intercultural education?. in IAIE - Mobilities, Transitions, Transformations: intercultural education at the crossroads, Budapest. 2016;.
https://hdl.handle.net/21.15107/rcub_reff_4484 .

Petrović, Danijela, Jokić, Tijana, Grbić, Sanja, "What predicts teachers’ concerns  regarding intercultural education?" in IAIE - Mobilities, Transitions, Transformations: intercultural education at the crossroads, Budapest (2016),
https://hdl.handle.net/21.15107/rcub_reff_4484 .

TY  - JOUR
AU  - Petrović, Danijela
AU  - Jokić, Tijana
AU  - Leutwyler, Bruno
PY  - 2016
UR  - http://reff.f.bg.ac.rs/handle/123456789/2228
AB  - This paper deals with the development of three scales for the assessment of motivational aspects of teachers' intercultural competence - Teacher Cultural Diversity Enthusiasm Scale (TCDES), Teacher Cultural Diversity Self-Efficacy Scale (TCDSES) and Teacher Commitment to Social Justice Scale (TCSJS). The second goal of the study was to test the assumption that these three scales were indicators of a single latent concept - Motivational orientation related to diversity. The results have demonstrated strong reliability (ɑs gt  .80), one-factor structure (cross-validated with EFA and CFA) and satisfactory content and concurrent validity for each scale. Additionally, EFA has shown that three distinct factors explain item level variations. These results suggest that the three scales are reliable measures of three different motivational aspects. In the next step, CFA has confirmed the model of Motivational orientation, where a single latent construct explains variations at the level of the scales. The assessment of motivational orientation may better inform training and pedagogical interventions aiming to develop teachers' competence to deal with diversity and measure the outcomes and efficacy of educational efforts such as pre-service and in-service intercultural training programs for teachers.
PB  - Društvo psihologa Srbije, Beograd
T2  - Psihologija
T1  - Motivational aspects of teachers' intercultural competence: Development and psychometric evaluation of new scales for the assessment of motivational orientation
EP  - 413
IS  - 4
SP  - 393
VL  - 49
DO  - 10.2298/PSI1604393P
ER  - 

@article{
author = "Petrović, Danijela and Jokić, Tijana and Leutwyler, Bruno",
year = "2016",
abstract = "This paper deals with the development of three scales for the assessment of motivational aspects of teachers' intercultural competence - Teacher Cultural Diversity Enthusiasm Scale (TCDES), Teacher Cultural Diversity Self-Efficacy Scale (TCDSES) and Teacher Commitment to Social Justice Scale (TCSJS). The second goal of the study was to test the assumption that these three scales were indicators of a single latent concept - Motivational orientation related to diversity. The results have demonstrated strong reliability (ɑs gt  .80), one-factor structure (cross-validated with EFA and CFA) and satisfactory content and concurrent validity for each scale. Additionally, EFA has shown that three distinct factors explain item level variations. These results suggest that the three scales are reliable measures of three different motivational aspects. In the next step, CFA has confirmed the model of Motivational orientation, where a single latent construct explains variations at the level of the scales. The assessment of motivational orientation may better inform training and pedagogical interventions aiming to develop teachers' competence to deal with diversity and measure the outcomes and efficacy of educational efforts such as pre-service and in-service intercultural training programs for teachers.",
publisher = "Društvo psihologa Srbije, Beograd",
journal = "Psihologija",
title = "Motivational aspects of teachers' intercultural competence: Development and psychometric evaluation of new scales for the assessment of motivational orientation",
pages = "413-393",
number = "4",
volume = "49",
doi = "10.2298/PSI1604393P"
}

Petrović, D., Jokić, T.,& Leutwyler, B.. (2016). Motivational aspects of teachers' intercultural competence: Development and psychometric evaluation of new scales for the assessment of motivational orientation. in Psihologija
Društvo psihologa Srbije, Beograd., 49(4), 393-413.
https://doi.org/10.2298/PSI1604393P

Petrović D, Jokić T, Leutwyler B. Motivational aspects of teachers' intercultural competence: Development and psychometric evaluation of new scales for the assessment of motivational orientation. in Psihologija. 2016;49(4):393-413.
doi:10.2298/PSI1604393P .

Petrović, Danijela, Jokić, Tijana, Leutwyler, Bruno, "Motivational aspects of teachers' intercultural competence: Development and psychometric evaluation of new scales for the assessment of motivational orientation" in Psihologija, 49, no. 4 (2016):393-413,
https://doi.org/10.2298/PSI1604393P . .

TY  - JOUR
AU  - Simić, Nataša
AU  - Savanović, Ljubomir
AU  - Jokić, Tijana
PY  - 2012
UR  - http://reff.f.bg.ac.rs/handle/123456789/1542
AB  - Relationship between epistemological beliefs and motivational orientation of high school students was studied and their relationship with school majoring, GPA and gender. To estimate epistemological beliefs and motivational orientation Schommer's Epistemological Questionnaire (EQ) and Work Preference Inventory (WPI) were used. Through factor analysis of EQ 5 factors were extracted, that differ from those Schommer singled out. Negative correlation between naive epistemological beliefs on one side, and intrinsic (-0.327, p lt 0.01) and general motivation (-0.247, p lt 0.01) on the other, was determined. Students majoring in social sciences have more mature epistemological beliefs (F=11.278, df=1, p lt 0.01. Boys have more mature epistemological beliefs than girls only on factor Avoiding relating, ambiguity and dependence on authority (F=16.899, df=1, p lt 0.01). Correlation between epistemological beliefs and GPA was not determined. Students majoring in social sciences have higher level of motivation (F=6.626, df=1, p lt 0.05). Girls are more motivated by enjoying in what they are doing (F=6.261, df=1, p lt 0.05).
PB  - Društvo psihologa Srbije, Beograd
T2  - Psihologija
T1  - Relationship between epistemological beliefs and motivational orientation among high school students
EP  - 465
IS  - 4
SP  - 451
VL  - 45
DO  - 10.2298/PSI1204451S
ER  - 

@article{
author = "Simić, Nataša and Savanović, Ljubomir and Jokić, Tijana",
year = "2012",
abstract = "Relationship between epistemological beliefs and motivational orientation of high school students was studied and their relationship with school majoring, GPA and gender. To estimate epistemological beliefs and motivational orientation Schommer's Epistemological Questionnaire (EQ) and Work Preference Inventory (WPI) were used. Through factor analysis of EQ 5 factors were extracted, that differ from those Schommer singled out. Negative correlation between naive epistemological beliefs on one side, and intrinsic (-0.327, p lt 0.01) and general motivation (-0.247, p lt 0.01) on the other, was determined. Students majoring in social sciences have more mature epistemological beliefs (F=11.278, df=1, p lt 0.01. Boys have more mature epistemological beliefs than girls only on factor Avoiding relating, ambiguity and dependence on authority (F=16.899, df=1, p lt 0.01). Correlation between epistemological beliefs and GPA was not determined. Students majoring in social sciences have higher level of motivation (F=6.626, df=1, p lt 0.05). Girls are more motivated by enjoying in what they are doing (F=6.261, df=1, p lt 0.05).",
publisher = "Društvo psihologa Srbije, Beograd",
journal = "Psihologija",
title = "Relationship between epistemological beliefs and motivational orientation among high school students",
pages = "465-451",
number = "4",
volume = "45",
doi = "10.2298/PSI1204451S"
}

Simić, N., Savanović, L.,& Jokić, T.. (2012). Relationship between epistemological beliefs and motivational orientation among high school students. in Psihologija
Društvo psihologa Srbije, Beograd., 45(4), 451-465.
https://doi.org/10.2298/PSI1204451S

Simić N, Savanović L, Jokić T. Relationship between epistemological beliefs and motivational orientation among high school students. in Psihologija. 2012;45(4):451-465.
doi:10.2298/PSI1204451S .

Simić, Nataša, Savanović, Ljubomir, Jokić, Tijana, "Relationship between epistemological beliefs and motivational orientation among high school students" in Psihologija, 45, no. 4 (2012):451-465,
https://doi.org/10.2298/PSI1204451S . .