TY  - JOUR
AU  - Stamatović, Aleksandra
AU  - Mitrašinović, Bobana
AU  - Pavlović, Anđela
AU  - Marković, Dejan
AU  - Jovanović Milanović, Olja
AU  - Vranješević, Jelena
AU  - Jovanović, Julijana
AU  - Ostojić, Dejan
AU  - Ilić, Jugoslav
AU  - Vuković, Ana
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/5867
AB  - Uvod/Cilj: Osobe iz autističnog spektra (ASD) često se susreću sa značajnim izazovima kada posećuju stomatologa.  Mobilne  tehnologije  pokazale  su  se  obećavajućim  kao  efikasna  pomoćna  sredstva u promovisanju zadataka vezanih za oralno zdravlje. Ova studija imala je za cilj da u prvoj fazi ispita dostupnost mobilnih aplikacija za oralno zdravlje na srpskom jeziku i ćiriličnom pismu, a u drugoj da proceni efikasnost aplikacije dizajnirane posebno za posete stomatologu, razvijene na srpskom jeziku i koja koristi ćirilično pismo.Metod: Ova sudija preseka je sprovedena od novembra 2021. do februara 2022. godine na Klinici za dečju i preventivnu stomatologiju Stomatološkog fakulteta u Beogradu, Republika Srbija. Početna faza podrazumevala je pretragu onlajn aplikacija, kako na srpskom tako i na engleskom jeziku, koristeći specifične ključne reči: „mobilne aplikacije“, „autizam“, „stomatologija“ i „oralno zdravlje“. U sledećoj fazi, uključeno je deset porodica koje imaju dete sa ASD-om koje su koristile mobilnu aplikaciju na srpskom jeziku i ćiriličnom pismu koja je posebno razvijena za njihove posete stomatologu. Napredak u saradnji sa stomatologom kod korisnika ove aplikacije je procenjen pomoću strukturisanog protokola posmatranja zasnovanog na TEACCH metodi.Rezultati: Analiza sadržaja mobilnih aplikacija otkriva da je od ukupnog broja aplikacija 64 (70,3%) funkcionalno. Više od polovine (59,4%) ovih aplikacija je dizajnirano za rešavanje poteškoća u razvoju, učenju i govoru. Što se tiče jezika, samo jedna aplikacija za podršku razvoju, učenju i govoru je bila dostupna na srpskom, a tri su bile na hrvatskom jeziku i napisane latiničnim pismom. Međutim, među ovim mobilnim aplikacijama, identifikovana je samo jedna aplikacija za oralno zdravlje, i to na engleskomjeziku. Ovo ukazuje na jasnu potrebu za razvojem aplikacija za oralno zdravlje na srpskom jeziku. Pilot test je pokazao da testirana mobilna aplikacija efikasno podržava decu sa ASD-om u njihovim posetama stomatologu.Zaključak: Istraživanje je potvrdilo da su mobilne aplikacije koje podržavaju decu sa ASD-om tokom posete stomatologu obećavajuće sredstvo. Zbog toga treba uložiti napore da se ove vrste mobilnih aplikacija razviju i testiraju na srpskom jeziku.
T2  - Zdravstvena zaštita
T1  - Upotreba mobilne aplikacije za poboljšanje oralnog zdravlja dece sa autizmom
EP  - 97
IS  - 4
SP  - 80
VL  - 52
DO  - 10.5937/zdravzast52-47345
ER  - 

@article{
author = "Stamatović, Aleksandra and Mitrašinović, Bobana and Pavlović, Anđela and Marković, Dejan and Jovanović Milanović, Olja and Vranješević, Jelena and Jovanović, Julijana and Ostojić, Dejan and Ilić, Jugoslav and Vuković, Ana",
year = "2023",
abstract = "Uvod/Cilj: Osobe iz autističnog spektra (ASD) često se susreću sa značajnim izazovima kada posećuju stomatologa.  Mobilne  tehnologije  pokazale  su  se  obećavajućim  kao  efikasna  pomoćna  sredstva u promovisanju zadataka vezanih za oralno zdravlje. Ova studija imala je za cilj da u prvoj fazi ispita dostupnost mobilnih aplikacija za oralno zdravlje na srpskom jeziku i ćiriličnom pismu, a u drugoj da proceni efikasnost aplikacije dizajnirane posebno za posete stomatologu, razvijene na srpskom jeziku i koja koristi ćirilično pismo.Metod: Ova sudija preseka je sprovedena od novembra 2021. do februara 2022. godine na Klinici za dečju i preventivnu stomatologiju Stomatološkog fakulteta u Beogradu, Republika Srbija. Početna faza podrazumevala je pretragu onlajn aplikacija, kako na srpskom tako i na engleskom jeziku, koristeći specifične ključne reči: „mobilne aplikacije“, „autizam“, „stomatologija“ i „oralno zdravlje“. U sledećoj fazi, uključeno je deset porodica koje imaju dete sa ASD-om koje su koristile mobilnu aplikaciju na srpskom jeziku i ćiriličnom pismu koja je posebno razvijena za njihove posete stomatologu. Napredak u saradnji sa stomatologom kod korisnika ove aplikacije je procenjen pomoću strukturisanog protokola posmatranja zasnovanog na TEACCH metodi.Rezultati: Analiza sadržaja mobilnih aplikacija otkriva da je od ukupnog broja aplikacija 64 (70,3%) funkcionalno. Više od polovine (59,4%) ovih aplikacija je dizajnirano za rešavanje poteškoća u razvoju, učenju i govoru. Što se tiče jezika, samo jedna aplikacija za podršku razvoju, učenju i govoru je bila dostupna na srpskom, a tri su bile na hrvatskom jeziku i napisane latiničnim pismom. Međutim, među ovim mobilnim aplikacijama, identifikovana je samo jedna aplikacija za oralno zdravlje, i to na engleskomjeziku. Ovo ukazuje na jasnu potrebu za razvojem aplikacija za oralno zdravlje na srpskom jeziku. Pilot test je pokazao da testirana mobilna aplikacija efikasno podržava decu sa ASD-om u njihovim posetama stomatologu.Zaključak: Istraživanje je potvrdilo da su mobilne aplikacije koje podržavaju decu sa ASD-om tokom posete stomatologu obećavajuće sredstvo. Zbog toga treba uložiti napore da se ove vrste mobilnih aplikacija razviju i testiraju na srpskom jeziku.",
journal = "Zdravstvena zaštita",
title = "Upotreba mobilne aplikacije za poboljšanje oralnog zdravlja dece sa autizmom",
pages = "97-80",
number = "4",
volume = "52",
doi = "10.5937/zdravzast52-47345"
}

Stamatović, A., Mitrašinović, B., Pavlović, A., Marković, D., Jovanović Milanović, O., Vranješević, J., Jovanović, J., Ostojić, D., Ilić, J.,& Vuković, A.. (2023). Upotreba mobilne aplikacije za poboljšanje oralnog zdravlja dece sa autizmom. in Zdravstvena zaštita, 52(4), 80-97.
https://doi.org/10.5937/zdravzast52-47345

Stamatović A, Mitrašinović B, Pavlović A, Marković D, Jovanović Milanović O, Vranješević J, Jovanović J, Ostojić D, Ilić J, Vuković A. Upotreba mobilne aplikacije za poboljšanje oralnog zdravlja dece sa autizmom. in Zdravstvena zaštita. 2023;52(4):80-97.
doi:10.5937/zdravzast52-47345 .

Stamatović, Aleksandra, Mitrašinović, Bobana, Pavlović, Anđela, Marković, Dejan, Jovanović Milanović, Olja, Vranješević, Jelena, Jovanović, Julijana, Ostojić, Dejan, Ilić, Jugoslav, Vuković, Ana, "Upotreba mobilne aplikacije za poboljšanje oralnog zdravlja dece sa autizmom" in Zdravstvena zaštita, 52, no. 4 (2023):80-97,
https://doi.org/10.5937/zdravzast52-47345 . .

TY  - JOUR
AU  - Vuković, Ana
AU  - Jovanović Milanović, Olja
AU  - Vranješević, Jelena
AU  - Popovac, Aleksandra
AU  - Perić, Tamara
AU  - Marković, Dejan
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/5874
AB  - Introduction
Comprehensive and interprofessional undergraduate teaching and training in special care dentistry (SCD) could influence future dentists’ attitudes towards patients with disabilities. The aim of the study was to assess the influence of role play as part of SCD training on the attitudes of undergraduates towards patients with disabilities.

Method
The students attending the SCD module during the autumn semester of 2019 comprised our target population. A quasi-experimental design was used to compare the attitudinal scores between three groups of students exposed to different modalities of SCD teaching: group 1 – didactic teaching (N = 92), group 2 – didactic teaching and clinical training in the dental treatment of children or elderly patients with disabilities (N = 142), group 3 – theoretical teaching and clinical training, accompanied by role play sessions featuring persons with disabilities (N = 20). The contact rate was 100%. The outcomes of the intervention were measured using the altruism scale, which forms part of the International Association for Disability and Oral Health (iADH) Toolbox for measuring attitudes and intended behaviors towards persons with disabilities.

Results
The analysis revealed the two-factor structure of the nine-item altruism scale. The first factor was described as the acceptance of oral health care as a universal human right, while the second was the perception of the contribution of marginalised groups, including people with disabilities, to the community. The students participating in the role play scored higher on both factors in comparison to those attending other modes of SCD training.

Conclusion
The presented findings suggested role play as a powerful tool in fostering positive attitudes towards persons with disabilities in the education of dental students and highlighted the importance of multidisciplinary training.
PB  - Wiley Online Library
T2  - Special Care in Dentistry
T1  - Using role play to develop positive attitudes toward people with disabilities among dental students: An exploratory pilot study
EP  - 814
IS  - 6
SP  - 806
VL  - 43
DO  - https://doi.org/10.1111/scd.12816
ER  - 

@article{
author = "Vuković, Ana and Jovanović Milanović, Olja and Vranješević, Jelena and Popovac, Aleksandra and Perić, Tamara and Marković, Dejan",
year = "2023",
abstract = "Introduction
Comprehensive and interprofessional undergraduate teaching and training in special care dentistry (SCD) could influence future dentists’ attitudes towards patients with disabilities. The aim of the study was to assess the influence of role play as part of SCD training on the attitudes of undergraduates towards patients with disabilities.

Method
The students attending the SCD module during the autumn semester of 2019 comprised our target population. A quasi-experimental design was used to compare the attitudinal scores between three groups of students exposed to different modalities of SCD teaching: group 1 – didactic teaching (N = 92), group 2 – didactic teaching and clinical training in the dental treatment of children or elderly patients with disabilities (N = 142), group 3 – theoretical teaching and clinical training, accompanied by role play sessions featuring persons with disabilities (N = 20). The contact rate was 100%. The outcomes of the intervention were measured using the altruism scale, which forms part of the International Association for Disability and Oral Health (iADH) Toolbox for measuring attitudes and intended behaviors towards persons with disabilities.

Results
The analysis revealed the two-factor structure of the nine-item altruism scale. The first factor was described as the acceptance of oral health care as a universal human right, while the second was the perception of the contribution of marginalised groups, including people with disabilities, to the community. The students participating in the role play scored higher on both factors in comparison to those attending other modes of SCD training.

Conclusion
The presented findings suggested role play as a powerful tool in fostering positive attitudes towards persons with disabilities in the education of dental students and highlighted the importance of multidisciplinary training.",
publisher = "Wiley Online Library",
journal = "Special Care in Dentistry",
title = "Using role play to develop positive attitudes toward people with disabilities among dental students: An exploratory pilot study",
pages = "814-806",
number = "6",
volume = "43",
doi = "https://doi.org/10.1111/scd.12816"
}

Vuković, A., Jovanović Milanović, O., Vranješević, J., Popovac, A., Perić, T.,& Marković, D.. (2023). Using role play to develop positive attitudes toward people with disabilities among dental students: An exploratory pilot study. in Special Care in Dentistry
Wiley Online Library., 43(6), 806-814.
https://doi.org/https://doi.org/10.1111/scd.12816

Vuković A, Jovanović Milanović O, Vranješević J, Popovac A, Perić T, Marković D. Using role play to develop positive attitudes toward people with disabilities among dental students: An exploratory pilot study. in Special Care in Dentistry. 2023;43(6):806-814.
doi:https://doi.org/10.1111/scd.12816 .

Vuković, Ana, Jovanović Milanović, Olja, Vranješević, Jelena, Popovac, Aleksandra, Perić, Tamara, Marković, Dejan, "Using role play to develop positive attitudes toward people with disabilities among dental students: An exploratory pilot study" in Special Care in Dentistry, 43, no. 6 (2023):806-814,
https://doi.org/https://doi.org/10.1111/scd.12816 . .

TY  - CONF
AU  - Damnjanović, Milica
AU  - Mojović Zdravković, Kristina
AU  - Vranješević, Jelena
PY  - 2022
UR  - http://reff.f.bg.ac.rs/handle/123456789/5725
AB  - Considering the fact that the Covid-19 pandemic has called
for the urgent adaptation of the remote-learning environment
and hence the modification of learning habits, the aim of this
research was to examine which learning strategies the
secondary high-school student use during this transition and
how well these strategies predict school achievement. Four
subscales were adapted from the MSLQ questionnaire and
administrated to 135 students (82% of girls; Mage=16; SDage =
.64), as well as one open-ended question regarding the
difference between learning in the classroom and remote
learning situations. Results showed that only Elaboration was
a statistically significant predictor of school achievement,
while conducted qualitative analysis of the answers revealed
that students find the classroom environment to be more
stimulating and beneficial to their learning, suggesting that
the elaborative learning is a prerequisite when it comes to
school achievement ant the remote-learning should be more
engaging.
PB  - Institut za psihologiju i Laboratorija za eksperimentalnu psihologiju 1. Izd Beograd: Filozofski fakultet, 2022 160 str.
C3  - Proceedings of the XXVIII Scientific Conference Empirical Studies in Psychology
T1  - Learning strategies during Covid-19 pandemic: How well do they predict school achievement and how they differ in classroom and remote-learning situation
EP  - 69
SP  - 67
UR  - https://hdl.handle.net/21.15107/rcub_reff_5725
ER  - 

@conference{
author = "Damnjanović, Milica and Mojović Zdravković, Kristina and Vranješević, Jelena",
year = "2022",
abstract = "Considering the fact that the Covid-19 pandemic has called
for the urgent adaptation of the remote-learning environment
and hence the modification of learning habits, the aim of this
research was to examine which learning strategies the
secondary high-school student use during this transition and
how well these strategies predict school achievement. Four
subscales were adapted from the MSLQ questionnaire and
administrated to 135 students (82% of girls; Mage=16; SDage =
.64), as well as one open-ended question regarding the
difference between learning in the classroom and remote
learning situations. Results showed that only Elaboration was
a statistically significant predictor of school achievement,
while conducted qualitative analysis of the answers revealed
that students find the classroom environment to be more
stimulating and beneficial to their learning, suggesting that
the elaborative learning is a prerequisite when it comes to
school achievement ant the remote-learning should be more
engaging.",
publisher = "Institut za psihologiju i Laboratorija za eksperimentalnu psihologiju 1. Izd Beograd: Filozofski fakultet, 2022 160 str.",
journal = "Proceedings of the XXVIII Scientific Conference Empirical Studies in Psychology",
title = "Learning strategies during Covid-19 pandemic: How well do they predict school achievement and how they differ in classroom and remote-learning situation",
pages = "69-67",
url = "https://hdl.handle.net/21.15107/rcub_reff_5725"
}

Damnjanović, M., Mojović Zdravković, K.,& Vranješević, J.. (2022). Learning strategies during Covid-19 pandemic: How well do they predict school achievement and how they differ in classroom and remote-learning situation. in Proceedings of the XXVIII Scientific Conference Empirical Studies in Psychology
Institut za psihologiju i Laboratorija za eksperimentalnu psihologiju 1. Izd Beograd: Filozofski fakultet, 2022 160 str.., 67-69.
https://hdl.handle.net/21.15107/rcub_reff_5725

Damnjanović M, Mojović Zdravković K, Vranješević J. Learning strategies during Covid-19 pandemic: How well do they predict school achievement and how they differ in classroom and remote-learning situation. in Proceedings of the XXVIII Scientific Conference Empirical Studies in Psychology. 2022;:67-69.
https://hdl.handle.net/21.15107/rcub_reff_5725 .

Damnjanović, Milica, Mojović Zdravković, Kristina, Vranješević, Jelena, "Learning strategies during Covid-19 pandemic: How well do they predict school achievement and how they differ in classroom and remote-learning situation" in Proceedings of the XXVIII Scientific Conference Empirical Studies in Psychology (2022):67-69,
https://hdl.handle.net/21.15107/rcub_reff_5725 .

TY  - BOOK
AU  - Miškeljin, Lidija
AU  - Vranješević, Jelena
AU  - Jovanović, Olja
AU  - Lazarević, Milijana
AU  - Tomašević, Tamara
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/3706
PB  - Filozofski fakultet Univerziteta u Beogradu Institut za pedagogiju i andragogiju
T1  - Vodič za uključivanje dece sa smetnjama u razvoja u sistem predškolskog vaspitanja i obrazovanja
UR  - https://hdl.handle.net/21.15107/rcub_reff_3706
ER  - 

@book{
author = "Miškeljin, Lidija and Vranješević, Jelena and Jovanović, Olja and Lazarević, Milijana and Tomašević, Tamara",
year = "2021",
publisher = "Filozofski fakultet Univerziteta u Beogradu Institut za pedagogiju i andragogiju",
title = "Vodič za uključivanje dece sa smetnjama u razvoja u sistem predškolskog vaspitanja i obrazovanja",
url = "https://hdl.handle.net/21.15107/rcub_reff_3706"
}

Miškeljin, L., Vranješević, J., Jovanović, O., Lazarević, M.,& Tomašević, T.. (2021). Vodič za uključivanje dece sa smetnjama u razvoja u sistem predškolskog vaspitanja i obrazovanja. 
Filozofski fakultet Univerziteta u Beogradu Institut za pedagogiju i andragogiju..
https://hdl.handle.net/21.15107/rcub_reff_3706

Miškeljin L, Vranješević J, Jovanović O, Lazarević M, Tomašević T. Vodič za uključivanje dece sa smetnjama u razvoja u sistem predškolskog vaspitanja i obrazovanja. 2021;.
https://hdl.handle.net/21.15107/rcub_reff_3706 .

Miškeljin, Lidija, Vranješević, Jelena, Jovanović, Olja, Lazarević, Milijana, Tomašević, Tamara, "Vodič za uključivanje dece sa smetnjama u razvoja u sistem predškolskog vaspitanja i obrazovanja" (2021),
https://hdl.handle.net/21.15107/rcub_reff_3706 .

TY  - CONF
AU  - Simić, Nataša
AU  - Vranješević, Jelena
AU  - Mojović, Kristina
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/5798
AB  - This study represents a pilot exploration of teachers’ level
of motivation and reasons for using ICT and the level of selfconfidence
in using ICT in teaching, one year after they switched
to online education due to COVID-19 pandemic. Additional
goals were to determine the relationship between motivation
and self-confidence in using ICT and to determine if there are
differences in the level of motivation and self-confidence among
teachers differing in the years of working experience. Participants
were 61 Belgrade vocational secondary school teachers (85.2%
female) who filled-in the online questionnaire including SELFIE
subscale on self-confidence (1-5), one question about the level
of motivation (1-7) and one open-ended question about the
reasons for using ICT. Teachers demonstrated relatively high
level of self-confidence (M = 3.67, SD = .99) and a high level of motivation (M = 5.31, SD = 1.62). The correlation between
self-confidence and motivation for using ICT in teaching was
.502 (p = .000). Qualitative thematic and evaluative analysis
applied on narratives about reasons for using ICT yielded three
themes: quality of teaching and learning, communication and
personal attitude. While majority of teachers are motivated to
use ICT because they perceive it as enabling better focus and
deeper learning (35), some believe that using ICT diminishes the
quality of education (3). For some teachers ICT enables better
and more efficient communication with students (2), whereas
for others it means alienation (2). While some find it fun to
use ICT (3), others feel overburdened with requirements to use
ICT without providing better working conditions (2). Results
show that the oldest group of teachers (with over 20 years of
working experience) have statistically significantly lower level
of motivation for using ICT in teaching (F (2, 55) = 8.357, p =
.001), while there were no differences in self-confidence, which
suggest that more experienced teachers need additional support
to und erstand benefits of using ICT.
C3  - Book of Abstracts, XVII Days of Applied Psychology: Psychology in the function of the well-being of the individual and society, Niš, Serbia (September 24–25)
T1  - Secondary school teachers’ motivation and self-confidence in using ICT in teaching
EP  - 119
SP  - 118
UR  - https://hdl.handle.net/21.15107/rcub_reff_5798
ER  - 

@conference{
author = "Simić, Nataša and Vranješević, Jelena and Mojović, Kristina",
year = "2021",
abstract = "This study represents a pilot exploration of teachers’ level
of motivation and reasons for using ICT and the level of selfconfidence
in using ICT in teaching, one year after they switched
to online education due to COVID-19 pandemic. Additional
goals were to determine the relationship between motivation
and self-confidence in using ICT and to determine if there are
differences in the level of motivation and self-confidence among
teachers differing in the years of working experience. Participants
were 61 Belgrade vocational secondary school teachers (85.2%
female) who filled-in the online questionnaire including SELFIE
subscale on self-confidence (1-5), one question about the level
of motivation (1-7) and one open-ended question about the
reasons for using ICT. Teachers demonstrated relatively high
level of self-confidence (M = 3.67, SD = .99) and a high level of motivation (M = 5.31, SD = 1.62). The correlation between
self-confidence and motivation for using ICT in teaching was
.502 (p = .000). Qualitative thematic and evaluative analysis
applied on narratives about reasons for using ICT yielded three
themes: quality of teaching and learning, communication and
personal attitude. While majority of teachers are motivated to
use ICT because they perceive it as enabling better focus and
deeper learning (35), some believe that using ICT diminishes the
quality of education (3). For some teachers ICT enables better
and more efficient communication with students (2), whereas
for others it means alienation (2). While some find it fun to
use ICT (3), others feel overburdened with requirements to use
ICT without providing better working conditions (2). Results
show that the oldest group of teachers (with over 20 years of
working experience) have statistically significantly lower level
of motivation for using ICT in teaching (F (2, 55) = 8.357, p =
.001), while there were no differences in self-confidence, which
suggest that more experienced teachers need additional support
to und erstand benefits of using ICT.",
journal = "Book of Abstracts, XVII Days of Applied Psychology: Psychology in the function of the well-being of the individual and society, Niš, Serbia (September 24–25)",
title = "Secondary school teachers’ motivation and self-confidence in using ICT in teaching",
pages = "119-118",
url = "https://hdl.handle.net/21.15107/rcub_reff_5798"
}

Simić, N., Vranješević, J.,& Mojović, K.. (2021). Secondary school teachers’ motivation and self-confidence in using ICT in teaching. in Book of Abstracts, XVII Days of Applied Psychology: Psychology in the function of the well-being of the individual and society, Niš, Serbia (September 24–25), 118-119.
https://hdl.handle.net/21.15107/rcub_reff_5798

Simić N, Vranješević J, Mojović K. Secondary school teachers’ motivation and self-confidence in using ICT in teaching. in Book of Abstracts, XVII Days of Applied Psychology: Psychology in the function of the well-being of the individual and society, Niš, Serbia (September 24–25). 2021;:118-119.
https://hdl.handle.net/21.15107/rcub_reff_5798 .

Simić, Nataša, Vranješević, Jelena, Mojović, Kristina, "Secondary school teachers’ motivation and self-confidence in using ICT in teaching" in Book of Abstracts, XVII Days of Applied Psychology: Psychology in the function of the well-being of the individual and society, Niš, Serbia (September 24–25) (2021):118-119,
https://hdl.handle.net/21.15107/rcub_reff_5798 .

TY  - JOUR
AU  - Simić, Nataša
AU  - Vranješević, Jelena
AU  - Ilić, Isidora
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/2869
AB  - Forced migration is a highly stressful event that can cause changes in identity work. The aim of this research was to determine in what way the migration and prolonged stay in Serbia, a country that differs from both the refugees' heritage cultures and wished host cultures on many cultural dimensions, influenced the young Muslim refugees' gender role identities. Semi-structured interviews with seven female and eight male refugees coming from Afghanistan, Iran and Pakistan, staying for several months in Serbia were conducted. Narrative inquiry, focused on recurring themes and changes in the past- and present-time narratives about gender role identities, yielded three types of narratives. The most frequent narrative, Expressing what was suppressed, points to identical past- and present-time narratives, but significant changes in the way gender role identities are expressed and pursued, self-confidence and interpersonal relationships. In narrative Reinventing oneself a major shift in gender role identity was noticed. Narrative Remaining the same, reflects changes in neither gender role identities nor their expression. Most participants applied integration strategies during the migration and moved towards individualism, femininity and rational values, whereas a few, exclusively male refugees, retained traditional patriarchal values.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Odeljenje za etnologiju i antropologiju, Beograd
T2  - Etnoantropološki problemi
T1  - Muslim Refugees in Serbia - Narrating Gender Role Identity Change
EP  - 1293
IS  - 4
SP  - 1273
VL  - 14
DO  - 10.21301/eap.v14i4.10
ER  - 

@article{
author = "Simić, Nataša and Vranješević, Jelena and Ilić, Isidora",
year = "2019",
abstract = "Forced migration is a highly stressful event that can cause changes in identity work. The aim of this research was to determine in what way the migration and prolonged stay in Serbia, a country that differs from both the refugees' heritage cultures and wished host cultures on many cultural dimensions, influenced the young Muslim refugees' gender role identities. Semi-structured interviews with seven female and eight male refugees coming from Afghanistan, Iran and Pakistan, staying for several months in Serbia were conducted. Narrative inquiry, focused on recurring themes and changes in the past- and present-time narratives about gender role identities, yielded three types of narratives. The most frequent narrative, Expressing what was suppressed, points to identical past- and present-time narratives, but significant changes in the way gender role identities are expressed and pursued, self-confidence and interpersonal relationships. In narrative Reinventing oneself a major shift in gender role identity was noticed. Narrative Remaining the same, reflects changes in neither gender role identities nor their expression. Most participants applied integration strategies during the migration and moved towards individualism, femininity and rational values, whereas a few, exclusively male refugees, retained traditional patriarchal values.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Odeljenje za etnologiju i antropologiju, Beograd",
journal = "Etnoantropološki problemi",
title = "Muslim Refugees in Serbia - Narrating Gender Role Identity Change",
pages = "1293-1273",
number = "4",
volume = "14",
doi = "10.21301/eap.v14i4.10"
}

Simić, N., Vranješević, J.,& Ilić, I.. (2019). Muslim Refugees in Serbia - Narrating Gender Role Identity Change. in Etnoantropološki problemi
Univerzitet u Beogradu - Filozofski fakultet - Odeljenje za etnologiju i antropologiju, Beograd., 14(4), 1273-1293.
https://doi.org/10.21301/eap.v14i4.10

Simić N, Vranješević J, Ilić I. Muslim Refugees in Serbia - Narrating Gender Role Identity Change. in Etnoantropološki problemi. 2019;14(4):1273-1293.
doi:10.21301/eap.v14i4.10 .

Simić, Nataša, Vranješević, Jelena, Ilić, Isidora, "Muslim Refugees in Serbia - Narrating Gender Role Identity Change" in Etnoantropološki problemi, 14, no. 4 (2019):1273-1293,
https://doi.org/10.21301/eap.v14i4.10 . .

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  - Simić, Nataša
AU  - Vranješević, Jelena
AU  - Stančić, Milan
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/2734
AB  - S obzirom na nisku zastupljenost studenata romske nacionalnosti u oblasti višeg/visokog obrazovanja i na Mali broj studija koje su istraživale lične i društvene resurse mladih odraslih Roma, naš cilj je bio da ispitamo psihološki i društveni kapital Roma koji pohađaju institucije višeg/visokog obrazovanja i da utvrdimo da li postoje razlike u odnosu na studente koji nisu romske nacionalnosti. Upitnik je ispunilo ukupno 89 studenata romske nacionalnosti i 105 studenata koji nisu romske nacionalnosti. Utvrđene su značajne razlike između ove dve grupe u pogledu svih komponenti psihološkog kapitala, sa izuzetkom samoefikasnosti. Finansijski i obrazovni status porodica studenata romske nacionalnosti znatno je nepovoljniji nego kod studenata koji nisu romske nacionalnosti. Oni dobijaju podršku za sticanje višeg/visokog obrazovanja od manjeg broja osoba, ali su građanski angažovaniji i uživaju veću podršku predstavnika nevladinih organizacija. Možemo da zaključimo da su uprkos nepovoljnom kapitalu porodične strukture studenti romske nacionalnosti razvili visok nivo psihološkog kapitala. Praktične implikacije su dodatno razmotrene u radu.
AB  - Given that Roma students are underrepresented in higher education, and that few studies investigated personal and social resources of young Roma adults, our aim was to explore the psychological and social capital of Roma attending college and determine if there are differences compared to non-Roma students. In total, 89 Roma and 105 non-Roma college students filled in the questionnaire. Significant differences between the two groups were obtained for all components of psychological capital, except for self-efficacy. Roma students' family financial and educational status was significantly more unfavorable than that of the non-Roma students. They received support from fewer persons to pursue higher education but have been more civically engaged and received more support from NGO representatives. We can conclude that, despite unfavorable family structure capital, Roma college students have developed a high level of psychological capital. Practical implications are furthered elaborated.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Andragoške studije
T1  - Romi i više/visoko obrazovanje - psihološki i društveni kapital kao faktori akademskog uspeha
T1  - Roma in higher education: Psychological and social capital as factors of academic success
EP  - 148
IS  - 2
SP  - 127
DO  - 10.5937/AndStud1902127S
ER  - 

@article{
author = "Simić, Nataša and Vranješević, Jelena and Stančić, Milan",
year = "2019",
abstract = "S obzirom na nisku zastupljenost studenata romske nacionalnosti u oblasti višeg/visokog obrazovanja i na Mali broj studija koje su istraživale lične i društvene resurse mladih odraslih Roma, naš cilj je bio da ispitamo psihološki i društveni kapital Roma koji pohađaju institucije višeg/visokog obrazovanja i da utvrdimo da li postoje razlike u odnosu na studente koji nisu romske nacionalnosti. Upitnik je ispunilo ukupno 89 studenata romske nacionalnosti i 105 studenata koji nisu romske nacionalnosti. Utvrđene su značajne razlike između ove dve grupe u pogledu svih komponenti psihološkog kapitala, sa izuzetkom samoefikasnosti. Finansijski i obrazovni status porodica studenata romske nacionalnosti znatno je nepovoljniji nego kod studenata koji nisu romske nacionalnosti. Oni dobijaju podršku za sticanje višeg/visokog obrazovanja od manjeg broja osoba, ali su građanski angažovaniji i uživaju veću podršku predstavnika nevladinih organizacija. Možemo da zaključimo da su uprkos nepovoljnom kapitalu porodične strukture studenti romske nacionalnosti razvili visok nivo psihološkog kapitala. Praktične implikacije su dodatno razmotrene u radu., Given that Roma students are underrepresented in higher education, and that few studies investigated personal and social resources of young Roma adults, our aim was to explore the psychological and social capital of Roma attending college and determine if there are differences compared to non-Roma students. In total, 89 Roma and 105 non-Roma college students filled in the questionnaire. Significant differences between the two groups were obtained for all components of psychological capital, except for self-efficacy. Roma students' family financial and educational status was significantly more unfavorable than that of the non-Roma students. They received support from fewer persons to pursue higher education but have been more civically engaged and received more support from NGO representatives. We can conclude that, despite unfavorable family structure capital, Roma college students have developed a high level of psychological capital. Practical implications are furthered elaborated.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Andragoške studije",
title = "Romi i više/visoko obrazovanje - psihološki i društveni kapital kao faktori akademskog uspeha, Roma in higher education: Psychological and social capital as factors of academic success",
pages = "148-127",
number = "2",
doi = "10.5937/AndStud1902127S"
}

Simić, N., Vranješević, J.,& Stančić, M.. (2019). Romi i više/visoko obrazovanje - psihološki i društveni kapital kao faktori akademskog uspeha. in Andragoške studije
Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd.(2), 127-148.
https://doi.org/10.5937/AndStud1902127S

Simić N, Vranješević J, Stančić M. Romi i više/visoko obrazovanje - psihološki i društveni kapital kao faktori akademskog uspeha. in Andragoške studije. 2019;(2):127-148.
doi:10.5937/AndStud1902127S .

Simić, Nataša, Vranješević, Jelena, Stančić, Milan, "Romi i više/visoko obrazovanje - psihološki i društveni kapital kao faktori akademskog uspeha" in Andragoške studije, no. 2 (2019):127-148,
https://doi.org/10.5937/AndStud1902127S . .

TY  - JOUR
AU  - Vranješević, Jelena
PY  - 2017
UR  - http://reff.f.bg.ac.rs/handle/123456789/2312
AB  - U radu se diskutuje značaj koji konsultativni proces sa decom u školi ima u kreiranju konteksta koji će podsticati njihov razvoj i učenje, obezbediti poštovanje prava deteta i donošenje odluka koje su u njihovom najboljem interesu. Predstavljene su i najčešće prepreke koje otežavaju proces konsultacija s učenicima, kako na nivou pojedinaca (nastavnika) i njihove ideje o prirodi deteta i ulozi participativnih iskustava u razvoju i učenju tako i na nivou obrazovnog sistema koji je odraslocentričan i nedovoljno inkluzivan kada je o reč o slušanju i uvažavanju perspektive učenika. Prepreke za konsultativni proces su diskutovane u svetlu različitih participativnih projekata i istraživanja koja ukazuju na važnost konsultacija učenika. Date su preporuke za uspostavljanje prakse demokratskog dijaloga u školama, koje pretpostavljaju kako restrukturaciju, tj. promenu stavova odraslih aktera obrazovnog procesa, tako i rekulturaciju, tj. promenu načina na koji školski sistem funkcioniše.
AB  - This paper discusses the importance of the consultation process with children in schools for creating a context that will stimulate their development and learning and ensure that children's rights are respected and that decisions are made in their best interest. The paper also looks at the most common obstacles that impede the process of consultation with students, both at the level of the individual (the teacher) and their ideas about the nature of children and the role of participatory experiences in development and learning, and at the level of the education system which is adult-centric and insufficiently inclusive with regard to listening to and acknowledging the students' perspective. Obstacles to the consultation process are discussed with reference to various participatory projects and studies that highlight the importance of consulting with students. Recommendations are given for establishing the practice of democratic dialogue in schools, which requires both restructuring, i.e. a change in the attitude of adult actors in the education process, and reculturation, i.e. a change in the way in which the school system functions.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Uloga i značaj konsultacija sa decom u obrazovanju
T1  - The role and importance of consulting children in education
EP  - 435
IS  - 3
SP  - 423
VL  - 66
DO  - 10.5937/nasvas1703423V
ER  - 

@article{
author = "Vranješević, Jelena",
year = "2017",
abstract = "U radu se diskutuje značaj koji konsultativni proces sa decom u školi ima u kreiranju konteksta koji će podsticati njihov razvoj i učenje, obezbediti poštovanje prava deteta i donošenje odluka koje su u njihovom najboljem interesu. Predstavljene su i najčešće prepreke koje otežavaju proces konsultacija s učenicima, kako na nivou pojedinaca (nastavnika) i njihove ideje o prirodi deteta i ulozi participativnih iskustava u razvoju i učenju tako i na nivou obrazovnog sistema koji je odraslocentričan i nedovoljno inkluzivan kada je o reč o slušanju i uvažavanju perspektive učenika. Prepreke za konsultativni proces su diskutovane u svetlu različitih participativnih projekata i istraživanja koja ukazuju na važnost konsultacija učenika. Date su preporuke za uspostavljanje prakse demokratskog dijaloga u školama, koje pretpostavljaju kako restrukturaciju, tj. promenu stavova odraslih aktera obrazovnog procesa, tako i rekulturaciju, tj. promenu načina na koji školski sistem funkcioniše., This paper discusses the importance of the consultation process with children in schools for creating a context that will stimulate their development and learning and ensure that children's rights are respected and that decisions are made in their best interest. The paper also looks at the most common obstacles that impede the process of consultation with students, both at the level of the individual (the teacher) and their ideas about the nature of children and the role of participatory experiences in development and learning, and at the level of the education system which is adult-centric and insufficiently inclusive with regard to listening to and acknowledging the students' perspective. Obstacles to the consultation process are discussed with reference to various participatory projects and studies that highlight the importance of consulting with students. Recommendations are given for establishing the practice of democratic dialogue in schools, which requires both restructuring, i.e. a change in the attitude of adult actors in the education process, and reculturation, i.e. a change in the way in which the school system functions.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Uloga i značaj konsultacija sa decom u obrazovanju, The role and importance of consulting children in education",
pages = "435-423",
number = "3",
volume = "66",
doi = "10.5937/nasvas1703423V"
}

Vranješević, J.. (2017). Uloga i značaj konsultacija sa decom u obrazovanju. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 66(3), 423-435.
https://doi.org/10.5937/nasvas1703423V

Vranješević J. Uloga i značaj konsultacija sa decom u obrazovanju. in Nastava i vaspitanje. 2017;66(3):423-435.
doi:10.5937/nasvas1703423V .

Vranješević, Jelena, "Uloga i značaj konsultacija sa decom u obrazovanju" in Nastava i vaspitanje, 66, no. 3 (2017):423-435,
https://doi.org/10.5937/nasvas1703423V . .

TY  - JOUR
AU  - Vranješević, Jelena
PY  - 2016
UR  - http://reff.f.bg.ac.rs/handle/123456789/2208
AB  - Transformative potential of participatory research with children as participants is reflected in promoting the image of the child as an active actor in the social community, an equal partner whose voice is heard and appreciated, as well as in a critical reconsideration of an adult- centred perspective in research, based on hierarchical power relations between children and adults. The paper critically discusses the theoretical and methodological grounds which serve as the basis for the adult- centred perspective and analyses the factors that have significantly contributed to the change in research paradigm when it comes to the status of children in research: critical re- examination of methodology and objectives of certain social sciences, the movements calling for the emancipation of marginalised social groups and new policies in the field of protecting children's rights. Transformative potential of participatory research is discussed both from the perspective of the role and position of adults in research process (adults' responsibility: personal and epistemological reflexivity) and the relationship between adults and children in research (the change of attitudes towards children and redefining the traditional roles of adults and children: the cooperative vs. hierarchical model of power), as well as in relation to: the change in the position of research participants (children), visibility of their perspective in public discourse and the development of competences and values important for living in a democratic society.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Transformative potential of participatory research: deconstructing power relations between a child and an adult
EP  - 246
IS  - 2
SP  - 231
VL  - 48
DO  - 10.2298/ZIPI1602231V
ER  - 

@article{
author = "Vranješević, Jelena",
year = "2016",
abstract = "Transformative potential of participatory research with children as participants is reflected in promoting the image of the child as an active actor in the social community, an equal partner whose voice is heard and appreciated, as well as in a critical reconsideration of an adult- centred perspective in research, based on hierarchical power relations between children and adults. The paper critically discusses the theoretical and methodological grounds which serve as the basis for the adult- centred perspective and analyses the factors that have significantly contributed to the change in research paradigm when it comes to the status of children in research: critical re- examination of methodology and objectives of certain social sciences, the movements calling for the emancipation of marginalised social groups and new policies in the field of protecting children's rights. Transformative potential of participatory research is discussed both from the perspective of the role and position of adults in research process (adults' responsibility: personal and epistemological reflexivity) and the relationship between adults and children in research (the change of attitudes towards children and redefining the traditional roles of adults and children: the cooperative vs. hierarchical model of power), as well as in relation to: the change in the position of research participants (children), visibility of their perspective in public discourse and the development of competences and values important for living in a democratic society.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Transformative potential of participatory research: deconstructing power relations between a child and an adult",
pages = "246-231",
number = "2",
volume = "48",
doi = "10.2298/ZIPI1602231V"
}

Vranješević, J.. (2016). Transformative potential of participatory research: deconstructing power relations between a child and an adult. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 48(2), 231-246.
https://doi.org/10.2298/ZIPI1602231V

Vranješević J. Transformative potential of participatory research: deconstructing power relations between a child and an adult. in Zbornik Instituta za pedagoška istraživanja. 2016;48(2):231-246.
doi:10.2298/ZIPI1602231V .

Vranješević, Jelena, "Transformative potential of participatory research: deconstructing power relations between a child and an adult" in Zbornik Instituta za pedagoška istraživanja, 48, no. 2 (2016):231-246,
https://doi.org/10.2298/ZIPI1602231V . .

TY  - JOUR
AU  - Vranješević, Jelena
PY  - 2015
UR  - http://reff.f.bg.ac.rs/handle/123456789/2035
AB  - This paper introduces the concept of participatory research with children, its theoretical, methodological and ethical assumptions, as well as its importance in realizing the best interest of children. Different ways of children's participation in research are presented, from a consultation process in which children are treated as experts of their own lives, to the forms of participation that imply a division of power between children and adults i.e. in which children participate in defining research topics, research methodology, and interpretation of the results (children as co-researchers and researchers). The importance of participatory research in realizing the best interest of the child is in a) the quality of the research process - the possibility of manipulation and tokenism is reduced, research problem is relevant to children and in accordance with their evolving b) the quality of the research outcomes - research findings reflect understanding of children's perspectives and needs; c) more comprehensive understanding of the problems children are facing, which leads to the actions that are in their best interest; d) development of competencies important for growing up in a democratic society; and e) emancipation of children/young people and visibility of their perspectives in the society and promoting the image of children as active and competent experts of their own lives, who are capable (according to age and evolving capacities) of participating in both decisions that affect them and a process of defining their best interest.
PB  - Univerzitet u Novom Sadu - Filozofski fakultet - Odsek za psihologiju, Novi Sad
T2  - Primenjena psihologija
T1  - Children as (co)researchers: participatory research and the best interest of the child
EP  - 202
IS  - 2
SP  - 187
VL  - 8
UR  - https://hdl.handle.net/21.15107/rcub_reff_2035
ER  - 

@article{
author = "Vranješević, Jelena",
year = "2015",
abstract = "This paper introduces the concept of participatory research with children, its theoretical, methodological and ethical assumptions, as well as its importance in realizing the best interest of children. Different ways of children's participation in research are presented, from a consultation process in which children are treated as experts of their own lives, to the forms of participation that imply a division of power between children and adults i.e. in which children participate in defining research topics, research methodology, and interpretation of the results (children as co-researchers and researchers). The importance of participatory research in realizing the best interest of the child is in a) the quality of the research process - the possibility of manipulation and tokenism is reduced, research problem is relevant to children and in accordance with their evolving b) the quality of the research outcomes - research findings reflect understanding of children's perspectives and needs; c) more comprehensive understanding of the problems children are facing, which leads to the actions that are in their best interest; d) development of competencies important for growing up in a democratic society; and e) emancipation of children/young people and visibility of their perspectives in the society and promoting the image of children as active and competent experts of their own lives, who are capable (according to age and evolving capacities) of participating in both decisions that affect them and a process of defining their best interest.",
publisher = "Univerzitet u Novom Sadu - Filozofski fakultet - Odsek za psihologiju, Novi Sad",
journal = "Primenjena psihologija",
title = "Children as (co)researchers: participatory research and the best interest of the child",
pages = "202-187",
number = "2",
volume = "8",
url = "https://hdl.handle.net/21.15107/rcub_reff_2035"
}

Vranješević, J.. (2015). Children as (co)researchers: participatory research and the best interest of the child. in Primenjena psihologija
Univerzitet u Novom Sadu - Filozofski fakultet - Odsek za psihologiju, Novi Sad., 8(2), 187-202.
https://hdl.handle.net/21.15107/rcub_reff_2035

Vranješević J. Children as (co)researchers: participatory research and the best interest of the child. in Primenjena psihologija. 2015;8(2):187-202.
https://hdl.handle.net/21.15107/rcub_reff_2035 .

Vranješević, Jelena, "Children as (co)researchers: participatory research and the best interest of the child" in Primenjena psihologija, 8, no. 2 (2015):187-202,
https://hdl.handle.net/21.15107/rcub_reff_2035 .

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  - Vranješević, Jelena
PY  - 2014
UR  - http://reff.f.bg.ac.rs/handle/123456789/1859
AB  - This paper explores the main challenges in teacher education for diversity:
 the dominant regimes of truth in society that reinforce existing
 stereotypes/prejudices, the gap between pre-service and in-service teacher
 education and professional development, the fragmentation of teacher
 education system, the competences of teacher educators and lack of research
 and research-based practice when it comes to education for diversity. The
 paper discusses the impacts of these challenges on teacher professional role
 as well as the support needed to overcome some of them. The changes need to
 be made in two domains: the teacher education curriculum that should reflect
 the idea of teachers as autonomous professionals who initiate and create
 their own practice, and the education system that needs to support and
 encourage the autonomy and initiative of teachers and in which teachers could
 be visible as active participants/leaders in the process of change.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - The main challenges in teacher education for diversity
EP  - 485
IS  - 2
SP  - 473
VL  - 46
DO  - 10.2298/ZIPI1402473V
ER  - 

@article{
author = "Vranješević, Jelena",
year = "2014",
abstract = "This paper explores the main challenges in teacher education for diversity:
 the dominant regimes of truth in society that reinforce existing
 stereotypes/prejudices, the gap between pre-service and in-service teacher
 education and professional development, the fragmentation of teacher
 education system, the competences of teacher educators and lack of research
 and research-based practice when it comes to education for diversity. The
 paper discusses the impacts of these challenges on teacher professional role
 as well as the support needed to overcome some of them. The changes need to
 be made in two domains: the teacher education curriculum that should reflect
 the idea of teachers as autonomous professionals who initiate and create
 their own practice, and the education system that needs to support and
 encourage the autonomy and initiative of teachers and in which teachers could
 be visible as active participants/leaders in the process of change.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "The main challenges in teacher education for diversity",
pages = "485-473",
number = "2",
volume = "46",
doi = "10.2298/ZIPI1402473V"
}

Vranješević, J.. (2014). The main challenges in teacher education for diversity. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 46(2), 473-485.
https://doi.org/10.2298/ZIPI1402473V

Vranješević J. The main challenges in teacher education for diversity. in Zbornik Instituta za pedagoška istraživanja. 2014;46(2):473-485.
doi:10.2298/ZIPI1402473V .

Vranješević, Jelena, "The main challenges in teacher education for diversity" in Zbornik Instituta za pedagoška istraživanja, 46, no. 2 (2014):473-485,
https://doi.org/10.2298/ZIPI1402473V . .

TY  - JOUR
AU  - Vranješević, Jelena
PY  - 2014
UR  - http://reff.f.bg.ac.rs/handle/123456789/1835
AB  - U radu su prikazana dva suprotstavljena stanovišta kada je reč o participaciji i razvoju deteta, kao i o načinu na koji treba podržavati razvoj dece kako bi to bilo u njihovom najboljem interesu. Protekcionisti, s jedne strane, na dete gledaju kao na pasivni objekat brige i zaštite odraslih i decu tretiraju u skladu sa tom slikom (zaštita, kontrola i marginalizacija). Liberacionisti, s druge strane, smatraju da je dete subjekat razvoja, odnosno aktivni učesnik u sopstvenom razvoju. Pravo na participaciju onako kako je definisano u Konvenciji o pravima deteta i njegove razvojno psihološke implikacije predstavljaju oblast oko koje se vode žučne rasprave zastupnika oba pravca. U radu su prikazani najčešći argumenti koje protekcionisti ističu protiveći se ideji participacije, a koji se zasnivaju na slici o detetu kao projektu za budućnost koje je nekompetentno i koje zbog toga treba (pre)zaštititi. Ti argumenti su kritički razmotreni sa stanovišta razvojno psiholoških saznanja o detetu i ulozi odraslih u podsticanju razvoja dece. U tom smislu participacija dece je neophodan uslov sticanja važnih kompetencija za život i ona predstavlja ne samo osnovnu potrebu deteta, već i važan mehanizam koji podstiče i podržava njegov razvoj.
AB  - The paper presents two opposite viewpoints when it comes to the Idea about the participation and development of the child, and the way child development should be supported in their best interest. The protectionists, on the one hand, see the child as a passive object of the adults' worry and protection and treat children in accordance with such a picture (protection, control, and marginalization). The liberationists, on the other hand, hold that the child is the subject of development, i.e. active participant in its own development. The right to participate, as defined in the Convention of Children's Rights and its developmental psychological implications is the field of fervent discussions of the representatives of both lines of thinking. The paper cites the most frequently used arguments that the protectionists stress when they oppose the idea of participation, based on the view of the child as a project for the future, that the child is incompetent and therefore should be (over)protected. These arguments are analyzed from the standpoint of modern insights of developmental psychology about the child and the role of adults in stimulating child development. In this sense, the participation of the child is a necessary condition for the acquisition of the competencies important for life, and it is not only a basic need of the child but also an important mechanism that supports and stimulates the child's development.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Dete između zaštite i autonomije - protekcionizam ili liberacionizam?
T1  - Rebenok meždu zaščitoj i avtonomiej: Protekcionizm ili liberacionizm?
T1  - The child between protection and autonomy: Protectionism or liberalization?
EP  - 44
IS  - 1
SP  - 33
VL  - 63
UR  - https://hdl.handle.net/21.15107/rcub_reff_1835
ER  - 

@article{
author = "Vranješević, Jelena",
year = "2014",
abstract = "U radu su prikazana dva suprotstavljena stanovišta kada je reč o participaciji i razvoju deteta, kao i o načinu na koji treba podržavati razvoj dece kako bi to bilo u njihovom najboljem interesu. Protekcionisti, s jedne strane, na dete gledaju kao na pasivni objekat brige i zaštite odraslih i decu tretiraju u skladu sa tom slikom (zaštita, kontrola i marginalizacija). Liberacionisti, s druge strane, smatraju da je dete subjekat razvoja, odnosno aktivni učesnik u sopstvenom razvoju. Pravo na participaciju onako kako je definisano u Konvenciji o pravima deteta i njegove razvojno psihološke implikacije predstavljaju oblast oko koje se vode žučne rasprave zastupnika oba pravca. U radu su prikazani najčešći argumenti koje protekcionisti ističu protiveći se ideji participacije, a koji se zasnivaju na slici o detetu kao projektu za budućnost koje je nekompetentno i koje zbog toga treba (pre)zaštititi. Ti argumenti su kritički razmotreni sa stanovišta razvojno psiholoških saznanja o detetu i ulozi odraslih u podsticanju razvoja dece. U tom smislu participacija dece je neophodan uslov sticanja važnih kompetencija za život i ona predstavlja ne samo osnovnu potrebu deteta, već i važan mehanizam koji podstiče i podržava njegov razvoj., The paper presents two opposite viewpoints when it comes to the Idea about the participation and development of the child, and the way child development should be supported in their best interest. The protectionists, on the one hand, see the child as a passive object of the adults' worry and protection and treat children in accordance with such a picture (protection, control, and marginalization). The liberationists, on the other hand, hold that the child is the subject of development, i.e. active participant in its own development. The right to participate, as defined in the Convention of Children's Rights and its developmental psychological implications is the field of fervent discussions of the representatives of both lines of thinking. The paper cites the most frequently used arguments that the protectionists stress when they oppose the idea of participation, based on the view of the child as a project for the future, that the child is incompetent and therefore should be (over)protected. These arguments are analyzed from the standpoint of modern insights of developmental psychology about the child and the role of adults in stimulating child development. In this sense, the participation of the child is a necessary condition for the acquisition of the competencies important for life, and it is not only a basic need of the child but also an important mechanism that supports and stimulates the child's development.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Dete između zaštite i autonomije - protekcionizam ili liberacionizam?, Rebenok meždu zaščitoj i avtonomiej: Protekcionizm ili liberacionizm?, The child between protection and autonomy: Protectionism or liberalization?",
pages = "44-33",
number = "1",
volume = "63",
url = "https://hdl.handle.net/21.15107/rcub_reff_1835"
}

Vranješević, J.. (2014). Dete između zaštite i autonomije - protekcionizam ili liberacionizam?. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 63(1), 33-44.
https://hdl.handle.net/21.15107/rcub_reff_1835

Vranješević J. Dete između zaštite i autonomije - protekcionizam ili liberacionizam?. in Nastava i vaspitanje. 2014;63(1):33-44.
https://hdl.handle.net/21.15107/rcub_reff_1835 .

Vranješević, Jelena, "Dete između zaštite i autonomije - protekcionizam ili liberacionizam?" in Nastava i vaspitanje, 63, no. 1 (2014):33-44,
https://hdl.handle.net/21.15107/rcub_reff_1835 .

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 .

TY  - GEN
AU  - Крњаја, Живка
AU  - Miškeljin, Lidija
AU  - Radulović, Lidija
AU  - Рајовић, Вера
AU  - Врањешевић, Јелена
PY  - 2009
UR  - http://reff.f.bg.ac.rs/handle/123456789/3741
AB  - Књига која је пред вама намењена је нашим колегиницама и колегама,
младим почетницима, као и њиховим менторима који их уводе у
посао наставника, васпитача или стручних сарадника у школама,
вртићима или домовима ученика.
Период приправништва је период кроз који пролази свака особа када
улази у свет рада. Данас се у свим земљама препознаје значај увођења
у професију стручњака запослених у образовању. Нарочита пажња
посвећује се процедурама и стручној помоћи старијих колега, које би
требало да обезбеде почетницима да прихвате професионалне улоге.
Значајну улогу у том процесу има искусни припадник професије који
помаже приправнику.
Приликом конципирања овог Водича имали смо у виду да су
ментор1 и приправник
• активни учесници овог процеса и
• партнери у професионалном развоју
То значи да се у периоду приправништва/менторства одвија један
континуирани процес професионалног развоја и стручног
усавршавања током којег се, у интеракцији двоје одраслих, који уче
један од другога, остварује добит за обојицу.
Материјал је настао као резултат сагледавања досадашње праксе и
истраживања релевантних проблема у области приправничког стажа, као и искуства ментора који су са приправницима прошли кроз
процес добијања дозволе за рад.
PB  - Завод за унапређивање образовања и васпитања Центар за професионални развој запослених у образовању
T1  - Ментор и приправник, водич за наставнике, васпитаче и стручне сараднике
UR  - https://hdl.handle.net/21.15107/rcub_reff_3741
ER  - 

@misc{
author = "Крњаја, Живка and Miškeljin, Lidija and Radulović, Lidija and Рајовић, Вера and Врањешевић, Јелена",
year = "2009",
abstract = "Књига која је пред вама намењена је нашим колегиницама и колегама,
младим почетницима, као и њиховим менторима који их уводе у
посао наставника, васпитача или стручних сарадника у школама,
вртићима или домовима ученика.
Период приправништва је период кроз који пролази свака особа када
улази у свет рада. Данас се у свим земљама препознаје значај увођења
у професију стручњака запослених у образовању. Нарочита пажња
посвећује се процедурама и стручној помоћи старијих колега, које би
требало да обезбеде почетницима да прихвате професионалне улоге.
Значајну улогу у том процесу има искусни припадник професије који
помаже приправнику.
Приликом конципирања овог Водича имали смо у виду да су
ментор1 и приправник
• активни учесници овог процеса и
• партнери у професионалном развоју
То значи да се у периоду приправништва/менторства одвија један
континуирани процес професионалног развоја и стручног
усавршавања током којег се, у интеракцији двоје одраслих, који уче
један од другога, остварује добит за обојицу.
Материјал је настао као резултат сагледавања досадашње праксе и
истраживања релевантних проблема у области приправничког стажа, као и искуства ментора који су са приправницима прошли кроз
процес добијања дозволе за рад.",
publisher = "Завод за унапређивање образовања и васпитања Центар за професионални развој запослених у образовању",
title = "Ментор и приправник, водич за наставнике, васпитаче и стручне сараднике",
url = "https://hdl.handle.net/21.15107/rcub_reff_3741"
}

Крњаја, Ж., Miškeljin, L., Radulović, L., Рајовић, В.,& Врањешевић, Ј.. (2009). Ментор и приправник, водич за наставнике, васпитаче и стручне сараднике. 
Завод за унапређивање образовања и васпитања Центар за професионални развој запослених у образовању..
https://hdl.handle.net/21.15107/rcub_reff_3741

Крњаја Ж, Miškeljin L, Radulović L, Рајовић В, Врањешевић Ј. Ментор и приправник, водич за наставнике, васпитаче и стручне сараднике. 2009;.
https://hdl.handle.net/21.15107/rcub_reff_3741 .

Крњаја, Живка, Miškeljin, Lidija, Radulović, Lidija, Рајовић, Вера, Врањешевић, Јелена, "Ментор и приправник, водич за наставнике, васпитаче и стручне сараднике" (2009),
https://hdl.handle.net/21.15107/rcub_reff_3741 .