TY  - JOUR
AU  - Teodorović, Jelena
AU  - Milin, Vladeta
AU  - Stanković, Dejan
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/2895
AB  - Many countries have embarked on creating standards of teacher competencies
 with the ultimate goal of improving teaching in their schools. The aim of
 this paper is to compare Standards of teacher competencies in Serbia with
 those in countries/regions which perform well on PISA (Australia, Singapore,
 Ontario, Estonia, the Netherlands and Slovenia) in order to highlight
 important similarities and differences which potentially account for teacher
 quality in those countries, as well as inform policymakers in Serbia on how
 to reformulate standards of teacher competencies and, consequently, improve
 teacher quality and pupil outcomes. The criteria on which sets of standards
 in different countries are compared are: development of standards (who and
 how developed the standards), content of standards (subject knowledge,
 didactics, etc.), differentiation of standards (existence of separate sets
 of competencies for novice teachers, experienced teachers, etc.), purpose of
 standards (teacher certification, performance monitoring, career
 progression, accreditation of teacher education providers, etc.), and
 context in which the standards operate (whether they are a part of a larger
 framework of standards and educational practices or not). Several important
 differences exist between the Standards of teacher competencies in Serbia
 and selected countries, the greatest being the much higher level of
 utilisation of standards in various segments of teacher professional lives
 in those countries than in Serbia. Recommendations for the improvement of
 standards of teacher competencies in Serbia are draw
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Standards of teacher competencies in Serbia: comparative analysis with selected countries
EP  - 653
IS  - 2
SP  - 614
VL  - 51
DO  - 10.2298/ZIPI1902614T
ER  - 

@article{
author = "Teodorović, Jelena and Milin, Vladeta and Stanković, Dejan",
year = "2019",
abstract = "Many countries have embarked on creating standards of teacher competencies
 with the ultimate goal of improving teaching in their schools. The aim of
 this paper is to compare Standards of teacher competencies in Serbia with
 those in countries/regions which perform well on PISA (Australia, Singapore,
 Ontario, Estonia, the Netherlands and Slovenia) in order to highlight
 important similarities and differences which potentially account for teacher
 quality in those countries, as well as inform policymakers in Serbia on how
 to reformulate standards of teacher competencies and, consequently, improve
 teacher quality and pupil outcomes. The criteria on which sets of standards
 in different countries are compared are: development of standards (who and
 how developed the standards), content of standards (subject knowledge,
 didactics, etc.), differentiation of standards (existence of separate sets
 of competencies for novice teachers, experienced teachers, etc.), purpose of
 standards (teacher certification, performance monitoring, career
 progression, accreditation of teacher education providers, etc.), and
 context in which the standards operate (whether they are a part of a larger
 framework of standards and educational practices or not). Several important
 differences exist between the Standards of teacher competencies in Serbia
 and selected countries, the greatest being the much higher level of
 utilisation of standards in various segments of teacher professional lives
 in those countries than in Serbia. Recommendations for the improvement of
 standards of teacher competencies in Serbia are draw",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Standards of teacher competencies in Serbia: comparative analysis with selected countries",
pages = "653-614",
number = "2",
volume = "51",
doi = "10.2298/ZIPI1902614T"
}

Teodorović, J., Milin, V.,& Stanković, D.. (2019). Standards of teacher competencies in Serbia: comparative analysis with selected countries. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 51(2), 614-653.
https://doi.org/10.2298/ZIPI1902614T

Teodorović J, Milin V, Stanković D. Standards of teacher competencies in Serbia: comparative analysis with selected countries. in Zbornik Instituta za pedagoška istraživanja. 2019;51(2):614-653.
doi:10.2298/ZIPI1902614T .

Teodorović, Jelena, Milin, Vladeta, Stanković, Dejan, "Standards of teacher competencies in Serbia: comparative analysis with selected countries" in Zbornik Instituta za pedagoška istraživanja, 51, no. 2 (2019):614-653,
https://doi.org/10.2298/ZIPI1902614T . .

TY  - CONF
AU  - Jarić, Isidora
AU  - Radulović, Mladen
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/549
UR  - http://reff.f.bg.ac.rs/handle/123456789/4175
AB  - Imajući na umu da je Strategijom razvoja obrazovanja u Srbiji primećeno da u obrazovanju u Srbijipostoji „problem sa pravednošću” i da je kao jedan od ciljeva razvoja obrazovanja navedeno stvaranje„socijalno pravičnog društva”, u ovom radu se preispituje u kojoj meri su donošenje Zakona o dualnomobrazovanju i javno insistiranje na ekspanziji ovog vida obrazovanja koraci usmereni ka smanjenjunejednakosti. Oslanjajući se na ideje različitih francuskih sociologa obrazovanja (Burdije, Budon,Bodlo i Estable), kroz rad se ispituje u kojoj meri dualno obrazovanje otvara prostor za izjednačavanjeobrazovnih šansi i uspostavljanje pravičnijeg društva. Iz teorijskih uvida spomenutih autora koji setiču povezanosti klasnih struktura sa obrazovnim šansama, može se zaključiti da svako „grananje”unutar obrazovnog sistema doprinosi većim nejednakostima, o čemu eksplicitno govori RejmonBudon. Odlike dualnog obrazovanja podsećaju na „primarno zanatsko” obrazovanje o kojem govoreBodlo i Estable koji pokazuju da je ovakvo obrazovanje predviđeno za učenike iz neprivilegovanihdruštvenih slojeva kojima se kroz ovaj vid obrazovanja ograničava mogućnost vertikalne društvenepokretljivosti. Analizirajući različite interesne optike aktera, Burdije smatra da opšte obrazovanje,nasuprot obuci u firmi, radnicima daje određeni vid slobode, jer ih čini manje vezanim za jednopreduzeće. Školski sistem povezan sa industrijom, prema mišljenju ovog autora, oblikovan jeinteresima poslodavaca i suprotan je interesima radnika, jer čini društvo manje pravičnim umanjujućišanse za vertikalnu i horizontalnu društvenu pokretljivost. Na osnovu navedenog se može zaključitida dualno obrazovanje ne doprinosi smanjenju društvenih nejednakosti, te da bi u cilju stvaranjapravičnijeg društva od ovakvih obrazovnih politika trebalo odustati.
AB  - Bearing in mind that the Strategy for Education Development in Serbia perceives the existence ofa “justice issue” in education in Serbia, and that one of the stated goals of education developmentis creating a “socially just society”, this paper explores to which extent adopting the Law on DualEducation and public insistence on expansion of this mode of education are the steps towards reducinginjustice. Relying on the ideas of different French sociologists of education (Bourdieu, Boudon,Baudelot and Establet), the paper examines to which extent dual education opens up the space forbalancing educational opportunities and establishing a more just society. From theoretical insightsof the aforementioned authors regarding the relation between class structures and educationalopportunities, it can be concluded that any “branching” within an educational system contributes togreater inequalities, as explicitly asserted by Raymond Boudon. The characteristics of dual educationcorrelate to the “primary professional” education mentioned by Baudelot and Establet, illustratingthat such education is intended for students from underprivileged social strata, who have limitedopportunities for vertical social mobility due to this kind of education. By analysing various interestoptics of the actors, Bourdieu finds that general education, as opposed to company training, providesworkers with a certain form of freedom because it makes them less attached to a single company.The school system associated with industry, in the opinion of this author, is shaped by the interestsof employers and contrary to the interests of workers, as it makes society less fair by reducing thechances of vertical and horizontal social mobility. Based on the above, it can be concluded that dualeducation does not contribute to reducing social inequalities, and that in order to create a fairersociety, such educational policies should be abandoned.
PB  - Beograd : Institut za pedagoška istraživanja
C3  - Obrazovanje u funkciji modernizacije društva
T1  - Dualno obrazovanje i pravičnost : osvrt iz perspektive Francuske sociologije obrazovanja
T1  - Dual education and equity : review from the perspective of french sociology of education
EP  - 45
SP  - 44
UR  - https://hdl.handle.net/21.15107/rcub_reff_4175
ER  - 

@conference{
author = "Jarić, Isidora and Radulović, Mladen",
year = "2019",
abstract = "Imajući na umu da je Strategijom razvoja obrazovanja u Srbiji primećeno da u obrazovanju u Srbijipostoji „problem sa pravednošću” i da je kao jedan od ciljeva razvoja obrazovanja navedeno stvaranje„socijalno pravičnog društva”, u ovom radu se preispituje u kojoj meri su donošenje Zakona o dualnomobrazovanju i javno insistiranje na ekspanziji ovog vida obrazovanja koraci usmereni ka smanjenjunejednakosti. Oslanjajući se na ideje različitih francuskih sociologa obrazovanja (Burdije, Budon,Bodlo i Estable), kroz rad se ispituje u kojoj meri dualno obrazovanje otvara prostor za izjednačavanjeobrazovnih šansi i uspostavljanje pravičnijeg društva. Iz teorijskih uvida spomenutih autora koji setiču povezanosti klasnih struktura sa obrazovnim šansama, može se zaključiti da svako „grananje”unutar obrazovnog sistema doprinosi većim nejednakostima, o čemu eksplicitno govori RejmonBudon. Odlike dualnog obrazovanja podsećaju na „primarno zanatsko” obrazovanje o kojem govoreBodlo i Estable koji pokazuju da je ovakvo obrazovanje predviđeno za učenike iz neprivilegovanihdruštvenih slojeva kojima se kroz ovaj vid obrazovanja ograničava mogućnost vertikalne društvenepokretljivosti. Analizirajući različite interesne optike aktera, Burdije smatra da opšte obrazovanje,nasuprot obuci u firmi, radnicima daje određeni vid slobode, jer ih čini manje vezanim za jednopreduzeće. Školski sistem povezan sa industrijom, prema mišljenju ovog autora, oblikovan jeinteresima poslodavaca i suprotan je interesima radnika, jer čini društvo manje pravičnim umanjujućišanse za vertikalnu i horizontalnu društvenu pokretljivost. Na osnovu navedenog se može zaključitida dualno obrazovanje ne doprinosi smanjenju društvenih nejednakosti, te da bi u cilju stvaranjapravičnijeg društva od ovakvih obrazovnih politika trebalo odustati., Bearing in mind that the Strategy for Education Development in Serbia perceives the existence ofa “justice issue” in education in Serbia, and that one of the stated goals of education developmentis creating a “socially just society”, this paper explores to which extent adopting the Law on DualEducation and public insistence on expansion of this mode of education are the steps towards reducinginjustice. Relying on the ideas of different French sociologists of education (Bourdieu, Boudon,Baudelot and Establet), the paper examines to which extent dual education opens up the space forbalancing educational opportunities and establishing a more just society. From theoretical insightsof the aforementioned authors regarding the relation between class structures and educationalopportunities, it can be concluded that any “branching” within an educational system contributes togreater inequalities, as explicitly asserted by Raymond Boudon. The characteristics of dual educationcorrelate to the “primary professional” education mentioned by Baudelot and Establet, illustratingthat such education is intended for students from underprivileged social strata, who have limitedopportunities for vertical social mobility due to this kind of education. By analysing various interestoptics of the actors, Bourdieu finds that general education, as opposed to company training, providesworkers with a certain form of freedom because it makes them less attached to a single company.The school system associated with industry, in the opinion of this author, is shaped by the interestsof employers and contrary to the interests of workers, as it makes society less fair by reducing thechances of vertical and horizontal social mobility. Based on the above, it can be concluded that dualeducation does not contribute to reducing social inequalities, and that in order to create a fairersociety, such educational policies should be abandoned.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Obrazovanje u funkciji modernizacije društva",
title = "Dualno obrazovanje i pravičnost : osvrt iz perspektive Francuske sociologije obrazovanja, Dual education and equity : review from the perspective of french sociology of education",
pages = "45-44",
url = "https://hdl.handle.net/21.15107/rcub_reff_4175"
}

Jarić, I.,& Radulović, M.. (2019). Dualno obrazovanje i pravičnost : osvrt iz perspektive Francuske sociologije obrazovanja. in Obrazovanje u funkciji modernizacije društva
Beograd : Institut za pedagoška istraživanja., 44-45.
https://hdl.handle.net/21.15107/rcub_reff_4175

Jarić I, Radulović M. Dualno obrazovanje i pravičnost : osvrt iz perspektive Francuske sociologije obrazovanja. in Obrazovanje u funkciji modernizacije društva. 2019;:44-45.
https://hdl.handle.net/21.15107/rcub_reff_4175 .

Jarić, Isidora, Radulović, Mladen, "Dualno obrazovanje i pravičnost : osvrt iz perspektive Francuske sociologije obrazovanja" in Obrazovanje u funkciji modernizacije društva (2019):44-45,
https://hdl.handle.net/21.15107/rcub_reff_4175 .

TY  - JOUR
AU  - Maksić, Slavica
AU  - Pavlović, Jelena
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/2797
AB  - U radu se prikazuju rezultati ispitivanja implicitnih teorija kreativnosti univerzitetskih nastavnika koje je sprovedeno sa ciljem boljeg razumevanja uverenja nastavnika o manifestacijama kreativnosti i njenom razvoju. Ispitivanjem su obuhvaćeni nastavnici različitih fakulteta (N = 46) koji su odgovarali na upitnik sa pitanjima o kreativnom izražavanju i uslovima za razvoj kreativnosti u toku studija. Razultati ukazuju na to da među nastavnicima preovlađuju uverenja da se kreativnost studenata manifestuje kao kreativni proces i da se kreativnost može razvijati u toku studija. Ispitivanje razlika u implicitnim uverenjima univerzitetskih nastavnika o prirodi i razvoju kreativnosti s obzirom na njihov pol, uzrast, dužinu radnog staža, radno mesto i naučnu oblast kojom se bave otkriva značajne razlike između nastavnika prirodnih i društvenih nauka. Izvedene su implikacije nalaza za dizajniranje podrške koja bi u većoj meri doprinela ispoljavanju i razvoju kreativnosti u okviru visokog obrazovanja.
AB  - This paper presents the results of an examination of implicit theories of creativity of university teachers, conducted with the purpose of gaining an increased understanding of teacher's beliefs regarding the manifestations of creativity and its development. The research comprised teachers employed at various faculties (N = 46) who completed a questionnaire on creative expression and the conditions for the development of creativity during the course of studies. The results indicate that teachers predominantly believe that students' creativity manifests as a creative process and that creativity may be developed throughout the course of studies. The examination of risks in the implicit beliefs of university teachers on the nature and development of creativity, with regard to their gender, age, duration of employment, position and respective scientific area of study, sheds light on the significant differences among the teachers of natural and social sciences. We derived implications of the finding in order to devise a support mechanism which would greatly contribute to the expression and development of creativity within the realm of higher education.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Andragoške studije
T1  - Implicitne teorije kreativnosti univerzitetskih nastavnika
T1  - The implicit theories of creativity of university teachers
EP  - 85
IS  - 1
SP  - 67
DO  - 10.5937/AndStud1901067M
ER  - 

@article{
author = "Maksić, Slavica and Pavlović, Jelena",
year = "2019",
abstract = "U radu se prikazuju rezultati ispitivanja implicitnih teorija kreativnosti univerzitetskih nastavnika koje je sprovedeno sa ciljem boljeg razumevanja uverenja nastavnika o manifestacijama kreativnosti i njenom razvoju. Ispitivanjem su obuhvaćeni nastavnici različitih fakulteta (N = 46) koji su odgovarali na upitnik sa pitanjima o kreativnom izražavanju i uslovima za razvoj kreativnosti u toku studija. Razultati ukazuju na to da među nastavnicima preovlađuju uverenja da se kreativnost studenata manifestuje kao kreativni proces i da se kreativnost može razvijati u toku studija. Ispitivanje razlika u implicitnim uverenjima univerzitetskih nastavnika o prirodi i razvoju kreativnosti s obzirom na njihov pol, uzrast, dužinu radnog staža, radno mesto i naučnu oblast kojom se bave otkriva značajne razlike između nastavnika prirodnih i društvenih nauka. Izvedene su implikacije nalaza za dizajniranje podrške koja bi u većoj meri doprinela ispoljavanju i razvoju kreativnosti u okviru visokog obrazovanja., This paper presents the results of an examination of implicit theories of creativity of university teachers, conducted with the purpose of gaining an increased understanding of teacher's beliefs regarding the manifestations of creativity and its development. The research comprised teachers employed at various faculties (N = 46) who completed a questionnaire on creative expression and the conditions for the development of creativity during the course of studies. The results indicate that teachers predominantly believe that students' creativity manifests as a creative process and that creativity may be developed throughout the course of studies. The examination of risks in the implicit beliefs of university teachers on the nature and development of creativity, with regard to their gender, age, duration of employment, position and respective scientific area of study, sheds light on the significant differences among the teachers of natural and social sciences. We derived implications of the finding in order to devise a support mechanism which would greatly contribute to the expression and development of creativity within the realm of higher education.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Andragoške studije",
title = "Implicitne teorije kreativnosti univerzitetskih nastavnika, The implicit theories of creativity of university teachers",
pages = "85-67",
number = "1",
doi = "10.5937/AndStud1901067M"
}

Maksić, S.,& Pavlović, J.. (2019). Implicitne teorije kreativnosti univerzitetskih nastavnika. in Andragoške studije
Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd.(1), 67-85.
https://doi.org/10.5937/AndStud1901067M

Maksić S, Pavlović J. Implicitne teorije kreativnosti univerzitetskih nastavnika. in Andragoške studije. 2019;(1):67-85.
doi:10.5937/AndStud1901067M .

Maksić, Slavica, Pavlović, Jelena, "Implicitne teorije kreativnosti univerzitetskih nastavnika" in Andragoške studije, no. 1 (2019):67-85,
https://doi.org/10.5937/AndStud1901067M . .

TY  - CHAP
AU  - Milin, Vladeta
PY  - 2018
UR  - http://reff.f.bg.ac.rs/handle/123456789/5374
AB  - Dijalog predstavlja jedan od središnjih problema proučavanja u didaktičkoj teoriji, upravo zato što je on u tesnoj vezi sa kvalitetom nastavne prakse. U pedagoškoj literaturi može se prepoznati porast interesovanja za proučavanje dijaloga u nastavi. Međutim, pored upoznavanja sa rezultatima sprovedenih istraživanja, potrebno je sagledati i različite izazove, dileme i moguća metodološka rešenja koja se mogu primeniti u ovom istraživačkom procesu. U ovom radu je predstavljen deo instraživačkog instrumentarija korišćenog u mikroetnografskom istraživanju dijaloga u nastavi, u okviru interpretativne paradigme. Predstavljanje instrumenata, ali i metodoloških odluka koje su donete tokom istraživačkog procesa omogućava korišćenje sadržaja ponuđenih stavki i preuzimanje modela pripremanja i realizacije istraživanja o dijalogu u nastavi. Naglašavajući neophodnost pažljivog promišljanja odnosa između istraživačkih tehnika i instrumenata koje se primenjuju, u radu se nude smernice za buduća istraživanja dijaloga u nastavi. U skladu sa prihvaćenom epistemološkom pozicijom, u zaključku se ističe da cilj istraživanja različitih aspekata dijaloga u nastavi ne bi trebalo da bude identifikovanje njegovih „realno postojećih“ svojstava, već razumevanje perspektiva i interpretacija dobijenih od različitih aktera u nastavi.
PB  - Institut za pedagoška istraživanja
T2  - Istraživanja u školi
T1  - Metodološki aspekti istraživanja dijaloga u nastavi
EP  - 178
SP  - 157
UR  - https://hdl.handle.net/21.15107/rcub_reff_5374
ER  - 

@inbook{
author = "Milin, Vladeta",
year = "2018",
abstract = "Dijalog predstavlja jedan od središnjih problema proučavanja u didaktičkoj teoriji, upravo zato što je on u tesnoj vezi sa kvalitetom nastavne prakse. U pedagoškoj literaturi može se prepoznati porast interesovanja za proučavanje dijaloga u nastavi. Međutim, pored upoznavanja sa rezultatima sprovedenih istraživanja, potrebno je sagledati i različite izazove, dileme i moguća metodološka rešenja koja se mogu primeniti u ovom istraživačkom procesu. U ovom radu je predstavljen deo instraživačkog instrumentarija korišćenog u mikroetnografskom istraživanju dijaloga u nastavi, u okviru interpretativne paradigme. Predstavljanje instrumenata, ali i metodoloških odluka koje su donete tokom istraživačkog procesa omogućava korišćenje sadržaja ponuđenih stavki i preuzimanje modela pripremanja i realizacije istraživanja o dijalogu u nastavi. Naglašavajući neophodnost pažljivog promišljanja odnosa između istraživačkih tehnika i instrumenata koje se primenjuju, u radu se nude smernice za buduća istraživanja dijaloga u nastavi. U skladu sa prihvaćenom epistemološkom pozicijom, u zaključku se ističe da cilj istraživanja različitih aspekata dijaloga u nastavi ne bi trebalo da bude identifikovanje njegovih „realno postojećih“ svojstava, već razumevanje perspektiva i interpretacija dobijenih od različitih aktera u nastavi.",
publisher = "Institut za pedagoška istraživanja",
journal = "Istraživanja u školi",
booktitle = "Metodološki aspekti istraživanja dijaloga u nastavi",
pages = "178-157",
url = "https://hdl.handle.net/21.15107/rcub_reff_5374"
}

Milin, V.. (2018). Metodološki aspekti istraživanja dijaloga u nastavi. in Istraživanja u školi
Institut za pedagoška istraživanja., 157-178.
https://hdl.handle.net/21.15107/rcub_reff_5374

Milin V. Metodološki aspekti istraživanja dijaloga u nastavi. in Istraživanja u školi. 2018;:157-178.
https://hdl.handle.net/21.15107/rcub_reff_5374 .

Milin, Vladeta, "Metodološki aspekti istraživanja dijaloga u nastavi" in Istraživanja u školi (2018):157-178,
https://hdl.handle.net/21.15107/rcub_reff_5374 .

TY  - CHAP
AU  - Vujačić, Milja
AU  - Đerić, Ivana
AU  - Milin, Vladeta
PY  - 2018
UR  - http://reff.f.bg.ac.rs/handle/123456789/5373
AB  - U radu predstavljamo ciklus akcionog planiranja kao jedan od načina uvođenja i održavanja novina u nastavnu praksu. Ovaj proces zahteva od nastavnika refleksivno razmišljanje o sopstvenoj praksi, planiranje, izvođenje željenih promena i samovrednovanje. Akcioni plan i dnevnik beležaka, kao refleksivne alatke, mogu pomoći u tom poduhvatu. Detaljno su opisani načini primene ovih obrazaca tokom realizacije programa stručnog usavršavanja o kvalitetnoj nastavi. Nastavnici su tokom obuke imali zadatak da: (1) razmišljaju o svojoj praksi; (2) dođu do uvida u to koje aspekte njihove prakse je potrebno unaprediti imajući u vidu nova saznanja stečena na seminaru, (3) isplaniraju konkretne aktivnosti koje mogu primeniti u nastavi, (4) realizuju planirane aktivnosti na časovima i (5) vode dnevnik beležaka o celokupnom procesu akcionog planiranja. Napravljen je osvrt na ključne teškoće sa kojima su se nastavnici suočavali tokom izrade i primene akcionih planova i dnevnika beležaka. U završnom delu rada istaknuta je potreba za daljim menjanjem ponuđenih refleksivnih alatki, kako bi se u što većoj meri pomoglo nastavnicima u procesu akcionog planiranja i unapređivanja nastavne prakse.
PB  - Institut za pedagoška istraživanja
T2  - Istraživanja u školi
T1  - Unapređivanje nastavne prakse primenom akcionih planova
EP  - 79
SP  - 63
UR  - https://hdl.handle.net/21.15107/rcub_reff_5373
ER  - 

@inbook{
author = "Vujačić, Milja and Đerić, Ivana and Milin, Vladeta",
year = "2018",
abstract = "U radu predstavljamo ciklus akcionog planiranja kao jedan od načina uvođenja i održavanja novina u nastavnu praksu. Ovaj proces zahteva od nastavnika refleksivno razmišljanje o sopstvenoj praksi, planiranje, izvođenje željenih promena i samovrednovanje. Akcioni plan i dnevnik beležaka, kao refleksivne alatke, mogu pomoći u tom poduhvatu. Detaljno su opisani načini primene ovih obrazaca tokom realizacije programa stručnog usavršavanja o kvalitetnoj nastavi. Nastavnici su tokom obuke imali zadatak da: (1) razmišljaju o svojoj praksi; (2) dođu do uvida u to koje aspekte njihove prakse je potrebno unaprediti imajući u vidu nova saznanja stečena na seminaru, (3) isplaniraju konkretne aktivnosti koje mogu primeniti u nastavi, (4) realizuju planirane aktivnosti na časovima i (5) vode dnevnik beležaka o celokupnom procesu akcionog planiranja. Napravljen je osvrt na ključne teškoće sa kojima su se nastavnici suočavali tokom izrade i primene akcionih planova i dnevnika beležaka. U završnom delu rada istaknuta je potreba za daljim menjanjem ponuđenih refleksivnih alatki, kako bi se u što većoj meri pomoglo nastavnicima u procesu akcionog planiranja i unapređivanja nastavne prakse.",
publisher = "Institut za pedagoška istraživanja",
journal = "Istraživanja u školi",
booktitle = "Unapređivanje nastavne prakse primenom akcionih planova",
pages = "79-63",
url = "https://hdl.handle.net/21.15107/rcub_reff_5373"
}

Vujačić, M., Đerić, I.,& Milin, V.. (2018). Unapređivanje nastavne prakse primenom akcionih planova. in Istraživanja u školi
Institut za pedagoška istraživanja., 63-79.
https://hdl.handle.net/21.15107/rcub_reff_5373

Vujačić M, Đerić I, Milin V. Unapređivanje nastavne prakse primenom akcionih planova. in Istraživanja u školi. 2018;:63-79.
https://hdl.handle.net/21.15107/rcub_reff_5373 .

Vujačić, Milja, Đerić, Ivana, Milin, Vladeta, "Unapređivanje nastavne prakse primenom akcionih planova" in Istraživanja u školi (2018):63-79,
https://hdl.handle.net/21.15107/rcub_reff_5373 .

TY  - JOUR
AU  - Maksić, Slavica
AU  - Spasenović, Vera
PY  - 2018
UR  - http://reff.f.bg.ac.rs/handle/123456789/2567
AB  - This article presents the results of research into the implicit theories of creativity of Educational Science students preparing for the role of educational counsellors. Educational Science students will soon be working in educational institutions where they are expected to support creativity. Prospective (pre)school counsellors were asked about how they perceive and how they experience creativity in their own schooling by means of a questionnaire and focus group interview. Participants' answers were analyzed using quantitative and qualitative content analyses. The data obtained from the questionnaire showed that the students mainly defined creativity as the characteristic of a person or process. They saw the major possibility for developing creativity during university studies in stimulating teaching activities and a supportive educational climate. The data from the focus group expanded the students' definition of creativity through the domain of the expression and the valuation of creativity. In the discussion about the development of creativity during university studies, the role of the study program and the students' individual characteristics were highlighted. The aspects of Educational Science education that need to be changed to increase the quality of the preparation of future educational counsellors are also considered.
PB  - Routledge Journals, Taylor & Francis Ltd, Abingdon
T2  - Creativity Research Journal
T1  - Educational Science Students' Implicit Theories of Creativity
EP  - 294
IS  - 3
SP  - 287
VL  - 30
DO  - 10.1080/10400419.2018.1488200
ER  - 

@article{
author = "Maksić, Slavica and Spasenović, Vera",
year = "2018",
abstract = "This article presents the results of research into the implicit theories of creativity of Educational Science students preparing for the role of educational counsellors. Educational Science students will soon be working in educational institutions where they are expected to support creativity. Prospective (pre)school counsellors were asked about how they perceive and how they experience creativity in their own schooling by means of a questionnaire and focus group interview. Participants' answers were analyzed using quantitative and qualitative content analyses. The data obtained from the questionnaire showed that the students mainly defined creativity as the characteristic of a person or process. They saw the major possibility for developing creativity during university studies in stimulating teaching activities and a supportive educational climate. The data from the focus group expanded the students' definition of creativity through the domain of the expression and the valuation of creativity. In the discussion about the development of creativity during university studies, the role of the study program and the students' individual characteristics were highlighted. The aspects of Educational Science education that need to be changed to increase the quality of the preparation of future educational counsellors are also considered.",
publisher = "Routledge Journals, Taylor & Francis Ltd, Abingdon",
journal = "Creativity Research Journal",
title = "Educational Science Students' Implicit Theories of Creativity",
pages = "294-287",
number = "3",
volume = "30",
doi = "10.1080/10400419.2018.1488200"
}

Maksić, S.,& Spasenović, V.. (2018). Educational Science Students' Implicit Theories of Creativity. in Creativity Research Journal
Routledge Journals, Taylor & Francis Ltd, Abingdon., 30(3), 287-294.
https://doi.org/10.1080/10400419.2018.1488200

Maksić S, Spasenović V. Educational Science Students' Implicit Theories of Creativity. in Creativity Research Journal. 2018;30(3):287-294.
doi:10.1080/10400419.2018.1488200 .

Maksić, Slavica, Spasenović, Vera, "Educational Science Students' Implicit Theories of Creativity" in Creativity Research Journal, 30, no. 3 (2018):287-294,
https://doi.org/10.1080/10400419.2018.1488200 . .

TY  - JOUR
AU  - Marusic-Jablanović, Milica
AU  - Pejatović, Aleksandra
AU  - Stemberger, Tina
PY  - 2018
UR  - http://reff.f.bg.ac.rs/handle/123456789/2612
AB  - Given the importance of teachers' work and effectiveness, the authors have chosen to study how the teachers' education determines their vocational behavior in terms of enthusiasm and growing and career frustration in Serbia and Greece. They examined the significance of education level and education pathway in mutual interaction and in interaction with intrinsic motivation of career choice. The study used survey methodology. The questionnaire was administered to a convenience sample of 213 secondary school teachers. The results indicate that career characteristics do not differ with respect to the level of formal education and the authors conclude that transit to the world of work can be made after the bachelor level, when the bachelor program includes adequate pedagogical preparation. The effect of education pathway interaction with intrinsic motivation was significant in the sample of Greek teachers. Teachers, who had undergone more thorough preparation for teaching, have developed their job attitudes independently from their career choice motivations. The lesser significance of initial motivation for teaching is interpreted as a possibility to compensate for lower levels of motivation by developing teaching competences, i.e. facilitating self-efficacy through teacher training. No evidence of teacher preparation effects was found in the Serbian sample, indicating that teachers educated according to the old system pathways cannot be expected to achieve different job attitude.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Teacher education and career cycle: educational level and pathways effects in Serbia and Greece
EP  - 208
IS  - 2
SP  - 189
VL  - 50
DO  - 10.2298/ZIPI1802189M
ER  - 

@article{
author = "Marusic-Jablanović, Milica and Pejatović, Aleksandra and Stemberger, Tina",
year = "2018",
abstract = "Given the importance of teachers' work and effectiveness, the authors have chosen to study how the teachers' education determines their vocational behavior in terms of enthusiasm and growing and career frustration in Serbia and Greece. They examined the significance of education level and education pathway in mutual interaction and in interaction with intrinsic motivation of career choice. The study used survey methodology. The questionnaire was administered to a convenience sample of 213 secondary school teachers. The results indicate that career characteristics do not differ with respect to the level of formal education and the authors conclude that transit to the world of work can be made after the bachelor level, when the bachelor program includes adequate pedagogical preparation. The effect of education pathway interaction with intrinsic motivation was significant in the sample of Greek teachers. Teachers, who had undergone more thorough preparation for teaching, have developed their job attitudes independently from their career choice motivations. The lesser significance of initial motivation for teaching is interpreted as a possibility to compensate for lower levels of motivation by developing teaching competences, i.e. facilitating self-efficacy through teacher training. No evidence of teacher preparation effects was found in the Serbian sample, indicating that teachers educated according to the old system pathways cannot be expected to achieve different job attitude.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Teacher education and career cycle: educational level and pathways effects in Serbia and Greece",
pages = "208-189",
number = "2",
volume = "50",
doi = "10.2298/ZIPI1802189M"
}

Marusic-Jablanović, M., Pejatović, A.,& Stemberger, T.. (2018). Teacher education and career cycle: educational level and pathways effects in Serbia and Greece. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 50(2), 189-208.
https://doi.org/10.2298/ZIPI1802189M

Marusic-Jablanović M, Pejatović A, Stemberger T. Teacher education and career cycle: educational level and pathways effects in Serbia and Greece. in Zbornik Instituta za pedagoška istraživanja. 2018;50(2):189-208.
doi:10.2298/ZIPI1802189M .

Marusic-Jablanović, Milica, Pejatović, Aleksandra, Stemberger, Tina, "Teacher education and career cycle: educational level and pathways effects in Serbia and Greece" in Zbornik Instituta za pedagoška istraživanja, 50, no. 2 (2018):189-208,
https://doi.org/10.2298/ZIPI1802189M . .

TY  - CHAP
AU  - Максић, Славица
AU  - Весић, Драган
AU  - Тењовић, Лазар
PY  - 2017
UR  - http://ipir.ipisr.org.rs/handle/123456789/621
UR  - http://reff.f.bg.ac.rs/handle/123456789/4901
AB  - This work deals with characteristic analyses of elementary school fourth graders who accomplished thehighest achievement in TIMSS 2015 in Serbia in order to identify and better understand their personal andcontext characteristics. The students whose achievement both in mathematics and science test was abovethe eightieth percentile constituted a group of academically gifted students (N=586), which was compared tothe rest of students from a representative national sample whose achievement in at least on one of the twotests was under the eightieth percentile (N=3450). The differences between the academically gifted groupand the group consisting of the rest of the students were examined in regard to important characteristics ofthe students, as well as their family and school background. The data were collected through questionnairescompleted by the students themselves, their parents, their teachers and the principals of the schools thosestudents attended. Statistical data analysis covered the testing of statistical significance of differences betweenthe two groups on chosen variables. The obtained results showed that the academically gifted group and thegroup of the rest of the students differed on very few included variables and that those differences were weak.Among the differences in terms of individual characteristics of students, only the differences in mathematicsself-concept were practically significant, whereas among the differences regarding the home background,those concerning home learning resources, parents’ education, and vocation and parents’ aspirations abouttheir child’s education, were worth mentioning. Academically gifted students in regard to the rest of thestudents, had a more positive mathematics self-concept, better home resources for learning, more educatedparents, parents with a higher professional status and the parents who had higher education aspirations fortheir child. It was concluded that the findings of this study were in accordance with the results of earlier studiesof a psychological, pedagogical and sociological profile of the academically gifted students both in Serbia andother countries. The limitations of the study that could affect the obtained results were pointed out, as well asthe directions of necessary future research in the domain of academic talents. The educational implications ofthe results about defining and creating conditions for reaching higher academic achievement with a greaternumber of students within Serbian education system were derived.
PB  - Београд : Институт за педагошка истраживања
T2  - TIMSS 2015 у Србији : међународног истраживања постигнућа ученика 4. разреда основне школе из математике и природних наука
T1  - Профил ученика који су остварили највише постигнуће у математици и природним наукама
T1  - The profile of students who accomplished the highest achievement in mathematics and science
EP  - 206
SP  - 183
UR  - https://hdl.handle.net/21.15107/rcub_ipir_621
ER  - 

@inbook{
author = "Максић, Славица and Весић, Драган and Тењовић, Лазар",
year = "2017",
abstract = "This work deals with characteristic analyses of elementary school fourth graders who accomplished thehighest achievement in TIMSS 2015 in Serbia in order to identify and better understand their personal andcontext characteristics. The students whose achievement both in mathematics and science test was abovethe eightieth percentile constituted a group of academically gifted students (N=586), which was compared tothe rest of students from a representative national sample whose achievement in at least on one of the twotests was under the eightieth percentile (N=3450). The differences between the academically gifted groupand the group consisting of the rest of the students were examined in regard to important characteristics ofthe students, as well as their family and school background. The data were collected through questionnairescompleted by the students themselves, their parents, their teachers and the principals of the schools thosestudents attended. Statistical data analysis covered the testing of statistical significance of differences betweenthe two groups on chosen variables. The obtained results showed that the academically gifted group and thegroup of the rest of the students differed on very few included variables and that those differences were weak.Among the differences in terms of individual characteristics of students, only the differences in mathematicsself-concept were practically significant, whereas among the differences regarding the home background,those concerning home learning resources, parents’ education, and vocation and parents’ aspirations abouttheir child’s education, were worth mentioning. Academically gifted students in regard to the rest of thestudents, had a more positive mathematics self-concept, better home resources for learning, more educatedparents, parents with a higher professional status and the parents who had higher education aspirations fortheir child. It was concluded that the findings of this study were in accordance with the results of earlier studiesof a psychological, pedagogical and sociological profile of the academically gifted students both in Serbia andother countries. The limitations of the study that could affect the obtained results were pointed out, as well asthe directions of necessary future research in the domain of academic talents. The educational implications ofthe results about defining and creating conditions for reaching higher academic achievement with a greaternumber of students within Serbian education system were derived.",
publisher = "Београд : Институт за педагошка истраживања",
journal = "TIMSS 2015 у Србији : међународног истраживања постигнућа ученика 4. разреда основне школе из математике и природних наука",
booktitle = "Профил ученика који су остварили највише постигнуће у математици и природним наукама, The profile of students who accomplished the highest achievement in mathematics and science",
pages = "206-183",
url = "https://hdl.handle.net/21.15107/rcub_ipir_621"
}

Максић, С., Весић, Д.,& Тењовић, Л.. (2017). Профил ученика који су остварили највише постигнуће у математици и природним наукама. in TIMSS 2015 у Србији : међународног истраживања постигнућа ученика 4. разреда основне школе из математике и природних наука
Београд : Институт за педагошка истраживања., 183-206.
https://hdl.handle.net/21.15107/rcub_ipir_621

Максић С, Весић Д, Тењовић Л. Профил ученика који су остварили највише постигнуће у математици и природним наукама. in TIMSS 2015 у Србији : међународног истраживања постигнућа ученика 4. разреда основне школе из математике и природних наука. 2017;:183-206.
https://hdl.handle.net/21.15107/rcub_ipir_621 .

Максић, Славица, Весић, Драган, Тењовић, Лазар, "Профил ученика који су остварили највише постигнуће у математици и природним наукама" in TIMSS 2015 у Србији : међународног истраживања постигнућа ученика 4. разреда основне школе из математике и природних наука (2017):183-206,
https://hdl.handle.net/21.15107/rcub_ipir_621 .

TY  - CHAP
AU  - Gundogan, Dragana
AU  - Radulović, Mladen
AU  - Stančić, Milan
PY  - 2016
UR  - http://ipir.ipisr.org.rs/handle/123456789/861
UR  - http://reff.f.bg.ac.rs/handle/123456789/4200
AB  - Predmet Građansko vaspitanje (dalje u tekstu: GV) u škole u Srbiji je uveden 2001.godine i moglo bi se tvrditi da su njegovom uvođenju u osnovne i srednje škole doprineli,kako unutrašnji, tako i spoljni činioci. Kada su u pitanju spoljni faktori kojisu mogli da podstaknu stvaranje ovakvog predmeta, nužno je reći da su Ujedinjenenacije period između 1995. godine i 2004. proglasile Dekadom obrazovanja za ljudskaprava, te da je širom planete, a naročito u Evropi, postojao trend razvijanja predmetakoji je trebalo da podstaknu „sticanje znanja, veština i stavova koji podržavajuvrednosti slobode, mira, tolerancije i ravnopravnosti“(Đurišić Bojanić, 2003: 29).Ipak, čini se da GV u Srbiji nije proizvod pukog prihvatanja evropskih trendova, većda je u isto vreme trebalo da odgovori na neke autentične potrebe društva Srbije.Najpre, u kontekstu promene vlasti 2000. godine, građansko vaspitanje se mogločiniti prijemčivim budući da je „savremeni koncept građanskog obrazovanja (…)motivisan idejom odbrane od obnove nedemokratskog oblika vlasti” (Avramović,2002: 30). Osim ovog, šire društvenog razloga za uvođenje građanskog vaspitanja uškole, ono je moglo da odgovori i na neke probleme unutar samog obrazovnog sistema.Naime, odmah nakon promene vlasti 2000. godine se počelo govoriti o reformiobrazovnog sistema, čije nedostatke su pokazala brojna tada sprovedena istraživanja,kao što su: Sveobuhvatna analiza osnovnog obrazovanja u SRJ (2001), Studija OECDa(2001), Izveštaj Svetske banke (2001), Stanje, problemi i potrebe naših škola (2001),Instituta za pedagoška istraživanja (Đurišić Bojanić, 2003: 31). Kao značajan deoove reforme viđeno je i uvođenje izbornih predmeta, kako zbog stručne argumentacijeo značaju izbornih predmeta, tako i zbog istraživačkih nalaza o zainteresovanosti učenika za ovakve predmete (Joksimović, 2003: vii). Konačno, kao bitan faktor zauvođenje GV se može spomenuti i snažno zalaganje za uvođenje verske nastave, teželja za formiranjem alternativnog predmeta verskoj nastavi kod jednog dela stručnei šire javnosti (Joksimović, 2003).
PB  - Institut za društvena istraživanja u Zagrebu
PB  - Hrvatska : GONG
T2  - Od podanika do građana : Razvoj građanske kompetencije mladih
T1  - Građansko vaspitanje u Srbiji -  perspektive nastavnika i učenika srednjih škola
EP  - 221
SP  - 201
UR  - https://hdl.handle.net/21.15107/rcub_reff_4200
ER  - 

@inbook{
author = "Gundogan, Dragana and Radulović, Mladen and Stančić, Milan",
year = "2016",
abstract = "Predmet Građansko vaspitanje (dalje u tekstu: GV) u škole u Srbiji je uveden 2001.godine i moglo bi se tvrditi da su njegovom uvođenju u osnovne i srednje škole doprineli,kako unutrašnji, tako i spoljni činioci. Kada su u pitanju spoljni faktori kojisu mogli da podstaknu stvaranje ovakvog predmeta, nužno je reći da su Ujedinjenenacije period između 1995. godine i 2004. proglasile Dekadom obrazovanja za ljudskaprava, te da je širom planete, a naročito u Evropi, postojao trend razvijanja predmetakoji je trebalo da podstaknu „sticanje znanja, veština i stavova koji podržavajuvrednosti slobode, mira, tolerancije i ravnopravnosti“(Đurišić Bojanić, 2003: 29).Ipak, čini se da GV u Srbiji nije proizvod pukog prihvatanja evropskih trendova, većda je u isto vreme trebalo da odgovori na neke autentične potrebe društva Srbije.Najpre, u kontekstu promene vlasti 2000. godine, građansko vaspitanje se mogločiniti prijemčivim budući da je „savremeni koncept građanskog obrazovanja (…)motivisan idejom odbrane od obnove nedemokratskog oblika vlasti” (Avramović,2002: 30). Osim ovog, šire društvenog razloga za uvođenje građanskog vaspitanja uškole, ono je moglo da odgovori i na neke probleme unutar samog obrazovnog sistema.Naime, odmah nakon promene vlasti 2000. godine se počelo govoriti o reformiobrazovnog sistema, čije nedostatke su pokazala brojna tada sprovedena istraživanja,kao što su: Sveobuhvatna analiza osnovnog obrazovanja u SRJ (2001), Studija OECDa(2001), Izveštaj Svetske banke (2001), Stanje, problemi i potrebe naših škola (2001),Instituta za pedagoška istraživanja (Đurišić Bojanić, 2003: 31). Kao značajan deoove reforme viđeno je i uvođenje izbornih predmeta, kako zbog stručne argumentacijeo značaju izbornih predmeta, tako i zbog istraživačkih nalaza o zainteresovanosti učenika za ovakve predmete (Joksimović, 2003: vii). Konačno, kao bitan faktor zauvođenje GV se može spomenuti i snažno zalaganje za uvođenje verske nastave, teželja za formiranjem alternativnog predmeta verskoj nastavi kod jednog dela stručnei šire javnosti (Joksimović, 2003).",
publisher = "Institut za društvena istraživanja u Zagrebu, Hrvatska : GONG",
journal = "Od podanika do građana : Razvoj građanske kompetencije mladih",
booktitle = "Građansko vaspitanje u Srbiji -  perspektive nastavnika i učenika srednjih škola",
pages = "221-201",
url = "https://hdl.handle.net/21.15107/rcub_reff_4200"
}

Gundogan, D., Radulović, M.,& Stančić, M.. (2016). Građansko vaspitanje u Srbiji -  perspektive nastavnika i učenika srednjih škola. in Od podanika do građana : Razvoj građanske kompetencije mladih
Institut za društvena istraživanja u Zagrebu., 201-221.
https://hdl.handle.net/21.15107/rcub_reff_4200

Gundogan D, Radulović M, Stančić M. Građansko vaspitanje u Srbiji -  perspektive nastavnika i učenika srednjih škola. in Od podanika do građana : Razvoj građanske kompetencije mladih. 2016;:201-221.
https://hdl.handle.net/21.15107/rcub_reff_4200 .

Gundogan, Dragana, Radulović, Mladen, Stančić, Milan, "Građansko vaspitanje u Srbiji -  perspektive nastavnika i učenika srednjih škola" in Od podanika do građana : Razvoj građanske kompetencije mladih (2016):201-221,
https://hdl.handle.net/21.15107/rcub_reff_4200 .

TY  - CHAP
AU  - Radišić, Jelena
AU  - Baucal, Aleksandar
PY  - 2016
UR  - http://reff.f.bg.ac.rs/handle/123456789/2215
AB  - Academic discourse on diversity and inclusiveness in Serbia has, over recent years, become rather strong. Yet, apparently, very little professional practice in the actual classroom has changed. Statutes, such as The Strategy of Development of Education in Serbia until 2020,1 laws in force, like the Law on Foundations of Education and its consecutive amendments2 and rulebooks for the teachers (e.g. Rulebook on additional educational, health and social support of children and students)3 have contributed from a legislative perspective towards the concept of student-centred teaching and learning to become embedded in the system.
PB  - Sense Publishers
T2  - Open Spaces for Interactions and Learning Diversities
T1  - “What about when the majority is excluded?”: A critical eye on language and math classrooms in Serbia
EP  - 176
SP  - 167
DO  - 10.1007/978-94-6300-340-7_12
ER  - 

@inbook{
author = "Radišić, Jelena and Baucal, Aleksandar",
year = "2016",
abstract = "Academic discourse on diversity and inclusiveness in Serbia has, over recent years, become rather strong. Yet, apparently, very little professional practice in the actual classroom has changed. Statutes, such as The Strategy of Development of Education in Serbia until 2020,1 laws in force, like the Law on Foundations of Education and its consecutive amendments2 and rulebooks for the teachers (e.g. Rulebook on additional educational, health and social support of children and students)3 have contributed from a legislative perspective towards the concept of student-centred teaching and learning to become embedded in the system.",
publisher = "Sense Publishers",
journal = "Open Spaces for Interactions and Learning Diversities",
booktitle = "“What about when the majority is excluded?”: A critical eye on language and math classrooms in Serbia",
pages = "176-167",
doi = "10.1007/978-94-6300-340-7_12"
}

Radišić, J.,& Baucal, A.. (2016). “What about when the majority is excluded?”: A critical eye on language and math classrooms in Serbia. in Open Spaces for Interactions and Learning Diversities
Sense Publishers., 167-176.
https://doi.org/10.1007/978-94-6300-340-7_12

Radišić J, Baucal A. “What about when the majority is excluded?”: A critical eye on language and math classrooms in Serbia. in Open Spaces for Interactions and Learning Diversities. 2016;:167-176.
doi:10.1007/978-94-6300-340-7_12 .

Radišić, Jelena, Baucal, Aleksandar, "“What about when the majority is excluded?”: A critical eye on language and math classrooms in Serbia" in Open Spaces for Interactions and Learning Diversities (2016):167-176,
https://doi.org/10.1007/978-94-6300-340-7_12 . .

TY  - JOUR
AU  - Teodorović, Jelena
AU  - Milin, Vladeta
AU  - Vujačić, Milja
PY  - 2016
UR  - http://ipir.ipisr.org.rs/handle/123456789/270
UR  - http://reff.f.bg.ac.rs/handle/123456789/4196
AB  - The system of professional development in Serbia presents the key mechanism for improving professional competencies of teachers. Programmes for professional development and improvement of professional competencies of teachers represent a special place in this system. The estimation of their effects is primarily based on studying of perception of teachers and their satisfaction with the programmes of professional development, so there are not thorough data about the other, significant determinates of the quality of the programme (knowledge and skills, changes in teaching praxis, achievements of students, etc). The perception of teachers about the significance and usage of programmes and students' achievement are represented as research in this paper. Three separate samples were studied for correlation between the teachers' estimation of usage of the certain programme of professional development and average result of the class at the mock and final test (Mathematics test, Serbian Test and Combined Test) during the school year 2014/2015. It was determined that there is no connection between the quality of the programme of professional development measured by teacher's perceptions and students' achievements measured by the results and the mock and final test. The authors interpret these results in the context of the existing systematic solutions and different organisational and conceptual restrictions which follow the exhibiting system of professional development in Serbia, concluding that it is necessary for the future research to widen the scope of the research topics so that knowledge of this filed should be fulfilled.
AB  - Sistem stručnog usavršavanja u Srbiji predstavlja ključni mehanizam za unapređivanje profesionalnih kompetencija nastavnika. Posebno mesto u ovom sistemu imaju programi stručnog usavršavanja. Procena njihovih efekata uglavnom se zasniva na ispitivanju percepcija nastavnika i njihovog zadovoljstva programima stručnog usavršavanja, tako da izostaju pouzdani podaci o drugim, važnim pokazateljima kvaliteta programa (znanja i veštine nastavnika, promena nastavnih praksi, učenička postignuća i slično). U radu je predstavljeno istraživanje koje je imalo za cilj utvrđivanje povezanosti percepcija nastavnika o korisnosti programa stručnog usavršavanja i postignuća njihovih učenika. Na tri zasebna uzorka ispitivana je korelacija između nastavni­kove procene korisnosti određenog programa stručnog usavršavanja i prosečnog rezultata njegovog odeljenja na probnom završnom ispitu (na testu iz matematike, srpskog jezika i kombinovanom testu) u 2014/2015. školskoj godini. Utvrđeno je da ne postoji nikakva povezanost između kvaliteta programa stručnog usavršavanja merenog putem nastavničkih percepcija i učeničkog postignuća merenog rezultatima na probnom završnom is­pitu. Autori dobijene rezultate tumače u kontekstu postojećih sistemskih rešenja i različitih organizacionih, ali i konceptualnih ograničenja koja prate postojeći sistem stručnog usavršavanja u Srbiji, zaključujući da je neophodno u budućim istraživanjima proširiti obim istraživačkih tema kako bi se upotpunila saznanja u ovoj oblasti.
PB  - Univerzitet u Beogradu - Učiteljski fakultet, Beograd
T2  - Inovacije u nastavi - časopis za savremenu nastavu
T1  - Programmes of professional development of teachers: Estimated usefulness and educaional effects
T1  - Programi stručnog usavršavanja nastavnika - procenjena korisnost i obrazovni efekti
EP  - 59
IS  - 1
SP  - 46
VL  - 29
DO  - 10.5937/inovacije1601046T
ER  - 

@article{
author = "Teodorović, Jelena and Milin, Vladeta and Vujačić, Milja",
year = "2016",
abstract = "The system of professional development in Serbia presents the key mechanism for improving professional competencies of teachers. Programmes for professional development and improvement of professional competencies of teachers represent a special place in this system. The estimation of their effects is primarily based on studying of perception of teachers and their satisfaction with the programmes of professional development, so there are not thorough data about the other, significant determinates of the quality of the programme (knowledge and skills, changes in teaching praxis, achievements of students, etc). The perception of teachers about the significance and usage of programmes and students' achievement are represented as research in this paper. Three separate samples were studied for correlation between the teachers' estimation of usage of the certain programme of professional development and average result of the class at the mock and final test (Mathematics test, Serbian Test and Combined Test) during the school year 2014/2015. It was determined that there is no connection between the quality of the programme of professional development measured by teacher's perceptions and students' achievements measured by the results and the mock and final test. The authors interpret these results in the context of the existing systematic solutions and different organisational and conceptual restrictions which follow the exhibiting system of professional development in Serbia, concluding that it is necessary for the future research to widen the scope of the research topics so that knowledge of this filed should be fulfilled., Sistem stručnog usavršavanja u Srbiji predstavlja ključni mehanizam za unapređivanje profesionalnih kompetencija nastavnika. Posebno mesto u ovom sistemu imaju programi stručnog usavršavanja. Procena njihovih efekata uglavnom se zasniva na ispitivanju percepcija nastavnika i njihovog zadovoljstva programima stručnog usavršavanja, tako da izostaju pouzdani podaci o drugim, važnim pokazateljima kvaliteta programa (znanja i veštine nastavnika, promena nastavnih praksi, učenička postignuća i slično). U radu je predstavljeno istraživanje koje je imalo za cilj utvrđivanje povezanosti percepcija nastavnika o korisnosti programa stručnog usavršavanja i postignuća njihovih učenika. Na tri zasebna uzorka ispitivana je korelacija između nastavni­kove procene korisnosti određenog programa stručnog usavršavanja i prosečnog rezultata njegovog odeljenja na probnom završnom ispitu (na testu iz matematike, srpskog jezika i kombinovanom testu) u 2014/2015. školskoj godini. Utvrđeno je da ne postoji nikakva povezanost između kvaliteta programa stručnog usavršavanja merenog putem nastavničkih percepcija i učeničkog postignuća merenog rezultatima na probnom završnom is­pitu. Autori dobijene rezultate tumače u kontekstu postojećih sistemskih rešenja i različitih organizacionih, ali i konceptualnih ograničenja koja prate postojeći sistem stručnog usavršavanja u Srbiji, zaključujući da je neophodno u budućim istraživanjima proširiti obim istraživačkih tema kako bi se upotpunila saznanja u ovoj oblasti.",
publisher = "Univerzitet u Beogradu - Učiteljski fakultet, Beograd",
journal = "Inovacije u nastavi - časopis za savremenu nastavu",
title = "Programmes of professional development of teachers: Estimated usefulness and educaional effects, Programi stručnog usavršavanja nastavnika - procenjena korisnost i obrazovni efekti",
pages = "59-46",
number = "1",
volume = "29",
doi = "10.5937/inovacije1601046T"
}

Teodorović, J., Milin, V.,& Vujačić, M.. (2016). Programmes of professional development of teachers: Estimated usefulness and educaional effects. in Inovacije u nastavi - časopis za savremenu nastavu
Univerzitet u Beogradu - Učiteljski fakultet, Beograd., 29(1), 46-59.
https://doi.org/10.5937/inovacije1601046T

Teodorović J, Milin V, Vujačić M. Programmes of professional development of teachers: Estimated usefulness and educaional effects. in Inovacije u nastavi - časopis za savremenu nastavu. 2016;29(1):46-59.
doi:10.5937/inovacije1601046T .

Teodorović, Jelena, Milin, Vladeta, Vujačić, Milja, "Programmes of professional development of teachers: Estimated usefulness and educaional effects" in Inovacije u nastavi - časopis za savremenu nastavu, 29, no. 1 (2016):46-59,
https://doi.org/10.5937/inovacije1601046T . .

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  - JOUR
AU  - Ilić-Rajković, Aleksandra V.
AU  - Malinić, Dušica
PY  - 2016
UR  - http://ipir.ipisr.org.rs/handle/123456789/266
UR  - http://reff.f.bg.ac.rs/handle/123456789/4199
AB  - This paper appeared with the intention of celebrating 80 years from founding the first experimental school in Serbia. In the paper, we are analyzing characteristics of teaching work of the experimental school, based on the six texts - reviews from praxis, which Jelena Dimitrijevic, a teacher from this school published in the periodical Teacher in the period 1936-1940. Here, she presented work with student of one generation through three grades. Apart from these reviews, we are also relying on the review of two years' work of this school. Our analysis is directed towards quantitative and qualitative description of the discourse of the reviews from the historical perspective of contemporary researchers. Review from the contemporary point was shown in relation for the teaching approach - direction in taching, the role of students and teachers, socio-emotional contest of teaching and didactical methodological stimulations.
AB  - Ovaj rad je nastao u nameri da se obeleži osamdeset godina od osnivanja prve ogledne škole u Srbiji. U radu se analiziraju karakteristike nastavnog rada ogledne škole na osnovu šest tekstova - priloga iz prakse koje je Jelena Dimitrijević, učiteljica u ovoj školi, objavljivala u časopisu Učitelj, u periodu od 1936. do 1940. godine, a u kojima je predstavila rad sa učenicima jedne generacije tokom tri razreda. Pored navedenih priloga u radu se oslanjamo i na izveštaj o dvogodišnjem radu ove škole. Naša analiza usmerena je ka kvantitativnom i kvalitativnom opisu diskursa priloga iz istorijske perspektive i ka interpretaciji dobijenih podataka iz perspektive savremenih istraživača. Zapažanja iz savremenog ugla izneta su u odnosu na: nastavni pristup - usmerenost u nastavi; uloge učenika i nastavnika; socioemocionalni kontekst nastave i didaktičko-metodičke podsticaje.
PB  - Forum pedagoga Srbije i Crne Gore, Beograd
T2  - Pedagogija
T1  - Teaching oriented to students as the basis of work of the first experimental school in Serbia
T1  - Nastava orijentisana na učenika kao osnova rada prve ogledne škole u Srbiji
EP  - 487
IS  - 4
SP  - 475
VL  - 71
UR  - https://hdl.handle.net/21.15107/rcub_reff_4199
ER  - 

@article{
author = "Ilić-Rajković, Aleksandra V. and Malinić, Dušica",
year = "2016",
abstract = "This paper appeared with the intention of celebrating 80 years from founding the first experimental school in Serbia. In the paper, we are analyzing characteristics of teaching work of the experimental school, based on the six texts - reviews from praxis, which Jelena Dimitrijevic, a teacher from this school published in the periodical Teacher in the period 1936-1940. Here, she presented work with student of one generation through three grades. Apart from these reviews, we are also relying on the review of two years' work of this school. Our analysis is directed towards quantitative and qualitative description of the discourse of the reviews from the historical perspective of contemporary researchers. Review from the contemporary point was shown in relation for the teaching approach - direction in taching, the role of students and teachers, socio-emotional contest of teaching and didactical methodological stimulations., Ovaj rad je nastao u nameri da se obeleži osamdeset godina od osnivanja prve ogledne škole u Srbiji. U radu se analiziraju karakteristike nastavnog rada ogledne škole na osnovu šest tekstova - priloga iz prakse koje je Jelena Dimitrijević, učiteljica u ovoj školi, objavljivala u časopisu Učitelj, u periodu od 1936. do 1940. godine, a u kojima je predstavila rad sa učenicima jedne generacije tokom tri razreda. Pored navedenih priloga u radu se oslanjamo i na izveštaj o dvogodišnjem radu ove škole. Naša analiza usmerena je ka kvantitativnom i kvalitativnom opisu diskursa priloga iz istorijske perspektive i ka interpretaciji dobijenih podataka iz perspektive savremenih istraživača. Zapažanja iz savremenog ugla izneta su u odnosu na: nastavni pristup - usmerenost u nastavi; uloge učenika i nastavnika; socioemocionalni kontekst nastave i didaktičko-metodičke podsticaje.",
publisher = "Forum pedagoga Srbije i Crne Gore, Beograd",
journal = "Pedagogija",
title = "Teaching oriented to students as the basis of work of the first experimental school in Serbia, Nastava orijentisana na učenika kao osnova rada prve ogledne škole u Srbiji",
pages = "487-475",
number = "4",
volume = "71",
url = "https://hdl.handle.net/21.15107/rcub_reff_4199"
}

Ilić-Rajković, A. V.,& Malinić, D.. (2016). Teaching oriented to students as the basis of work of the first experimental school in Serbia. in Pedagogija
Forum pedagoga Srbije i Crne Gore, Beograd., 71(4), 475-487.
https://hdl.handle.net/21.15107/rcub_reff_4199

Ilić-Rajković AV, Malinić D. Teaching oriented to students as the basis of work of the first experimental school in Serbia. in Pedagogija. 2016;71(4):475-487.
https://hdl.handle.net/21.15107/rcub_reff_4199 .

Ilić-Rajković, Aleksandra V., Malinić, Dušica, "Teaching oriented to students as the basis of work of the first experimental school in Serbia" in Pedagogija, 71, no. 4 (2016):475-487,
https://hdl.handle.net/21.15107/rcub_reff_4199 .

TY  - JOUR
AU  - Maksić, Slavica
AU  - Pavlović, Jelena
PY  - 2016
UR  - http://ipir.ipisr.org.rs/handle/123456789/277
UR  - http://reff.f.bg.ac.rs/handle/123456789/4186
AB  - In this paper we are presenting results of the research into changing teachers' implicit beliefs about creativity in the context of an experiment on stimulating creativity in the primary school. The aim of this study was to examine whether changes occurred in teachers' understanding of creativity and possibilities of its development in the primary school as a result of an experiment that lasted for one school year. The same questionnaire with open and closed questions about the concept, manifestations and development of creativity at school was addressed to teachers (N=32) before and after the experiment. Almost all the teachers responded in the first study (N=30) and majority of the teachers in the second study (N=18). Collected data were analyzed qualitatively and quantitatively. Results point at the changes in the teachers' beliefs, although the decrease in the number of teachers who participated in the second study made it difficult to generalize results. A number of teachers developed a more complex view of creativity and the role of the school in developing creativity. Comments of some teachers and the number of teachers who did not respond to the questionnaire after the experiment, indicate a possibility of the lack of motivation to participate in this research, and maybe in the whole experiment. The results of the research can be used for designing support for teachers in the field of encouraging creativity at school.
AB  - U radu se prikazuju rezultati ispitivanja promena implicitnih uverenja o kreativnosti nastavnika koji su učestvovali u ogledu u kome je rađeno na podsticanju kreativnosti u osnovnoj školi. Cilj ove studije bio je da se ispita da li je u okviru ogleda, koji je trajao jednu školsku godinu, došlo do promene u tome kako nastavnici shvataju kreativnost i mogućnosti za njen razvoj u osnovnoj školi. Isti upitnik sa otvorenim i zatvorenim pitanjima o konceptu, manifestacijama i razvoju kreativnosti u školi upućen je nastavnicima (N=32) pre početka i po okončanju ogleda. Odgovorili su skoro svi nastavnici u prvom ispitivanju (N=30) i većina nastavnika u drugom ispitivanju (N=18). Prikupljeni podaci obrađeni su kvalitativno i kvantitativno. Rezultati ukazuju na promene u uverenjima nastavnika, iako je uopštavanje nalaza otežano zbog manjeg broja nastavnika koji su učestvovali u drugom ispitivanju. Kod većeg broja nastavnika dolazi do usložnjavanja shvatanja kreativnosti i uloge škole u razvoju kreativnosti. Komentari ostalih nastavnika i broj nastavnika koji nisu popunili upitnik posle ogleda ukazuju da su oni nevoljno učestvovali u ispitivanju, a možda i u ogledu. Navedena iskustva mogu se iskoristiti u oblikovanju podrške za nastavnike, čiji je cilj podsticanje kreativnosti u školi.
PB  - Univerzitet u Beogradu - Učiteljski fakultet, Beograd
T2  - Inovacije u nastavi - časopis za savremenu nastavu
T1  - Experimental stimulating creativity at school and changes of beliefs of teachers on creativity
T1  - Ogledno podsticanje kreativnosti u školi i promene uverenja nastavnika o kreativnosti
EP  - 28
IS  - 3
SP  - 16
VL  - 29
DO  - 10.5937/inovacije1603016M
ER  - 

@article{
author = "Maksić, Slavica and Pavlović, Jelena",
year = "2016",
abstract = "In this paper we are presenting results of the research into changing teachers' implicit beliefs about creativity in the context of an experiment on stimulating creativity in the primary school. The aim of this study was to examine whether changes occurred in teachers' understanding of creativity and possibilities of its development in the primary school as a result of an experiment that lasted for one school year. The same questionnaire with open and closed questions about the concept, manifestations and development of creativity at school was addressed to teachers (N=32) before and after the experiment. Almost all the teachers responded in the first study (N=30) and majority of the teachers in the second study (N=18). Collected data were analyzed qualitatively and quantitatively. Results point at the changes in the teachers' beliefs, although the decrease in the number of teachers who participated in the second study made it difficult to generalize results. A number of teachers developed a more complex view of creativity and the role of the school in developing creativity. Comments of some teachers and the number of teachers who did not respond to the questionnaire after the experiment, indicate a possibility of the lack of motivation to participate in this research, and maybe in the whole experiment. The results of the research can be used for designing support for teachers in the field of encouraging creativity at school., U radu se prikazuju rezultati ispitivanja promena implicitnih uverenja o kreativnosti nastavnika koji su učestvovali u ogledu u kome je rađeno na podsticanju kreativnosti u osnovnoj školi. Cilj ove studije bio je da se ispita da li je u okviru ogleda, koji je trajao jednu školsku godinu, došlo do promene u tome kako nastavnici shvataju kreativnost i mogućnosti za njen razvoj u osnovnoj školi. Isti upitnik sa otvorenim i zatvorenim pitanjima o konceptu, manifestacijama i razvoju kreativnosti u školi upućen je nastavnicima (N=32) pre početka i po okončanju ogleda. Odgovorili su skoro svi nastavnici u prvom ispitivanju (N=30) i većina nastavnika u drugom ispitivanju (N=18). Prikupljeni podaci obrađeni su kvalitativno i kvantitativno. Rezultati ukazuju na promene u uverenjima nastavnika, iako je uopštavanje nalaza otežano zbog manjeg broja nastavnika koji su učestvovali u drugom ispitivanju. Kod većeg broja nastavnika dolazi do usložnjavanja shvatanja kreativnosti i uloge škole u razvoju kreativnosti. Komentari ostalih nastavnika i broj nastavnika koji nisu popunili upitnik posle ogleda ukazuju da su oni nevoljno učestvovali u ispitivanju, a možda i u ogledu. Navedena iskustva mogu se iskoristiti u oblikovanju podrške za nastavnike, čiji je cilj podsticanje kreativnosti u školi.",
publisher = "Univerzitet u Beogradu - Učiteljski fakultet, Beograd",
journal = "Inovacije u nastavi - časopis za savremenu nastavu",
title = "Experimental stimulating creativity at school and changes of beliefs of teachers on creativity, Ogledno podsticanje kreativnosti u školi i promene uverenja nastavnika o kreativnosti",
pages = "28-16",
number = "3",
volume = "29",
doi = "10.5937/inovacije1603016M"
}

Maksić, S.,& Pavlović, J.. (2016). Experimental stimulating creativity at school and changes of beliefs of teachers on creativity. in Inovacije u nastavi - časopis za savremenu nastavu
Univerzitet u Beogradu - Učiteljski fakultet, Beograd., 29(3), 16-28.
https://doi.org/10.5937/inovacije1603016M

Maksić S, Pavlović J. Experimental stimulating creativity at school and changes of beliefs of teachers on creativity. in Inovacije u nastavi - časopis za savremenu nastavu. 2016;29(3):16-28.
doi:10.5937/inovacije1603016M .

Maksić, Slavica, Pavlović, Jelena, "Experimental stimulating creativity at school and changes of beliefs of teachers on creativity" in Inovacije u nastavi - časopis za savremenu nastavu, 29, no. 3 (2016):16-28,
https://doi.org/10.5937/inovacije1603016M . .

TY  - CHAP
AU  - Maksić, Slavica
AU  - Pavlović, Jelena
PY  - 2016
UR  - http://ipir.ipisr.org.rs/handle/123456789/711
UR  - http://reff.f.bg.ac.rs/handle/123456789/4185
AB  - Uverenja vaspitača i nastavnika o manifestacijama kreativnosti od velikog suznačaja za tretman dečije kreativnosti u vaspitno-obrazovnim ustanovama. U radu se saopštavaju rezultatiispitivanja uverenja vaspitača i nastavnika o tome kako se ispoljava kreativnost u detinjstvu i mladosti.Upoređivanje uverenja vaspitača iz predškolskih ustanova, nastavnika osnovne i nastavnika srednje školeukazalo je da su sve tri grupe ispitanika najčešće opažale manifestovanje kreativnosti na uzrastu sa kojimrade kao kreativni proces. Analiza sadržaja odgovora ukazala je na očekivane razlike u polju ispoljavanjakreativnosti: na predškolskom uzrastu to je spontana ili vođena igra, a u osnovnoj i srednjoj školi to suučenje i druženje sa vršnjacima. Bez obzira na uzrast, kreativni proces je uvek bio povezivan sainicijativom pojedinca da pokrene aktivnost, samostalnim i originalnim radom, i ispoljavanjem i razvojemličnog stila u mišljenju i ponašanju. Zaključeno je da su dobijeni nalazi ukazali na razvojno viđenjekreativnosti, ali u isto vreme idu u prilog uverenju da je suština kreativnosti istovetna od najranijeguzrasta do odraslog doba. U završnom delu rada diskutovane su pedagoške implikacije nalaza izvedenogistraživanja za dizajniranje didaktičke kulture koja bi podržala kreativnost dece i učenika.
AB  - The beliefs of preschool and school teachers about creativity manifestation are very importantfor the treatment of children’s creativity in educational institutions. Paper presents results of a researchstudy on preschool and school teachers’ beliefs about creativity expression during the period of childhoodand adolescence. Comparison of beliefs of preschool teachers, primary school teachers and secondaryschool teachers revealed that all three groups most frequently perceived creativity manifestation at the ageof their students as the creative process. Content analysis of responses that pointed to creativity as thecreative process revealed differences in the field of creativity manifestation: creativity was perceived asspontaneous or directed play at the preschool age, while at the primary and secondary schooling periodsit was perceived as learning and making friendship with peers. Regardless of age, the creative processwas always associated with individual initiative in starting an activity, working autonomously andoriginally, and expressing and developing personal thinking and activity style. It was concluded thatobtained findings represented a developmental notion of creativity, but at the same time they were aconfirmation of belief that creativity is a phenomenon with the same underlying essence from the earliestage to the adulthood. Educational implications of this research study for conceiving a didactic culturesupporting students’ creativity in childhood and adolescence were discussed in the last part of the paper.
PB  - Vršac : Visoka škola strukovnih studija za vaspitače "Mihailo Palov"
PB  - Arad : Univerzitatea de Vest "Aurel Vlaicu"
T2  - Daroviti i didaktička kultura : zbornik 21
T1  - Kreativni proces i dizajniranje podržavajuće didaktičke kulture u vrtiću i u školi
T1  - Creative process and design of a supporting didactic culture in kindergarden and school
EP  - 244
SP  - 235
VL  - 21
UR  - https://hdl.handle.net/21.15107/rcub_reff_4185
ER  - 

@inbook{
author = "Maksić, Slavica and Pavlović, Jelena",
year = "2016",
abstract = "Uverenja vaspitača i nastavnika o manifestacijama kreativnosti od velikog suznačaja za tretman dečije kreativnosti u vaspitno-obrazovnim ustanovama. U radu se saopštavaju rezultatiispitivanja uverenja vaspitača i nastavnika o tome kako se ispoljava kreativnost u detinjstvu i mladosti.Upoređivanje uverenja vaspitača iz predškolskih ustanova, nastavnika osnovne i nastavnika srednje školeukazalo je da su sve tri grupe ispitanika najčešće opažale manifestovanje kreativnosti na uzrastu sa kojimrade kao kreativni proces. Analiza sadržaja odgovora ukazala je na očekivane razlike u polju ispoljavanjakreativnosti: na predškolskom uzrastu to je spontana ili vođena igra, a u osnovnoj i srednjoj školi to suučenje i druženje sa vršnjacima. Bez obzira na uzrast, kreativni proces je uvek bio povezivan sainicijativom pojedinca da pokrene aktivnost, samostalnim i originalnim radom, i ispoljavanjem i razvojemličnog stila u mišljenju i ponašanju. Zaključeno je da su dobijeni nalazi ukazali na razvojno viđenjekreativnosti, ali u isto vreme idu u prilog uverenju da je suština kreativnosti istovetna od najranijeguzrasta do odraslog doba. U završnom delu rada diskutovane su pedagoške implikacije nalaza izvedenogistraživanja za dizajniranje didaktičke kulture koja bi podržala kreativnost dece i učenika., The beliefs of preschool and school teachers about creativity manifestation are very importantfor the treatment of children’s creativity in educational institutions. Paper presents results of a researchstudy on preschool and school teachers’ beliefs about creativity expression during the period of childhoodand adolescence. Comparison of beliefs of preschool teachers, primary school teachers and secondaryschool teachers revealed that all three groups most frequently perceived creativity manifestation at the ageof their students as the creative process. Content analysis of responses that pointed to creativity as thecreative process revealed differences in the field of creativity manifestation: creativity was perceived asspontaneous or directed play at the preschool age, while at the primary and secondary schooling periodsit was perceived as learning and making friendship with peers. Regardless of age, the creative processwas always associated with individual initiative in starting an activity, working autonomously andoriginally, and expressing and developing personal thinking and activity style. It was concluded thatobtained findings represented a developmental notion of creativity, but at the same time they were aconfirmation of belief that creativity is a phenomenon with the same underlying essence from the earliestage to the adulthood. Educational implications of this research study for conceiving a didactic culturesupporting students’ creativity in childhood and adolescence were discussed in the last part of the paper.",
publisher = "Vršac : Visoka škola strukovnih studija za vaspitače "Mihailo Palov", Arad : Univerzitatea de Vest "Aurel Vlaicu"",
journal = "Daroviti i didaktička kultura : zbornik 21",
booktitle = "Kreativni proces i dizajniranje podržavajuće didaktičke kulture u vrtiću i u školi, Creative process and design of a supporting didactic culture in kindergarden and school",
pages = "244-235",
volume = "21",
url = "https://hdl.handle.net/21.15107/rcub_reff_4185"
}

Maksić, S.,& Pavlović, J.. (2016). Kreativni proces i dizajniranje podržavajuće didaktičke kulture u vrtiću i u školi. in Daroviti i didaktička kultura : zbornik 21
Vršac : Visoka škola strukovnih studija za vaspitače "Mihailo Palov"., 21, 235-244.
https://hdl.handle.net/21.15107/rcub_reff_4185

Maksić S, Pavlović J. Kreativni proces i dizajniranje podržavajuće didaktičke kulture u vrtiću i u školi. in Daroviti i didaktička kultura : zbornik 21. 2016;21:235-244.
https://hdl.handle.net/21.15107/rcub_reff_4185 .

Maksić, Slavica, Pavlović, Jelena, "Kreativni proces i dizajniranje podržavajuće didaktičke kulture u vrtiću i u školi" in Daroviti i didaktička kultura : zbornik 21, 21 (2016):235-244,
https://hdl.handle.net/21.15107/rcub_reff_4185 .

TY  - CHAP
AU  - Miškeljin, Lidija
PY  - 2016
UR  - http://ipir.ipisr.org.rs/handle/123456789/635
UR  - http://reff.f.bg.ac.rs/handle/123456789/3654
AB  - In the paper Inclusiveness of preschool education within education policies documents of the Republic of Serbia, Lidija Miškeljin deals with an analysis of relevant legislative documents with the aim of showing that theoretical starting points interwoven with public policies discourse perceive a child differently, as well as inclusion itself thus bearing different implications for the practice of preschool education. A key question from which the author starts her analysis of the legislative framework is: What are the dominant discourses in legislative solutions for preschool education in Serbia and what kind of construction of inclusion do they offer? This paper uses one method of theoretical analysis implementing the technique of content analysis through the following dimensions: accessibility, employees, monitoring and evaluation, and management and financing. Based on the given criteria and categories we can observe that: children’s rights remain at the level of political proclamation because they are not operationalized through the participation of children in education guaranteed by the Convention on the Rights of the Child; that reducing inclusion to a separate single consideration (such as the scope of children) becomes its own goal and displays particularity in understanding and recognition of inclusion; and that the concept of inclusion itself in documents of public policy is not based on a clear ideology because of existing terminological inconsistencies.
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  - Inclusiveness of preschool education within the documents of education policies of the Republic of Serbia
EP  - 47
SP  - 31
UR  - https://hdl.handle.net/21.15107/rcub_reff_3654
ER  - 

@inbook{
author = "Miškeljin, Lidija",
year = "2016",
abstract = "In the paper Inclusiveness of preschool education within education policies documents of the Republic of Serbia, Lidija Miškeljin deals with an analysis of relevant legislative documents with the aim of showing that theoretical starting points interwoven with public policies discourse perceive a child differently, as well as inclusion itself thus bearing different implications for the practice of preschool education. A key question from which the author starts her analysis of the legislative framework is: What are the dominant discourses in legislative solutions for preschool education in Serbia and what kind of construction of inclusion do they offer? This paper uses one method of theoretical analysis implementing the technique of content analysis through the following dimensions: accessibility, employees, monitoring and evaluation, and management and financing. Based on the given criteria and categories we can observe that: children’s rights remain at the level of political proclamation because they are not operationalized through the participation of children in education guaranteed by the Convention on the Rights of the Child; that reducing inclusion to a separate single consideration (such as the scope of children) becomes its own goal and displays particularity in understanding and recognition of inclusion; and that the concept of inclusion itself in documents of public policy is not based on a clear ideology because of existing terminological inconsistencies.",
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 = "Inclusiveness of preschool education within the documents of education policies of the Republic of Serbia",
pages = "47-31",
url = "https://hdl.handle.net/21.15107/rcub_reff_3654"
}

Miškeljin, L.. (2016). Inclusiveness of preschool education within the documents of education policies of the Republic of Serbia. in Challenges and perspectives of inclusive education
Belgrade : Institute for Educational Research., 31-47.
https://hdl.handle.net/21.15107/rcub_reff_3654

Miškeljin L. Inclusiveness of preschool education within the documents of education policies of the Republic of Serbia. in Challenges and perspectives of inclusive education. 2016;:31-47.
https://hdl.handle.net/21.15107/rcub_reff_3654 .

Miškeljin, Lidija, "Inclusiveness of preschool education within the documents of education policies of the Republic of Serbia" in Challenges and perspectives of inclusive education (2016):31-47,
https://hdl.handle.net/21.15107/rcub_reff_3654 .

TY  - JOUR
AU  - Radišić, Jelena
AU  - Videnović, Marina
AU  - Baucal, Aleksandar
PY  - 2015
UR  - http://reff.f.bg.ac.rs/handle/123456789/1947
AB  - PISA 2003 survey data indicate high levels of mathematics anxiety among students in Serbia. More than a half of Serbian students are concerned with whether they will have difficulties in a mathematics class or earn poor marks. At the same time, the achievement on the mathematical literacy scale is very poor. Building on control-value theory, the analysis in this paper focuses on exploring possible correlates of math anxiety, separating the school level factors from individual level factors (HLM), and differences between different groups of students in respect to their relationship towards mathematics (hierarchical cluster analysis). Data suggest high levels of anxiety within the Serbian student body to be a rather systemic problem not contributed to a particular school. Approximately 6 % of the total variance in math anxiety is explained by the between schools differences, while 94 % of differences accounts for the within the school variance. The achievement and interest in mathematics, high mathematics self-concept, and school and classroom atmosphere are associated with a lower level of math anxiety. The only school level factor that has a minor, but significant effect is the index of economic, social, and cultural status. Based on students' attitudes towards mathematics, they can be divided into three clusters. Dimensions that distinguish the clusters are interest in mathematics and presence of math anxiety. The group displaying anxiety, scores the lowest among the three in math achievement.
PB  - Springer, New York
T2  - European Journal of Psychology of Education
T1  - Math anxiety-contributing school and individual level factors
EP  - 20
IS  - 1
SP  - 1
VL  - 30
DO  - 10.1007/s10212-014-0224-7
ER  - 

@article{
author = "Radišić, Jelena and Videnović, Marina and Baucal, Aleksandar",
year = "2015",
abstract = "PISA 2003 survey data indicate high levels of mathematics anxiety among students in Serbia. More than a half of Serbian students are concerned with whether they will have difficulties in a mathematics class or earn poor marks. At the same time, the achievement on the mathematical literacy scale is very poor. Building on control-value theory, the analysis in this paper focuses on exploring possible correlates of math anxiety, separating the school level factors from individual level factors (HLM), and differences between different groups of students in respect to their relationship towards mathematics (hierarchical cluster analysis). Data suggest high levels of anxiety within the Serbian student body to be a rather systemic problem not contributed to a particular school. Approximately 6 % of the total variance in math anxiety is explained by the between schools differences, while 94 % of differences accounts for the within the school variance. The achievement and interest in mathematics, high mathematics self-concept, and school and classroom atmosphere are associated with a lower level of math anxiety. The only school level factor that has a minor, but significant effect is the index of economic, social, and cultural status. Based on students' attitudes towards mathematics, they can be divided into three clusters. Dimensions that distinguish the clusters are interest in mathematics and presence of math anxiety. The group displaying anxiety, scores the lowest among the three in math achievement.",
publisher = "Springer, New York",
journal = "European Journal of Psychology of Education",
title = "Math anxiety-contributing school and individual level factors",
pages = "20-1",
number = "1",
volume = "30",
doi = "10.1007/s10212-014-0224-7"
}

Radišić, J., Videnović, M.,& Baucal, A.. (2015). Math anxiety-contributing school and individual level factors. in European Journal of Psychology of Education
Springer, New York., 30(1), 1-20.
https://doi.org/10.1007/s10212-014-0224-7

Radišić J, Videnović M, Baucal A. Math anxiety-contributing school and individual level factors. in European Journal of Psychology of Education. 2015;30(1):1-20.
doi:10.1007/s10212-014-0224-7 .

Radišić, Jelena, Videnović, Marina, Baucal, Aleksandar, "Math anxiety-contributing school and individual level factors" in European Journal of Psychology of Education, 30, no. 1 (2015):1-20,
https://doi.org/10.1007/s10212-014-0224-7 . .

TY  - JOUR
AU  - Максић, Славица
AU  - Спасеновић, Вера
PY  - 2015
UR  - http://ipir.ipisr.org.rs/handle/123456789/737
UR  - http://reff.f.bg.ac.rs/handle/123456789/4996
AB  - Характеризуются результаты педагогических исследований, не реализованные в практической деятельности, а также реформы, не имеющие под собой научного обоснования.
AB  - Regarding the way the results of pedagogic research are (not) used in Serbian educationThere are characterized the results of pedagogic researches not implemented in practical experience,as well as the reforms with no scientific grounds.
PB  - Волвоград : Волгоградский государственный социально-педагогический университет
T2  - Грани познания
T1  - Как результаты педагогических исследований (не)используются в Сербском образовании
T1  - Regarding the way the results of pedagogic research are (not) used in Serbian education
EP  - 73
IS  - 7
SP  - 65
VL  - 41
UR  - https://hdl.handle.net/21.15107/rcub_ipir_737
ER  - 

@article{
author = "Максић, Славица and Спасеновић, Вера",
year = "2015",
abstract = "Характеризуются результаты педагогических исследований, не реализованные в практической деятельности, а также реформы, не имеющие под собой научного обоснования., Regarding the way the results of pedagogic research are (not) used in Serbian educationThere are characterized the results of pedagogic researches not implemented in practical experience,as well as the reforms with no scientific grounds.",
publisher = "Волвоград : Волгоградский государственный социально-педагогический университет",
journal = "Грани познания",
title = "Как результаты педагогических исследований (не)используются в Сербском образовании, Regarding the way the results of pedagogic research are (not) used in Serbian education",
pages = "73-65",
number = "7",
volume = "41",
url = "https://hdl.handle.net/21.15107/rcub_ipir_737"
}

Максић, С.,& Спасеновић, В.. (2015). Как результаты педагогических исследований (не)используются в Сербском образовании. in Грани познания
Волвоград : Волгоградский государственный социально-педагогический университет., 41(7), 65-73.
https://hdl.handle.net/21.15107/rcub_ipir_737

Максић С, Спасеновић В. Как результаты педагогических исследований (не)используются в Сербском образовании. in Грани познания. 2015;41(7):65-73.
https://hdl.handle.net/21.15107/rcub_ipir_737 .

Максић, Славица, Спасеновић, Вера, "Как результаты педагогических исследований (не)используются в Сербском образовании" in Грани познания, 41, no. 7 (2015):65-73,
https://hdl.handle.net/21.15107/rcub_ipir_737 .

TY  - JOUR
AU  - Žeželj, Iris
AU  - Jaksić, Ivana
AU  - Jošić, Smiljana
PY  - 2015
UR  - http://reff.f.bg.ac.rs/handle/123456789/1937
AB  - In two studies, the authors examined the effects of intergroup contact in inclusive and non-inclusive environments on children's explicit and implicit prejudices. In both studies, supervised contact with Roma peers, instructed by inclusive program, led to a more positive explicit evaluation of Roma and less social distance, while it had no significant impact on implicit attitudes. In contrast, implicit attitudes were related to mere exposure to Roma (Study 2). Intergroup anxiety and self-disclosure mediated the effect of inclusiveness level on explicit, but not on implicit attitudes. The results indicate that two types of attitudes might be formed via different routes, and that mere exposure and supervised contact influence them differently. This information could help tailor future prejudice reduction programs.
PB  - Wiley, Hoboken
T2  - Journal of Applied Social Psychology
T1  - How contact shapes implicit and explicit preferences: attitudes toward Roma children in inclusive and non-inclusive environment
EP  - 273
IS  - 5
SP  - 263
VL  - 45
DO  - 10.1111/jasp.12293
ER  - 

@article{
author = "Žeželj, Iris and Jaksić, Ivana and Jošić, Smiljana",
year = "2015",
abstract = "In two studies, the authors examined the effects of intergroup contact in inclusive and non-inclusive environments on children's explicit and implicit prejudices. In both studies, supervised contact with Roma peers, instructed by inclusive program, led to a more positive explicit evaluation of Roma and less social distance, while it had no significant impact on implicit attitudes. In contrast, implicit attitudes were related to mere exposure to Roma (Study 2). Intergroup anxiety and self-disclosure mediated the effect of inclusiveness level on explicit, but not on implicit attitudes. The results indicate that two types of attitudes might be formed via different routes, and that mere exposure and supervised contact influence them differently. This information could help tailor future prejudice reduction programs.",
publisher = "Wiley, Hoboken",
journal = "Journal of Applied Social Psychology",
title = "How contact shapes implicit and explicit preferences: attitudes toward Roma children in inclusive and non-inclusive environment",
pages = "273-263",
number = "5",
volume = "45",
doi = "10.1111/jasp.12293"
}

Žeželj, I., Jaksić, I.,& Jošić, S.. (2015). How contact shapes implicit and explicit preferences: attitudes toward Roma children in inclusive and non-inclusive environment. in Journal of Applied Social Psychology
Wiley, Hoboken., 45(5), 263-273.
https://doi.org/10.1111/jasp.12293

Žeželj I, Jaksić I, Jošić S. How contact shapes implicit and explicit preferences: attitudes toward Roma children in inclusive and non-inclusive environment. in Journal of Applied Social Psychology. 2015;45(5):263-273.
doi:10.1111/jasp.12293 .

Žeželj, Iris, Jaksić, Ivana, Jošić, Smiljana, "How contact shapes implicit and explicit preferences: attitudes toward Roma children in inclusive and non-inclusive environment" in Journal of Applied Social Psychology, 45, no. 5 (2015):263-273,
https://doi.org/10.1111/jasp.12293 . .

TY  - JOUR
AU  - Maksić, Slavica
AU  - Pavlović, Jelena
PY  - 2015
UR  - http://ipir.ipisr.org.rs/handle/123456789/260
UR  - http://reff.f.bg.ac.rs/handle/123456789/4187
AB  - The paper presents the results of a research on the views of teachers about expressing and developing creativity of students at the secondary educational level. The analysis of the discussion with ten grammar school teachers allocated as the most important the teachers' views of the nature of creativity, the capacity of the school to stimulate creativity in students and the conditions for stimulating creativity in school. The majority of teachers saw creativity as a complex phenomenon for whose understanding a multi-perspective approach is needed. Although only few teachers believe in distributivity of creativity, the majority agreed that school should stimulate students' creativity, but that it does not do it sufficiently. Among the factors which support creativity they singled out the teacher's engagement, specificities of certain school subjects, the application of certain teaching techniques and the image of the school. Among the factors that obstruct creativity they stated curricular requirements, selection of students, characteristics of young generations and current social values.
AB  - U radu se prikazuju rezultati ispitivanja uverenja nastavnika o ispoljavanju i razvoju kreativnosti na srednjoškolskom nivou. Analiza vođene diskusije sa deset nastavnika jedne gimnazije izdvojila je kao bitne aspekte nastavnikovih uverenja njihovo viđenje prirode kreativnosti, kapaciteta škole da podrži kreativnost učenika i uslova za podsticanje kreativnosti u školi. Većina nastavnika izrazila je uverenje da je kreativnost složen fenomen čije razumevanje zahteva multiperspektivni pristup. Iako samo deo nastavnika veruje u distributivnost kreativnosti, preovladalo je uverenje da škola može da podstiče kreativnost učenika, ali da to ne čini u dovoljnoj meri. Među faktorima koji podržavaju kreativnost izdvojeni su: angažovanje nastavnika, specifičnosti nastavnih predmeta, primena određenih nastavnih metoda i imidž škole. Među faktorima koji ometaju kreativnost navedeni su: propisani nastavni plan i program, selekcija učenika, odlike generacije mladih i aktuelne društvene vrednosti. U zaključku su razmatrane implikacije rezultata ispitivanja za unapređenje školske prakse.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Secondary school as a context for expressing and developing creativity
T1  - Srednja škola kao kontekst za ispoljavanje i razvoj kreativnosti
EP  - 85
IS  - 1
SP  - 71
VL  - 64
DO  - 10.5937/NASVAS1501071M
ER  - 

@article{
author = "Maksić, Slavica and Pavlović, Jelena",
year = "2015",
abstract = "The paper presents the results of a research on the views of teachers about expressing and developing creativity of students at the secondary educational level. The analysis of the discussion with ten grammar school teachers allocated as the most important the teachers' views of the nature of creativity, the capacity of the school to stimulate creativity in students and the conditions for stimulating creativity in school. The majority of teachers saw creativity as a complex phenomenon for whose understanding a multi-perspective approach is needed. Although only few teachers believe in distributivity of creativity, the majority agreed that school should stimulate students' creativity, but that it does not do it sufficiently. Among the factors which support creativity they singled out the teacher's engagement, specificities of certain school subjects, the application of certain teaching techniques and the image of the school. Among the factors that obstruct creativity they stated curricular requirements, selection of students, characteristics of young generations and current social values., U radu se prikazuju rezultati ispitivanja uverenja nastavnika o ispoljavanju i razvoju kreativnosti na srednjoškolskom nivou. Analiza vođene diskusije sa deset nastavnika jedne gimnazije izdvojila je kao bitne aspekte nastavnikovih uverenja njihovo viđenje prirode kreativnosti, kapaciteta škole da podrži kreativnost učenika i uslova za podsticanje kreativnosti u školi. Većina nastavnika izrazila je uverenje da je kreativnost složen fenomen čije razumevanje zahteva multiperspektivni pristup. Iako samo deo nastavnika veruje u distributivnost kreativnosti, preovladalo je uverenje da škola može da podstiče kreativnost učenika, ali da to ne čini u dovoljnoj meri. Među faktorima koji podržavaju kreativnost izdvojeni su: angažovanje nastavnika, specifičnosti nastavnih predmeta, primena određenih nastavnih metoda i imidž škole. Među faktorima koji ometaju kreativnost navedeni su: propisani nastavni plan i program, selekcija učenika, odlike generacije mladih i aktuelne društvene vrednosti. U zaključku su razmatrane implikacije rezultata ispitivanja za unapređenje školske prakse.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Secondary school as a context for expressing and developing creativity, Srednja škola kao kontekst za ispoljavanje i razvoj kreativnosti",
pages = "85-71",
number = "1",
volume = "64",
doi = "10.5937/NASVAS1501071M"
}

Maksić, S.,& Pavlović, J.. (2015). Secondary school as a context for expressing and developing creativity. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 64(1), 71-85.
https://doi.org/10.5937/NASVAS1501071M

Maksić S, Pavlović J. Secondary school as a context for expressing and developing creativity. in Nastava i vaspitanje. 2015;64(1):71-85.
doi:10.5937/NASVAS1501071M .

Maksić, Slavica, Pavlović, Jelena, "Secondary school as a context for expressing and developing creativity" in Nastava i vaspitanje, 64, no. 1 (2015):71-85,
https://doi.org/10.5937/NASVAS1501071M . .

TY  - JOUR
AU  - Radišić, Jelena
AU  - Baucal, Aleksandar
AU  - Videnović, Marina
PY  - 2014
UR  - http://reff.f.bg.ac.rs/handle/123456789/1819
AB  - Aktivnosti ocenjivanja na času predstavljaju važan aspekt prakse u učionici. U isto vreme, debata o prednostima i značaju formativnog ocenjivanja spram sumativnog i dalje se nastavlja. Ocenjivanje se ne odvija izvan okvira svakodnevne prakse u učionici, pa se, samim tim, na ocenjivanje gleda kao veoma kompleksan proces. U ovom radu želimo da istražimo način na koji se ocenjivanje stavlja u službu učenja učenika i da li se informacije koje nastavnik kroz ocenjivanje prikuplja koriste (ili ne) kako bi se svakodnevna praksa nastavnika u nastavi matematike prilagodila raznovrsnim potrebama učenika. Za potrebe ovog rada autori su pratili nastavnu praksu iskusnog nastavnika matematike u jednoj gimnaziji u Beogradu. Prakse ocenjivanja nastavnika posmatrane su u periodu od tri nedelje. Analiza pokazuje da nastavnik poseduje kompleksnu predstavu o tome kako ocenjivanje u učionici treba da izgleda, ali je percepcija toga u velikoj meri odvojena od nastave, što je u skladu s prethodnim nalazima. Međutim, elementi formativnog ocenjivanja se pojavljuju, pa doprinose tome da se ocenjivanje nađe u službi učenja. Uprkos tome, kada se pobliže posmatra način na koji nastavnik prati napredak učenika, evidentiran je ograničen skup praksi. Uočen je i nesklad između percepcija učenika i nastavnika u vezi s procesom ocenjivanja i primenjenim praksama. Takođe, nastavnik se suočava s teškoćama kada treba da verbalizuje neke od aspekata sopstvene prakse, naročito ako se oni vezuju za formativne karakteristike procene postgnuća učenika. PR Projekat Ministarstva nauke Republike Srbije, br. 179034 i br. 179018. .
AB  - Assessment activities in the class are an important aspect of classroom practice, while there is much debate with respect to the formative vs. summative assessment routines and the outcomes that each of them provides for students' learning. As classroom assessment does not occur in seclusion of other aspects of classroom life, the process is seen as rather complex. In this study we wished to explore how assessment serves the function of supporting students' learning and whether this evidence is used to adapt teacher's practices in meeting different learning needs in the mathematics classroom. The authors observed assessment practices of an experienced math teacher in a grammar school in Belgrade. Teacher's assessment practices were observed during a three week period. The analysis has shown the teacher to hold a somewhat complex perception of assessment, yet the perception is largely detached from teaching, which is in line with the previously reported results. However, the elements of formative assessment do emerge, thus contributing to the assessment being in service of learning. In spite of this, a narrow set of practices are visible when observing how the teacher keeps track of students' progress. A mismatch is visible between students' and teacher's perceptions of the assessment as a whole and some of the practices exercised in the process. The teacher struggled to verbalize some aspects of own assessment practices, especially those related to more formative aspects.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd
T2  - Psihološka istraživanja
T1  - Analiza procesa ocenjivanja na časovima matematike
T1  - Unfolding the assessment process in a whole class mathematics setting
EP  - 158
IS  - 2
SP  - 137
VL  - 17
DO  - 10.5937/PsIstra1402137R
ER  - 

@article{
author = "Radišić, Jelena and Baucal, Aleksandar and Videnović, Marina",
year = "2014",
abstract = "Aktivnosti ocenjivanja na času predstavljaju važan aspekt prakse u učionici. U isto vreme, debata o prednostima i značaju formativnog ocenjivanja spram sumativnog i dalje se nastavlja. Ocenjivanje se ne odvija izvan okvira svakodnevne prakse u učionici, pa se, samim tim, na ocenjivanje gleda kao veoma kompleksan proces. U ovom radu želimo da istražimo način na koji se ocenjivanje stavlja u službu učenja učenika i da li se informacije koje nastavnik kroz ocenjivanje prikuplja koriste (ili ne) kako bi se svakodnevna praksa nastavnika u nastavi matematike prilagodila raznovrsnim potrebama učenika. Za potrebe ovog rada autori su pratili nastavnu praksu iskusnog nastavnika matematike u jednoj gimnaziji u Beogradu. Prakse ocenjivanja nastavnika posmatrane su u periodu od tri nedelje. Analiza pokazuje da nastavnik poseduje kompleksnu predstavu o tome kako ocenjivanje u učionici treba da izgleda, ali je percepcija toga u velikoj meri odvojena od nastave, što je u skladu s prethodnim nalazima. Međutim, elementi formativnog ocenjivanja se pojavljuju, pa doprinose tome da se ocenjivanje nađe u službi učenja. Uprkos tome, kada se pobliže posmatra način na koji nastavnik prati napredak učenika, evidentiran je ograničen skup praksi. Uočen je i nesklad između percepcija učenika i nastavnika u vezi s procesom ocenjivanja i primenjenim praksama. Takođe, nastavnik se suočava s teškoćama kada treba da verbalizuje neke od aspekata sopstvene prakse, naročito ako se oni vezuju za formativne karakteristike procene postgnuća učenika. PR Projekat Ministarstva nauke Republike Srbije, br. 179034 i br. 179018. ., Assessment activities in the class are an important aspect of classroom practice, while there is much debate with respect to the formative vs. summative assessment routines and the outcomes that each of them provides for students' learning. As classroom assessment does not occur in seclusion of other aspects of classroom life, the process is seen as rather complex. In this study we wished to explore how assessment serves the function of supporting students' learning and whether this evidence is used to adapt teacher's practices in meeting different learning needs in the mathematics classroom. The authors observed assessment practices of an experienced math teacher in a grammar school in Belgrade. Teacher's assessment practices were observed during a three week period. The analysis has shown the teacher to hold a somewhat complex perception of assessment, yet the perception is largely detached from teaching, which is in line with the previously reported results. However, the elements of formative assessment do emerge, thus contributing to the assessment being in service of learning. In spite of this, a narrow set of practices are visible when observing how the teacher keeps track of students' progress. A mismatch is visible between students' and teacher's perceptions of the assessment as a whole and some of the practices exercised in the process. The teacher struggled to verbalize some aspects of own assessment practices, especially those related to more formative aspects.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd",
journal = "Psihološka istraživanja",
title = "Analiza procesa ocenjivanja na časovima matematike, Unfolding the assessment process in a whole class mathematics setting",
pages = "158-137",
number = "2",
volume = "17",
doi = "10.5937/PsIstra1402137R"
}

Radišić, J., Baucal, A.,& Videnović, M.. (2014). Analiza procesa ocenjivanja na časovima matematike. in Psihološka istraživanja
Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd., 17(2), 137-158.
https://doi.org/10.5937/PsIstra1402137R

Radišić J, Baucal A, Videnović M. Analiza procesa ocenjivanja na časovima matematike. in Psihološka istraživanja. 2014;17(2):137-158.
doi:10.5937/PsIstra1402137R .

Radišić, Jelena, Baucal, Aleksandar, Videnović, Marina, "Analiza procesa ocenjivanja na časovima matematike" in Psihološka istraživanja, 17, no. 2 (2014):137-158,
https://doi.org/10.5937/PsIstra1402137R . .

TY  - JOUR
AU  - Pavlović, Jelena
AU  - Maksić, Slavica
PY  - 2014
UR  - http://ipir.ipisr.org.rs/handle/123456789/235
UR  - http://reff.f.bg.ac.rs/handle/123456789/4188
AB  - Prikazani su rezultati ispitivanja implicitnih teorija kreativnosti nastavnika jedne škole. Istraživanje je imalo za cilj razumevanje nastavničkih uverenja o kreativnosti i njenom razvoju. Korišćena je metodologija studije slučaja, u kojoj su kombinovani kvalitativni i kvantitativni podaci. U prvoj fazi istraživanja primenjen je upitnik, a u drugoj je organizovana fokus grupa. Rezultati prve faze ukazuju da se kreativnost vidi kao kreativna osoba, dok su manifestacije kreativnosti na osnovnoškolskom uzrastu češće viđene kao kreativni proces. Doprinos škole razvoju kreativnosti učenika vidi se najviše u nastavnim i vananstavnim aktivnostima. Rezultati druge faze potvrđuju ključnu ulogu nastavnika u podsticanju kreativnosti, ali upućuju na niz prepreka, koje se odnose na ograničavajući nastavni plan i program, nedovoljna materijalna i finansijska sredstva i nedovoljno ili neadekvatno vrednovanje kreativnosti u društvu. Rad ukazuje na mogućnosti za definisanje pravaca daljeg razvoja implicitnih teorija kreativnosti ka uvažavanju različitih gledišta i izgrađivanju razvojnih shvatanja kreativnosti.
PB  - Društvo psihologa Srbije, Beograd
T2  - Psihologija
T1  - Implicit theories of creativity of primary school teachers: case study
T1  - Implicitne teorije kreativnosti nastavnika osnovne škole - studija slučaja
EP  - 483
IS  - 4
SP  - 465
VL  - 47
DO  - 10.2298/PSI1404465P
ER  - 

@article{
author = "Pavlović, Jelena and Maksić, Slavica",
year = "2014",
abstract = "Prikazani su rezultati ispitivanja implicitnih teorija kreativnosti nastavnika jedne škole. Istraživanje je imalo za cilj razumevanje nastavničkih uverenja o kreativnosti i njenom razvoju. Korišćena je metodologija studije slučaja, u kojoj su kombinovani kvalitativni i kvantitativni podaci. U prvoj fazi istraživanja primenjen je upitnik, a u drugoj je organizovana fokus grupa. Rezultati prve faze ukazuju da se kreativnost vidi kao kreativna osoba, dok su manifestacije kreativnosti na osnovnoškolskom uzrastu češće viđene kao kreativni proces. Doprinos škole razvoju kreativnosti učenika vidi se najviše u nastavnim i vananstavnim aktivnostima. Rezultati druge faze potvrđuju ključnu ulogu nastavnika u podsticanju kreativnosti, ali upućuju na niz prepreka, koje se odnose na ograničavajući nastavni plan i program, nedovoljna materijalna i finansijska sredstva i nedovoljno ili neadekvatno vrednovanje kreativnosti u društvu. Rad ukazuje na mogućnosti za definisanje pravaca daljeg razvoja implicitnih teorija kreativnosti ka uvažavanju različitih gledišta i izgrađivanju razvojnih shvatanja kreativnosti.",
publisher = "Društvo psihologa Srbije, Beograd",
journal = "Psihologija",
title = "Implicit theories of creativity of primary school teachers: case study, Implicitne teorije kreativnosti nastavnika osnovne škole - studija slučaja",
pages = "483-465",
number = "4",
volume = "47",
doi = "10.2298/PSI1404465P"
}

Pavlović, J.,& Maksić, S.. (2014). Implicit theories of creativity of primary school teachers: case study. in Psihologija
Društvo psihologa Srbije, Beograd., 47(4), 465-483.
https://doi.org/10.2298/PSI1404465P

Pavlović J, Maksić S. Implicit theories of creativity of primary school teachers: case study. in Psihologija. 2014;47(4):465-483.
doi:10.2298/PSI1404465P .

Pavlović, Jelena, Maksić, Slavica, "Implicit theories of creativity of primary school teachers: case study" in Psihologija, 47, no. 4 (2014):465-483,
https://doi.org/10.2298/PSI1404465P . .

TY  - JOUR
AU  - Marušić, Milica
AU  - Pejatović, Aleksandra
PY  - 2013
UR  - http://reff.f.bg.ac.rs/handle/123456789/1670
AB  - Proučavanje participacije odraslih u obrazovnim aktivnostima je prilično česta tema u oblasti andragogije. U ovom radu pažnja je usmerena ka participaciji nastavnika u programima profesionalnog usavršavanja. Empirijsko istraživanje imalo je za cilj da se ispita uloga seta činilaca participacije nastavnika u oblicima profesionalnog usavršavanja, i to s obzirom na učestalost participacije i na oblast kojoj program usavršavanja pripada. Faktorskom analizom najčešćih oblika usavršavanja, iz oblasti struke i nauka o vaspitanju i obrazovanju, ekstrahovano je pet faktora: grupno izvanškolsko usavršavanje - nauke o vaspitanju i obrazovanju; grupno izvanškolsko usavršavanje - struka; individualno usavršavanje - struka; unutar školsko usavršavanje; i individualno usavršavanje - nauke o vaspitanju i obrazovanju. Rezultati pokazuju da se značaj činilaca participacije razlikuje kada je reč o različitim oblicima profesionalnog usavršavanja nastavnika.
AB  - The study of adult participation in educational activities is a fairly common topic in the field of Andragogy. In this paper attention is focussed on teacher participation in professional development programmes. The empirical research was aimed at examining the role of a set of factors of teacher participation in forms of professional development in relation to frequency of participation and to the area to which the development programme belongs. By factor analysis of the most common forms of professional development, from the areas of profession and sciences on education, the five factors were extracted: group out-of-school professional development - sciences on education; group out-of-school professional development - profession; individual professional development - profession; in-school professional development; and individual professional development - sciences on education. The results indicate that the importance of participation factors varies in the case of different forms of professional development of teachers.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Andragoške studije
T1  - Činioci participacije nastavnika u profesionalnom usavršavanju
T1  - Factors of teacher participation in professional development
EP  - 130
IS  - 1
SP  - 117
UR  - https://hdl.handle.net/21.15107/rcub_reff_1670
ER  - 

@article{
author = "Marušić, Milica and Pejatović, Aleksandra",
year = "2013",
abstract = "Proučavanje participacije odraslih u obrazovnim aktivnostima je prilično česta tema u oblasti andragogije. U ovom radu pažnja je usmerena ka participaciji nastavnika u programima profesionalnog usavršavanja. Empirijsko istraživanje imalo je za cilj da se ispita uloga seta činilaca participacije nastavnika u oblicima profesionalnog usavršavanja, i to s obzirom na učestalost participacije i na oblast kojoj program usavršavanja pripada. Faktorskom analizom najčešćih oblika usavršavanja, iz oblasti struke i nauka o vaspitanju i obrazovanju, ekstrahovano je pet faktora: grupno izvanškolsko usavršavanje - nauke o vaspitanju i obrazovanju; grupno izvanškolsko usavršavanje - struka; individualno usavršavanje - struka; unutar školsko usavršavanje; i individualno usavršavanje - nauke o vaspitanju i obrazovanju. Rezultati pokazuju da se značaj činilaca participacije razlikuje kada je reč o različitim oblicima profesionalnog usavršavanja nastavnika., The study of adult participation in educational activities is a fairly common topic in the field of Andragogy. In this paper attention is focussed on teacher participation in professional development programmes. The empirical research was aimed at examining the role of a set of factors of teacher participation in forms of professional development in relation to frequency of participation and to the area to which the development programme belongs. By factor analysis of the most common forms of professional development, from the areas of profession and sciences on education, the five factors were extracted: group out-of-school professional development - sciences on education; group out-of-school professional development - profession; individual professional development - profession; in-school professional development; and individual professional development - sciences on education. The results indicate that the importance of participation factors varies in the case of different forms of professional development of teachers.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Andragoške studije",
title = "Činioci participacije nastavnika u profesionalnom usavršavanju, Factors of teacher participation in professional development",
pages = "130-117",
number = "1",
url = "https://hdl.handle.net/21.15107/rcub_reff_1670"
}

Marušić, M.,& Pejatović, A.. (2013). Činioci participacije nastavnika u profesionalnom usavršavanju. in Andragoške studije
Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd.(1), 117-130.
https://hdl.handle.net/21.15107/rcub_reff_1670

Marušić M, Pejatović A. Činioci participacije nastavnika u profesionalnom usavršavanju. in Andragoške studije. 2013;(1):117-130.
https://hdl.handle.net/21.15107/rcub_reff_1670 .

Marušić, Milica, Pejatović, Aleksandra, "Činioci participacije nastavnika u profesionalnom usavršavanju" in Andragoške studije, no. 1 (2013):117-130,
https://hdl.handle.net/21.15107/rcub_reff_1670 .

TY  - JOUR
AU  - Bodroža, Bojana
AU  - Maksić, Slavica
AU  - Pavlović, Jelena
PY  - 2013
UR  - http://ipir.ipisr.org.rs/handle/123456789/202
UR  - http://reff.f.bg.ac.rs/handle/123456789/4189
AB  - The modern society holds creativity in high esteem while criticizing education for not investing sufficient efforts in accomplishing this valuable goal. Teachers' opinions about the manifestation and development of creativity can significantly affect the extent to which they recognize the importance of creativity and are prepared to encourage it in their work. This paper reports the results of research into teachers' opinions on the forms of manifestation of creativity at the primary school level and the ways in which the school can contribute to the development of students' creativity. Primary school teachers from Serbia (N=144) filled out a questionnaire, and the obtained data were analyzed both qualitatively and quantitatively. The findings indicate that teachers described creativity through creative activities, originality, intellectual abilities, motivation and personality traits. The majority of teachers were of the opinion that the school can largely contribute to the development of students' creativity. According to teachers, creativity can primarily be nurtured at the level of class, and then at the level of the education system and the society as a whole. It has been concluded that teachers most often perceive students' creativity through their activities and personality traits, while seeing the school's role in the development of creativity in the domain of their own activities in the classroom. Research results indicate that teachers' concepts of creativity largely overlap with the expert ones. The concluding part discusses the reasons why teachers' positive and activist attitudes towards creativity are not transferred into school practice, as well as the prerequisites that have to be fulfilled for this to be accomplished.
AB  - Savremeno društvo visoko vrednuje kreativnost, a obrazovanju se prigovara da ne radi dovoljno na ostvarivanju ovog vrednog cilja. Mišljenja nastavnika o ispoljavanju i razvoju kreativnosti imaju značajan uticaj na to u kojoj meri će oni prepoznati značaj kreativnosti i biti spremni da je podrže u svom radu. U članku se prikazuju rezultati ispitivanja mišljenja nastavnika o tome kako se kreativnost ispoljava na osnovnoškolskom uzrastu i kako škola može doprineti razvoju kreativnosti učenika. Nastavnici osnovnih škola iz Srbije (N=144) ispitani su upitnikom, a podaci su analizirani kvalitativno i kvantitativno. Utvrđeno je da nastavnici opisuju kreativnost preko kreativnih aktivnosti, originalnosti, intelektualnih sposobnosti, motivacije i osobina ličnosti. Većina nastavnika smatra da škola može u velikoj meri da doprinese razvoju kreativnosti učenika. Prostor za podsticanje kreativnosti nastavnici vide prvenstveno na nivou časa, a potom i na nivou obrazovnog sistema i društva u celini. Zaključeno je da nastavnici najčešće opažaju kreativnost učenika preko njihovih aktivnosti i karakteristika ličnosti, dok ulogu škole u razvoju kreativnosti vide u domenu sopstvenog delovanja u učionici. Rezultati istraživanja pokazuju da se nastavničke koncepcije kreativnosti u velikoj meri poklapaju sa ekspertskim. U završnom delu je diskutovano zašto nastavnici pozitivan i aktivistički odnos prema kreativnosti ne 'pretaču' u školsku praksu, kao i koji su preduslovi koje je potrebno ispuniti da bi se to ostvarilo.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Manifestation and encouragement of creativity in primary school from the teachers' perspective
T1  - Ispoljavanje i podsticanje kreativnosti u osnovnoj školi iz perspektive nastavnika
EP  - 130
IS  - 1
SP  - 108
VL  - 45
UR  - https://hdl.handle.net/21.15107/rcub_reff_4189
ER  - 

@article{
author = "Bodroža, Bojana and Maksić, Slavica and Pavlović, Jelena",
year = "2013",
abstract = "The modern society holds creativity in high esteem while criticizing education for not investing sufficient efforts in accomplishing this valuable goal. Teachers' opinions about the manifestation and development of creativity can significantly affect the extent to which they recognize the importance of creativity and are prepared to encourage it in their work. This paper reports the results of research into teachers' opinions on the forms of manifestation of creativity at the primary school level and the ways in which the school can contribute to the development of students' creativity. Primary school teachers from Serbia (N=144) filled out a questionnaire, and the obtained data were analyzed both qualitatively and quantitatively. The findings indicate that teachers described creativity through creative activities, originality, intellectual abilities, motivation and personality traits. The majority of teachers were of the opinion that the school can largely contribute to the development of students' creativity. According to teachers, creativity can primarily be nurtured at the level of class, and then at the level of the education system and the society as a whole. It has been concluded that teachers most often perceive students' creativity through their activities and personality traits, while seeing the school's role in the development of creativity in the domain of their own activities in the classroom. Research results indicate that teachers' concepts of creativity largely overlap with the expert ones. The concluding part discusses the reasons why teachers' positive and activist attitudes towards creativity are not transferred into school practice, as well as the prerequisites that have to be fulfilled for this to be accomplished., Savremeno društvo visoko vrednuje kreativnost, a obrazovanju se prigovara da ne radi dovoljno na ostvarivanju ovog vrednog cilja. Mišljenja nastavnika o ispoljavanju i razvoju kreativnosti imaju značajan uticaj na to u kojoj meri će oni prepoznati značaj kreativnosti i biti spremni da je podrže u svom radu. U članku se prikazuju rezultati ispitivanja mišljenja nastavnika o tome kako se kreativnost ispoljava na osnovnoškolskom uzrastu i kako škola može doprineti razvoju kreativnosti učenika. Nastavnici osnovnih škola iz Srbije (N=144) ispitani su upitnikom, a podaci su analizirani kvalitativno i kvantitativno. Utvrđeno je da nastavnici opisuju kreativnost preko kreativnih aktivnosti, originalnosti, intelektualnih sposobnosti, motivacije i osobina ličnosti. Većina nastavnika smatra da škola može u velikoj meri da doprinese razvoju kreativnosti učenika. Prostor za podsticanje kreativnosti nastavnici vide prvenstveno na nivou časa, a potom i na nivou obrazovnog sistema i društva u celini. Zaključeno je da nastavnici najčešće opažaju kreativnost učenika preko njihovih aktivnosti i karakteristika ličnosti, dok ulogu škole u razvoju kreativnosti vide u domenu sopstvenog delovanja u učionici. Rezultati istraživanja pokazuju da se nastavničke koncepcije kreativnosti u velikoj meri poklapaju sa ekspertskim. U završnom delu je diskutovano zašto nastavnici pozitivan i aktivistički odnos prema kreativnosti ne 'pretaču' u školsku praksu, kao i koji su preduslovi koje je potrebno ispuniti da bi se to ostvarilo.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Manifestation and encouragement of creativity in primary school from the teachers' perspective, Ispoljavanje i podsticanje kreativnosti u osnovnoj školi iz perspektive nastavnika",
pages = "130-108",
number = "1",
volume = "45",
url = "https://hdl.handle.net/21.15107/rcub_reff_4189"
}

Bodroža, B., Maksić, S.,& Pavlović, J.. (2013). Manifestation and encouragement of creativity in primary school from the teachers' perspective. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 45(1), 108-130.
https://hdl.handle.net/21.15107/rcub_reff_4189

Bodroža B, Maksić S, Pavlović J. Manifestation and encouragement of creativity in primary school from the teachers' perspective. in Zbornik Instituta za pedagoška istraživanja. 2013;45(1):108-130.
https://hdl.handle.net/21.15107/rcub_reff_4189 .

Bodroža, Bojana, Maksić, Slavica, Pavlović, Jelena, "Manifestation and encouragement of creativity in primary school from the teachers' perspective" in Zbornik Instituta za pedagoška istraživanja, 45, no. 1 (2013):108-130,
https://hdl.handle.net/21.15107/rcub_reff_4189 .

TY  - JOUR
AU  - Pavlović, Jelena
AU  - Maksić, Slavica
AU  - Bodroža, Bojana
PY  - 2013
UR  - http://ipir.ipisr.org.rs/handle/123456789/708
UR  - http://reff.f.bg.ac.rs/handle/123456789/4190
AB  - This paper reports the results of research into teachers’ implicit theories ofcreativity. The implicit theories of creativity held by teachers may influence theireducational practice and attitude toward students’ creativity and its development.The participants were 144 primary school teachers from Serbia. The teachers wereadministered a questionnaire that included an open ended question asking them todefine creativity. The teachers’ responses were then qualitatively analyzed in linewith the Four P’s model of creativity. The most frequent responses belonged to thecategory of the creative person, followed by those responses that pointed to thecreative process. The creative person was described in terms of personality, ability,motivation, talent and giftedness, as well as knowledge. The creative process includedcognitive, expressive, practical and imaginative aspects. The implicit individualismin teachers’ theories of creativity is discussed in the light of nurturing studentcreativity at school.
PB  - Republic of Korea : Seoul National University, 1 Gwanak-ro, Gwanak-gu
T2  - The international journal of creativity & problem solvingthe international journal of creativity & problem solving
T1  - Implicit individualism in teachers’ theories of creativity: through the “four p’s” looking glass
EP  - 57
IS  - 1
SP  - 39
VL  - 23
UR  - https://hdl.handle.net/21.15107/rcub_reff_4190
ER  - 

@article{
author = "Pavlović, Jelena and Maksić, Slavica and Bodroža, Bojana",
year = "2013",
abstract = "This paper reports the results of research into teachers’ implicit theories ofcreativity. The implicit theories of creativity held by teachers may influence theireducational practice and attitude toward students’ creativity and its development.The participants were 144 primary school teachers from Serbia. The teachers wereadministered a questionnaire that included an open ended question asking them todefine creativity. The teachers’ responses were then qualitatively analyzed in linewith the Four P’s model of creativity. The most frequent responses belonged to thecategory of the creative person, followed by those responses that pointed to thecreative process. The creative person was described in terms of personality, ability,motivation, talent and giftedness, as well as knowledge. The creative process includedcognitive, expressive, practical and imaginative aspects. The implicit individualismin teachers’ theories of creativity is discussed in the light of nurturing studentcreativity at school.",
publisher = "Republic of Korea : Seoul National University, 1 Gwanak-ro, Gwanak-gu",
journal = "The international journal of creativity & problem solvingthe international journal of creativity & problem solving",
title = "Implicit individualism in teachers’ theories of creativity: through the “four p’s” looking glass",
pages = "57-39",
number = "1",
volume = "23",
url = "https://hdl.handle.net/21.15107/rcub_reff_4190"
}

Pavlović, J., Maksić, S.,& Bodroža, B.. (2013). Implicit individualism in teachers’ theories of creativity: through the “four p’s” looking glass. in The international journal of creativity & problem solvingthe international journal of creativity & problem solving
Republic of Korea : Seoul National University, 1 Gwanak-ro, Gwanak-gu., 23(1), 39-57.
https://hdl.handle.net/21.15107/rcub_reff_4190

Pavlović J, Maksić S, Bodroža B. Implicit individualism in teachers’ theories of creativity: through the “four p’s” looking glass. in The international journal of creativity & problem solvingthe international journal of creativity & problem solving. 2013;23(1):39-57.
https://hdl.handle.net/21.15107/rcub_reff_4190 .

Pavlović, Jelena, Maksić, Slavica, Bodroža, Bojana, "Implicit individualism in teachers’ theories of creativity: through the “four p’s” looking glass" in The international journal of creativity & problem solvingthe international journal of creativity & problem solving, 23, no. 1 (2013):39-57,
https://hdl.handle.net/21.15107/rcub_reff_4190 .