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Participatory evaluation in education for sustainable development
(Institute for Pedagogy and Andragogy Faculty of Philosophy, University of Belgrade, SerbiaDepartment of Social Work and Social Pedagogy Centre for Innovation in the Early Years Ghent University, Belgium, 2019)
In this paper we are reconsidering which approach to evaluation suits the best to education for sustainable development. We approach the evaluation in education for sustainable development through mapping key points in a ...
Diversification - meanings and policies in practice of preschool education in Serbia / Diversifikacija - značenja i politike u praksi predškolskog vaspitanja i obrazovanja u Srbiji
(Filozofski fakultet Univerziteta u Beogradu Institut za pedagogiju i andragogiju, 2014)
Ako želimo da predškolsko vaspitanje i obrazovanje stvarno poprimi odlike otvorenosti, autentičnosti i demokratičnosti u kome se dete sagledava kao kompetentno biće sa autentičnim načinom izražavanja i učenja, u kome se ...
How to educate teachers: What can we learn from research insights on teaching and teacher education in Serbia and from contemporary understandings of teaching?
(Institute for Pedagogy and Andragogy, Faculty of Philosophy, University of Belgrade, SerbiaInstitut für Erziehungswissenschaft Justus-Liebig-Universität Gießen, Germany, 2018)
Inspired by the fact that teacher education is often seen as the cause of low quality of
teaching, but also as a potential solution to this problem, in the paper we look for recommendations on how to educate teachers in ...
Teacher research: From theoretically-conceptual framework to the practice landmarks.
(Faculty of Philosophy, University of Belgrade, Serbia Institute for Pedagogy and AndragogyFaculty of Adult Education and HRD, University of Pécs, Hungary, 2013)
Teacher research is long– known concept in pedagogical literature and the phenomenon not new in the practice. However, there are different ways of conceptualising this kind of research and many dilemmas concerning its ...
Early childhood workforce in Serbia as a policy issue
(Abingdon, Oxon ; New York : Routledge, 2019)
The chapter focuses on early childhood workforce in Serbia as a policy issue, addressing the matters of early childhood education and care (ECEC) teachers’ profession, their initial and ongoing education, other professionals ...
Education for sustainable development and preschool teachers’ competencies
(Institut za pedagogiju i andragogijuDepartment of Social Work and Social Pedagogy Centre for Innovation in the Early Years Ghent University, Belgium, 2019)
Within the 2030 Agenda for Sustainable Development, inclusive quality education is
defined as one of the main sustainable development goals (SDG 4). According to the
UNESCO, education has also been recognised as the main ...
Povratak u budućnost − aktuelnost ideja Vićentija Rakića o vaspitanju igrom i umetnošću
(Institut za pedagogiju i andragogijuPedagoško društvo Srbije, 2017)
Ovaj rad teži da vrati u pedagošku diskusiju teoriju vаspitаnjа igrom i umetnošću Vićentijа
Rаkićа, osvetljаvаjući njenu aktuelnost u izаzovimа sа kojimа nаs suočаvаju kompleksnost
sаvremenog vaspitnog kontekstа i ...
Challenges of democratisation: development of inclusive education in Serbia
(Bulgaria : Bulgarian Comparative Education Society, 2013)
Educational reforms, as initiated in Serbia in 2001, were based on the concept ofquality education for all. This concept was put into practice as an inclusive approachin 2010/11. Inclusive education has been defined as a ...
Serbia
(Springer International Publishing, 2015)
Conditions for literacy development among the Serbs were created by accepting Christianity and developing the Slavic language in the form of Cyrillic in the ninth century. The earliest Serbian schools originate from the ...
Građansko vaspitanje u Srbiji - perspektive nastavnika i učenika srednjih škola
(Institut za društvena istraživanja u ZagrebuHrvatska : GONG, 2016)
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 ...