Structuring lessons or structuring knowledge – what does it tell us about the teaching practice?
Конференцијски прилог (Објављена верзија)
Метаподаци
Приказ свих података о документуАпстракт
Practically all didactic textbooks and manuals more or less explicitly emphasize
the importance of structuring in teaching. Authors often stress that teachers
should begin the lesson with an overview, gradually present the material, and
repeat the most important parts of the lesson at the end of the lecture (Trnavac &
Đorđević, 2010; Vilotijević, 1999). These procedures mainly pertain to the organization
of teaching activities, and we refer to them as structuring lessons. In literature, there
are also recommendations regarding students linking the current topic with previously
processed content, students connecting the content with topics addressed in other
teaching subjects, and so forth (Pešikan, 2001; Šefer, 1991). This form of structuring
could be labeled as structuring knowledge.
The aim of this study was to investigate whether both forms of structuring
were equally represented in the teaching practice in Serbia or whether one of them
was predominant (and if so, which ...one). The significance of the results lies in their
usefulness in discovering the predominant teacher orientation. Therefore, this paper
implicitly addresses the more general question of whether the education practice
in Serbia focuses on the activities of teachers (structuring lessons), student learning
(structuring knowledge), or both two forms of structuring equally.
Кључне речи:
structuring in teaching / structuring lessons / structuring knowledge / linking the current topic with previously processed content / teaching subjectsИзвор:
The State, Problems, and Needs of the Modern Education Community: Book of Proceedings, 2022, 65-70Издавач:
- Institute for Educational Research, Belgrade
Финансирање / пројекти:
- Министарство науке, технолошког развоја и иновација Републике Србије, институционално финансирање - 200163 (Универзитет у Београду, Филозофски факултет) (RS-MESTD-inst-2020-200163)
Институција/група
Pedagogija / PedagogyTY - CONF AU - Milin, Vladeta PY - 2022 UR - http://reff.f.bg.ac.rs/handle/123456789/5632 AB - Practically all didactic textbooks and manuals more or less explicitly emphasize the importance of structuring in teaching. Authors often stress that teachers should begin the lesson with an overview, gradually present the material, and repeat the most important parts of the lesson at the end of the lecture (Trnavac & Đorđević, 2010; Vilotijević, 1999). These procedures mainly pertain to the organization of teaching activities, and we refer to them as structuring lessons. In literature, there are also recommendations regarding students linking the current topic with previously processed content, students connecting the content with topics addressed in other teaching subjects, and so forth (Pešikan, 2001; Šefer, 1991). This form of structuring could be labeled as structuring knowledge. The aim of this study was to investigate whether both forms of structuring were equally represented in the teaching practice in Serbia or whether one of them was predominant (and if so, which one). The significance of the results lies in their usefulness in discovering the predominant teacher orientation. Therefore, this paper implicitly addresses the more general question of whether the education practice in Serbia focuses on the activities of teachers (structuring lessons), student learning (structuring knowledge), or both two forms of structuring equally. PB - Institute for Educational Research, Belgrade C3 - The State, Problems, and Needs of the Modern Education Community: Book of Proceedings T1 - Structuring lessons or structuring knowledge – what does it tell us about the teaching practice? EP - 70 SP - 65 UR - https://hdl.handle.net/21.15107/rcub_reff_5632 ER -
@conference{ author = "Milin, Vladeta", year = "2022", abstract = "Practically all didactic textbooks and manuals more or less explicitly emphasize the importance of structuring in teaching. Authors often stress that teachers should begin the lesson with an overview, gradually present the material, and repeat the most important parts of the lesson at the end of the lecture (Trnavac & Đorđević, 2010; Vilotijević, 1999). These procedures mainly pertain to the organization of teaching activities, and we refer to them as structuring lessons. In literature, there are also recommendations regarding students linking the current topic with previously processed content, students connecting the content with topics addressed in other teaching subjects, and so forth (Pešikan, 2001; Šefer, 1991). This form of structuring could be labeled as structuring knowledge. The aim of this study was to investigate whether both forms of structuring were equally represented in the teaching practice in Serbia or whether one of them was predominant (and if so, which one). The significance of the results lies in their usefulness in discovering the predominant teacher orientation. Therefore, this paper implicitly addresses the more general question of whether the education practice in Serbia focuses on the activities of teachers (structuring lessons), student learning (structuring knowledge), or both two forms of structuring equally.", publisher = "Institute for Educational Research, Belgrade", journal = "The State, Problems, and Needs of the Modern Education Community: Book of Proceedings", title = "Structuring lessons or structuring knowledge – what does it tell us about the teaching practice?", pages = "70-65", url = "https://hdl.handle.net/21.15107/rcub_reff_5632" }
Milin, V.. (2022). Structuring lessons or structuring knowledge – what does it tell us about the teaching practice?. in The State, Problems, and Needs of the Modern Education Community: Book of Proceedings Institute for Educational Research, Belgrade., 65-70. https://hdl.handle.net/21.15107/rcub_reff_5632
Milin V. Structuring lessons or structuring knowledge – what does it tell us about the teaching practice?. in The State, Problems, and Needs of the Modern Education Community: Book of Proceedings. 2022;:65-70. https://hdl.handle.net/21.15107/rcub_reff_5632 .
Milin, Vladeta, "Structuring lessons or structuring knowledge – what does it tell us about the teaching practice?" in The State, Problems, and Needs of the Modern Education Community: Book of Proceedings (2022):65-70, https://hdl.handle.net/21.15107/rcub_reff_5632 .
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