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Reflective practice in early childhood care and education learning communities: the most significant change stories
No full textReflective practice in learning communities is becoming increasingly important for Early
childhood care and education (ECCE) practitioners to continue their professional development.
This paper explores the professional change experienced by ECCE teachers and counsellors
while applying the Model of the Professional Learning Community (MoPLC), which promoted
reflective social practice. This program was organized into four stages: 1) two-day training on
implementation of MoPLC for ECCE practitioners; 2) six months of reflexive practice in
professional learning communities covering topics relevant to the development of curriculum
within the preschool institution (PI); 3) one-day professional meeting of PIs that started with
the implementation of MoPLC at the same time, focused on further analysis of practices and
the formulation of action plans; 4) implementation of action plans within each PI during the
six months. The main research questions were: 1) What changes do practitioners perceive in
reflective-social practice as a result of implementing the MoPLC? 2) Which professional
changes are considered the most significant and why? The participants were 22 practitioners
(6 ECCE counsellors) from five PIs that started implementing the new ECCE curriculum
“Years of Ascent” in 2019. We used the participatory technique, The most significant change
(MSC) stories, to enable the evaluation of changes in complex reform processes of professional
learning. Practitioners wrote stories six months after the implementation of the MoPLC in their
PIs (January-February 2023). Writing of the stories was prompted with several questions,
including what their most significant change was and why. To identify the most significant
changes, thematic analysis was conducted on 121 sentences from stories. Most participants
recognize differences in their reflective social practice due to implementing the MoPLC.
However, only 55% value this professional change as the most significant for strengthening
their practice. Unlike ECCE counsellors, a quarter of teachers had difficulty articulating
reflective insights regarding their practice, i.e., defining why the change is significant. This
might be related to differences in the levels of metacognitive competencies in teachers vs.
counsellors, which is crucial for critical reflection during professional learning. The question
of further improvement of the training programme within the MoPLC in developing
metacognitive competencies is raised.Knjiga rezimea: XXX međunarodni naučni skup Empirijska istraživanja u psihologiji 22-24. mart 2024, Filozofski fakultet, Univerzitet u Beograd
Faktori čitalačke kompetencije učenika
No full textMeđunarodna studija čitalačke pismenosti učenika četvrtog razreda PIRLS, koja je
2021. godine prvi put sprovedena u Srbiji, predstavlja važan korak u razumevanju
faktora koji doprinose razvoju potencijalno najvažnije akademske veštine. Čitalačka
pismenost je definisana kao „sposobnost da se razumeju i koriste oni pisani jezički
oblici koje zahteva društvo” i pri tome su u fokusu dve opšte svrhe čitanja: radi
književnog iskustva i radi pronalaženja i upotrebe informacija (Ranđelović, Đukić,
Karalić, Čaprić i Radulović, 2023). Kognitivni procesi koji omogućavaju ostvarivanje
svrhe čitanja variraju u pogledu svoje složenosti i pokrivaju spektar saznajnih
procesa u okviru Revidirane Blumove taksonomije (Anderson et al., 2001; Kratcwohl,
2002). Čitalačka pismenost ima uticaja na uspešnost funkcionisanja u obrazovnom
kontekstu i mimo njega (Kirsch, Jungeblut, Jenkins, & Kolstad, 1993; Kirsch et al.,
2002), povezana je sa postignućima iz matematike u okviru studije TIMSS (Caponera,Sestito, & Russo, 2016), preduslov je za sticanje tzv. disciplinarne pismenosti u
okviru specifičnih oblasti i uspešnog nastavka školovanja (Shanahan & Shanahan,
2008). Rezultati istraživanja PIRLS pokazali su da učenici četvrtog razreda u Srbiji
imaju nešto viša postignuća od internacionalnog proseka (514), a nešto su bolji u
domenu čitanja radi književnog iskustva (518) u odnosu na postignuća u čitanju radi
pronalaženja i korišćenja informacija (511) (Ranđelović i sar., 2023)
Podsticajno kućno okruženje i razvoj čitalačkih kompetencija: broj knjiga i/ili učestalost čitanja sa decom
No full textBrojna istraživanja pokazuju da kvalitet kućnog okruženja u vezi sa čitalačkom
pismenošću (Pismenost u kućnom okruženju, Home Literacy Environment – HLE)
doprinosi razvoju (rane) čitalačke pismenosti kod dece (npr. Dong, Wu, Dong, &
Tang, 2020; Hamilton, Hayiou-Thomas, Hulme, & Snowling, 2016; National Early
Literacy Panel, 2008; OECD, 2012; Sénéchal & LeFevre, 2014; Van Bergen, Zuijen,
Bishop, & Jong, 2017). Konstrukt HLE je definisan kao skup različitih faktora kao
što su: uverenja roditelja o pismenosti/čitanju; uključivanje roditelja u aktivnosti
koje podstiču razvoj (rane) pismenosti; bogatstvo kućnih resursa (npr. broj knjiga,
štampanih izvora, računara); uključenost dece u sistem predškolskog vaspitanja i
obrazovanja (PVO); obrazovanje roditelja, socioekonomski status porodice
Uticaj roditelja na self-koncept učenika i njihovu motivaciju u domenu čitanja
No full textKomparativna međunarodna i domaća istraživanja potvrđuju da uverenja,
očekivanja i aktivnosti roditelja sa decom utiču na njihova kasnija postignuća i odnos
prema školi (Džinović, Đerić i Malinić, 2021; Đerić, Đević, i Malinić, 2020; Đević,
Stanišić, i Vujačić, 2021; Radišić i Ševa, 2017; Maksić, Vesić i Tenjović, 2017). Ono
šta roditelji govore, rade i u šta veruju pravi razliku između dece u pogledu razvoja
njihove čitalačke pismenosti (Baker, 2003; Baker & Scher, 2002). U odnosu na Srbiju
u kojoj su studije o čitalačkoj pismenosti na predškolskom i ranom školskom uzrastu
još uvek u začetku (npr. Radišić i Ševa, 2013; Ševa, 2019), u svetu se ovaj problem
proučava već više decenija. Inostrane studije koje se bave proučavanjem interakcija,
resursa i stavova prema čitalačkoj pismenosti u kontekstu porodice uzimaju u obzir
varijable kao što su: obrazovni nivo i očekivanja roditelja, roditeljsko modelovanje
ponašanja dece u pogledu čitalačke pismenosti, uverenja roditelja o vrednosti
čitanja, zainteresovanost dece za čitanje i tome slično (Yeo & Ng, 2014)
Computational and Algorithmic Thinking, Programming, and Coding in the School Mathematics Curriculum: Sharing Ideas and Implications for Practice
No full textComputational/algorithmic thinking, programming, and coding are emerging areas of importance for mathematics thinking and are increasingly being located in the school mathematics curriculum in countries worldwide. This Discussion Group provided an opportunity to examine these international trends for curriculum, and teaching — in the compulsory years of schooling and in the senior high school years — and the need for appropriate policy responses
Схватања наставника у Србији о различитим аспектима планирања кооперативног учења у настави
No full textHaving in mind the significance of students’ mutual cooperation in the learning process, we conducted a study with the aim of understanding teachers’ perspectives on different aspects of planning cooperative learning in the classroom. The sample comprised 19 teachers employed at primary and secondary schools in Belgrade, Pančevo, and the municipality of Obrenovac. The data was collected using the interview technique and processed via thematic content analysis. The findings suggest that although teachers shaped cooperative learning by creating different assignments for students, they most often equated this form of learning with one-dimensional peer tutoring. Teachers’ contemplations about planning cooperative learning were shaped by numerous stereotypes and misconceptions, whose origin can be linked to deeply rooted elements of the traditional (instructional) method of class organization. We conclude that despite certain teachers’ initiatives to implement cooperative learning in our midst, there is a conspicuous lack of understanding of the intertwining dimensions of cooperative learning. Teachers require support that surpasses the usual forms of professional development and encompasses large-scale educational projects connecting schools and scientific institutions and offering teachers longitudinal facilitation in cooperative learning class preparationИмајући у виду значај међусобне сарадње ученика приликом учења, реализовале смо истраживање чији је циљ разумевање перспективе наставника о различитим аспектима планирања кооперативног учења у настави. У истраживању је учествовало 19 наставница из основних и средњих школа са територије града Београда и Панчева, као и са територије општине Обреновац. Техником интервјуисања прикупљени су подаци који су обрађени применом тематске анализе садржаја. Налази истраживања указују на то да, иако наставнице обликују кооперативно учење креирањем различитих задатака за ученике, најчешће поистовећују ово учење са једнодимензионалним вршњачким подучавањем. Промишљања наставница о припреми кооперативног учења обојена су бројним стереотипима и мисконцепцијама, чије се порекло може повезати са дубоко укорењеним елементима традиционалног (предавачког) начина организовања наставе. Закључујемо да је, упркос иницијативи појединих наставника да реализују кооперативно учење у нашој средини, приметан недостатак разумевања прожимајућих димензија кооперативног учења. Наставницима је потребна подршка која превазилази уобичајене форме стручног усавршавања и подразумева образовне пројекате већих размера између школа и научних институција у оквиру којих би се наставницима пружала лонгитудинална фацилитација у припреми часова за кооперативно учење
Innovative continuous professional development: evaluation of training on reflective-social practice in the professional learning community model
No full textВ данной статье исследуется мнение
практикующих педагогов о рефлексивных методах,
используемых в обучении по модели профессионального
сообщества обучения (ПСО). Также изучается качество
сценариев, созданных практиками, направленными на
формирование рефлексивно-социальной практики в
дошкольных учреждениях (ДОУ).This paper examines practitioners' perspectives on reflective techniques used in training on the Professional Learning Community Model (PLC). In addition, a study analyses the quality of scenarios that practitioners construct to build reflective social practice in preschool institutions (PI).Международной научно-практической конференции, посвящённой 85-летию доктора психологических наук, профессора, заслуженного работника высшей школы РФ, заслуженного профессора РУДН им. Патриса Лумумбы Александра Ивановича Крупнова, Личность в современном обществе: исследование, образование, развити
Teachers’ self-efficacy in working with children with disabilities
No full textУвереност наставника у сопствену способност за рад са уче-
ницима са сметњама у развоју чини кључни предуслов за успешну реали-
зацију наставног процеса. Циљ: Циљ истраживања био је утврђивање
самоефикасности наставника за извођење наставног процеса са децом
са сметњама у развоју, разлике које постоје у перципираној самоефикас-
ности у односу на врсту школе, те повезаности година старости и рад-
ног искуства наставника са перципираном самоефикасношћу. Метод: У
истраживању је учествовало 85 наставника (54 наставника из редовних
школа и 31 наставник из специјалних школа). За процену самоефикаснос-
ти наставника коришћена је Скала ефикасности наставника за инклу-
зивну праксу (The Teacher Efficacy for Inclusive Practices Scale). Фактори као
што су врста школе, године старости и године радног искуства испитани
су посебно конструисаним упитником. Резултати: Резултати истражи-
вања показују како наставници имају прилично висок ниво перципиране
ефикасности за скалу у целости (AS=85,69, SD=20,09). Висока самоефикас-
ност запажена је у областима које се односе на сарадњу (AS=28,98, SD=7,09)
и управљање понашањем (AS=28,87, SD=7,58), док је у области извођења ин-
клузивне наставе забележен мало нижи ниво самоефикасности (AS=24,41,
SD=5,60). Наставници редовних школа су своју ефикасност у управљању
понашањем проценили значајно вишом (U=1067,00, p=0,04) у односу на
наставнике из специјалних школа. Резултати су такође показали да је
самоефикасност у управљању понашањем у статистички значајној вези
са годинама старости наставника (rs =0,28, p=0,01), а забележена је и
гранична статистичка значајност са годинама радног искуства (rs=0,22,
p=0,06). Закључак: Наставници показују прилично висок ниво самоефи-
касности за извођење наставног процеса са децом са сметњама у развоју.
Разлике које постоје између наставника редовних и специјалних школа по
питању самоефикасности у управљању понашањем могу се тумачити
кроз повезаност година старости и радног искуства са самоефикасношћу.The teacher’s confidence in their own ability to work with
students with disabilities is an important prerequisite for the successful
implementation of the teaching process. Goal. The purpose of this study was
to determine teacher’s self-efficacy in carrying out the teaching process with
children with disabilities, differences in perceived self-efficacy in relation to
type of school, and the correlation between age and length of professional
experience with perceived self-efficacy. Method. 85 teachers participated in
this study (54 from the regular education system and 31 from schools for
children with disabilities). The Teacher Efficacy for Inclusive Practices Scale
was used to assess teacher’s self-efficacy. Factors, such as type of school,
age, and length of professional experience were examined using a specially
constructed questionnaire. Results. Results of this study show that the
average score across the scale indicates a high level of teacher self-efficacy (AS
= 85.69, SD = 20.09). A high level of self-efficacy was observed in the areas of
collaboration (AS = 28.98, SD = 7.09) and behavior management (AS = 28.87,
SD = 7.58), while the level of self-efficacy for the area of inclusive teaching
was slightly lower (AS = 24.41, SD = 5.60). Teachers from regular schools
rated their effectiveness in behavior management significantly better (U =
1067.00, p = 0.04) than teachers from special schools. Self-efficacy in behavior
management was statistically significantly related to teachers’ age (rs = 0.28, p =
0.01), while a borderline statistical significance was registered for the length of
professional experience (rs = 0.22, p = 0.06). Conclusion. Teachers have a fairly
high level of self-efficacy in conducting the teaching process with children
with disabilities. The differences between regular and special school teachers
regarding self-efficacy in behavior management can be interpreted through
the association of age and professional experience with self-efficacy
Short Form of Mental Health Literacy Questionnaire for Adults: Psychometric Properties of Serbian Version
No full textMental health literacy (MHL) has been widely explored by researchers who focus on youth mental health. However, there is little data related to the validity and reliability of the tools for the assessment of MHL constructs. The present study aimed to adapt the short version of Mental Health Literacy Questionnaire for young adults in Serbian sample and examine its psychometric properties. Translation and adaptation of items were performed using the following procedures: item are translated from English or Serbian by a bilingual translator and using a think-aloud procedure, back-translation, semantic comparison of the translation, and analysis of the translated version by the original version of the manuscript. The sample consisted of 344 participants aged 17 to 25 years, which is in accordance with the recommended number of participants needed for quantitative instrument validation studies. Confirmatory factor, internal consistency, and external validity analyses were performed. The results supported the validity of a shorter version of the questionnaire (MHLq-SVa), composed of 16 items that fit with four previously defined MHL dimensions (knowledge, beliefs, help-seeking intentions, and self-help strategies). Internal consistency, between-factor correlations, and correlations with other relevant mental health constructs further supported the adequacy of the instrument’s psychometric properties. We recommend the MHLq-SVa as valid and reliable measure for assessing MHL in young adults and encourage further exploration at more diverse and representative samples
How 7th-grade students in Serbia identify and analyze environmental issues?
No full textKoristeći međunarodni upitnik za ispitivanje ekološke pismenosti (MSELS), utvrđen je nivo kognitivnih veština učenika sedmog razreda osnovne škole u Srbiji (n=877). Maksimalni skor na skali kognitivnih veština je iznosio 60 poena, a učenici su prosečno osvojili 25,97 poena. Na različitim vrstama zadataka postignuti su podjednaki rezultati: zadaci koji mere prepoznavanje problema (8,27), analiza problema (8,96), kao i planiranje aktivnosti za rešavanje problema (8,74). Kao način da se kognitivne veštine učenika podstaknu, u radu je predstavljen primer zadatka kojim se zahteva od učenika da analiziraju opisani problem zagađenja reke i da koncipiraju strategije za njegovo rešenje.Using the international environmental literacy survey (MSELS), the level of cognitive skills of seventh-grade elementary school students in Serbia (n=877) was determined. The maximum score on the cognitive skills scale was 60 points, and the students scored an average of 25.97 points. Students performed similarly on all task types: tasks that measure issue identification (8.27), issue analysis (8.96), as well as planning activities to solve issues (8.74). As a way to encourage students' cognitive skills, the paper presents an example of a task that requires students to analyze the specific problem of river pollution and to devise strategies for its solution.Related to poster: [https://ipir.ipisr.org.rs/handle/123456789/1167]Kratki izvodi radova: Univerzitet u Nišu - Prirodno-matematički fakultet, Niš, 8. i 9. jun 202