8 results
Search Results
2. MODERN ACTION RESEARCH AND METHODOLOGICAL TRAINING OF REFLECTIVE TEACHING PRACTITIONERS.
- Author
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Maksimović, Jelena and Banđur, Veljko
- Subjects
REFLECTIVE teaching ,TEACHER self-evaluation ,TEACHER researchers ,THEORY of knowledge ,INTELLECT - Abstract
Action research is based on dialectical and constructivist epistemology, which emphasizes the pedagogical understanding of phenomena rather than their scientific interpretation. The rationale of this study, which is not value-neutral, is phenomenology, as it tries to view the whole phenomena (holistic approach). Action research is primarily based on the need for reflective teaching practitioners, rather than on ideas of individuals or institutions outside the school context, and this type of research, unlike other research approaches, is the closest to the modern notion of practice. This paper discusses the importance of contemporary action research in teachers' activity, through which they can solve identified problems and improve their practices in line with the autonomously set targets. The authors focus on the methodological training of reflective teaching practitioners. [ABSTRACT FROM AUTHOR]
- Published
- 2013
3. Дидактичке основе и образовно-васпитни ефекти индивидуално планиране наставе2
- Author
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Јерковић, Љиљана С.
- Subjects
INDIVIDUALIZED instruction ,GROUP work in education ,ACTION research ,EDUCATORS ,EXPERIMENTAL groups ,COMPLEXITY (Philosophy) - Abstract
Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2019
- Full Text
- View/download PDF
4. Dometi i ograniĉenja kvalitativnih istraţivanja u pedagogiji
- Author
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Ševkušić, Slavica, Gojkov, Grozdanka, Grandić, Radovan, and Stojnov, Dušan
- Subjects
kvalitativna metodologija, akciono istraživanje, evaluacija obrazovnih programa ,action research ,evaluation of education programs ,kvalitativna metodologija ,qualitative methodology ,qualitative methodology, action research, evaluation of education programs ,evaluacija obrazovnih programa ,akciono istraživanje - Abstract
Cilj rada je da se ukaţe na prednosti i ograniĉenja kvalitativnih istraţivaĉkih pristupa u saznavanju i unapreĊivanju pedagoške stvarnosti, kao i da se ukaţe na mogućnosti i probleme kombinovanja kvalitativnih i kvantitativnih metoda u prouĉavanju odreĊenih pedagoških problema. U prvom delu rada, razmatraju se teorijske pretpostavke koje leţe u osnovi kvalitativnih istraţivaĉkih pristupa, predstavljajući ih kao kritiĉke i kao komplementarne kvantitativnim pristupima. Diskutujemo o posebnim pitanjima koja smatramo vaţnim za polje kvalitativnog pedagoškog diskursa: o kriterijumima nauĉnosti, strategijama formiranja uzorka i relevantnosti ovih istraţivanja za praksu i planiranje obrazovne politike. Detaljnije su razmotrena tri kvalitativna istraţivaĉka pristupa: studija sluĉaja, etnografski pristup i akciono istraţivanje, odnosno dometi i ograniĉenja primene ovih pristupa u prouĉavanju pedagoških fenomena. Na kraju prvog dela rada, raspravljamo o mogućnostima i ograniĉenjima istraţivaĉkih nacrta u kojima se kombinuju kvalitativne i kvantitativne metode. U drugom delu rada, na primeru našeg akcionog istraţivanja u osnovnoj školi ilustrujemo doprinos ovog pristipa saznavanju i menjanju pedagoške stvarnosti. Reĉ je o razvijanju i evaluaciji alternativnog programa razredne nastave, ĉija je jedna od osnovnih karakteristika primena grupno-istraţivaĉkog modela uĉenja. U istraţivaĉkom nacrtu kombinovani su kvalitativni i kvantitativni postupci i tehnike za prikupljanje podataka. Detaljnije je prikazan deo rezultata istraţivanja koji se odnosi na primenu grupno-istraţivaĉkog rada uĉenika u nastavi na tematski organizovanim nastavnim sadrţajima Poznavanja društva u ĉetvrtom razredu, kao ilustracija mogućnosti akcionog istraţivanja da doprinese lakšem uvoĊenju inovacija u pedagošku praksu. U tom smislu, kao poseban doprinos istraţivanja, dajemo predlog za izmene u programskim sadrţajima ovog predmeta i pristupima za njihovo izuĉavanje., The goal of this paper is to point out to the advantages and limitations of qualitative research approaches in learning about and advancing the pedagogical reality, as well as to point out to the possibilities and problems of combining qualitative and quantitative methods in studying certain pedagogical problems. In the first part of the paper, we discuss theoretical assumptions underlying qualitative research approaches, presenting them as critical and complementary to quantitative approaches. We discuss special issues that we consider important for the field of qualitative pedagogical discourse: the criteria of scientific nature, the strategies for sample formation and relevance of these types of research for practice and planning of educational policy. Three qualitative research approaches have been considered in more detail: case study, ethnographic approach and action research, that is, the scope and limitations of application of these approaches in studying pedagogical phenomena. In the end of the first part of the paper, we discuss the possibilities and limitations of research designs that combine qualitative and quantitative methods. In the second part of the paper, on the example of our action research in primary school, we illustrate the contribution of this approach to learning about and changing the pedagogical reality. We are dealing with the development and evaluation of an alternative program of primary school, which has as one of its basic characteristics the application of group-investigation model of learning. This research design combines qualitative and quantitative procedures and data collection techniques. There is a more detailed presentation of that portion of research results that refers to the application of group-investigation work of pupils in class on topically organised teaching contents of Social Science in the fourth grade, as an illustration of the possibilities of action research to contribute to the easier introduction of innovations in educational practice. In that sense, as a special contribution of this research, we provide a suggestion for changes in program contents of this subject and approaches to their studying.
- Published
- 2008
5. Women in prison in Serbia: Living conditions for female prisoners in the correctional institution for women in Požarevac
- Author
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Ćopić Sanja and Šaćiri Bejan
- Subjects
prison ,women ,living conditions ,action research ,Serbia ,Criminal law and procedure ,K5000-5582 - Abstract
The Correctional Institution for Women in Požarevac is the only institution in Serbia for serving prison sentence by female persons. In order to find out what the living conditions in this institution are, Victimology Society of Serbia conducted an action research in 2011 and 2012. The data was collected through observation of the conditions in the female prison and through interviews with female prisoners and the prison staff. The data was analyzed by the use of both qualitative and quantitative methods. The aim f this paper is to present the results of the research in regard to the living conditions for female prisoners. The data is analyzed in the light of the Law on the execution of the criminal sanctions of the Republic of Serbia and the UN Rules for the Treatment of Women Prisoners and Non-custodial Measures for Women Offenders (the Bangkok Rules).
- Published
- 2012
- Full Text
- View/download PDF
6. Elements of Social Action.
- Author
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Marjanović, Miloš
- Subjects
- *
SOCIAL action , *PARTICIPATION , *SOCIAL policy , *CRITICAL pedagogy , *ACTION research , *SOCIOLOGY - Abstract
Because of the significant analytical advantages, the author prefers social action as initial sociological concept in the relation to social phenomenon. Its basic elements are: actors, subjects and tools, needs and interests, values and norms, positions and roles. Actors set in motion and unify the rest of elements, guide to the magic triangle of sociology (movement, change, order), reaffirm actor paradigm to systemic paradigm. Subjects and tools materialize an action and its overestimate results in technological determinism or (by means of property as institutional appropriation of nature) in the (un)classed historical type of society. Needs and interests are the basis of person's motivation and starting point for depth analysis of sociability. The expansion of legitimate interests circle develops techniques of normative regulation. Values and norms guide to institutional-organizational, positions to vertical and roles to horizontal structure. Values give the meaning to the action as well as to human existence, they are orientations of motivate system of personality but also basic aspect of society. As abstractions, values are latent background of norms and they tell to us what to do, and norms how to do something. Norms are specified instructions for suitable behavior Without normative order, not to be possible the satisfying of needs and the conciliation of interests. Riches, power and prestige are components of social position, and legal status is the determination of rights and obligations of the position. Roles are normative expectation of behavior. Toward kinds of sanctions roles are classified. Roles but also other elements of social action are starting point for sociological analysis of legal norms and institutes. On the other side, the observation of legal component of social actions enriches, strengths and precises sociological analysis of them. [ABSTRACT FROM AUTHOR]
- Published
- 2011
- Full Text
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7. Razvoj nastave krizne pedagoške psihologije i formiranje stručnjaka za rad sa osobama sa smetnjama i poremećajima u razvoju
- Author
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Arsenović Pavlović, Marina, Jolić Marjanović, Zorana, Antić, Slobodanka, Kovačević, Jasmina, and Vučinić, Vesna
- Subjects
promena kurikuluma ,analiza kurikuluma ,action research ,curriculum design ,curriculum change ,nova pozicija naučnika ,A new position of scientists ,konstrukcija kurikuluma ,akciono istraživanje ,the analysis of the curriculum - Abstract
Pozicija naučnika-istraživača je danas bitno izmenjena, jer on ne otkriva fenomen koji će izučavati, nego ga sam aktivno konstruiše. Konstrukcija kurikuluma Pedagoške psihologije za studente koji se obrazuju za profesionalni rad sa osobama sa poremećajima i smetnjama u razvoju, je akciono istraživanje (AI) koje je započelo osnivanjem Fakulteta i traje do današnjeg dana. Ovaj rad deo je refleksivne faze tog AI i ima za cilj analizu programa pomenutog predmeta. Jedinica analize u radu je sam kurikulum, a unutar njega se razmatraju ciljevi, teme i sadržaji od 1986. godine do danas. Rezultati analize pokazuju da su se teme i sadržaji u naučnoistraživačkom i nastavnom radu sa studentima FASPER-a menjali, tako da budu u funkciji potrebа, koje proističu iz karakteristika društvenog okruženja u kome će budući profesionalci raditi: primena dramskih radionica u edukativne, vaspitne i rehabilitacione svrhe, školski strahovi učenika, znanja dece o sopstvenim pravima i participaciji u školi, mišljenja nastavnika o inkluziji i promenama u školi, predstave i stavovi nastavnika o dečijim potrebama, feminizacija obrazovanja, uticaj krize na naučni podmladak, sociokulturni hendikep dece Roma, socijalna distanca dece Roma i ne-Roma, socijalna distanca studenata prema Romima, samopoštovanje učenika Roma, etnički stereotipi i autostereotipi Roma i ne-Roma, opterećenost studenata i učenika itd. Rezultati istraživanja pokazuju da se obrazovni proces, shvaćen kao AI, ne može svesti na tretman, objektivno meriti i spolja oblikovati primenom psiholoških teorija i znanja. Ovo posebno važi na FASPER-u, jer je praktični cilj kursa edukacija budućih edukatora, tačnije formiranje refleksivnih praktičara koji će biti osposobljeni za istraživanje i menjanje pedagoške prakse i autonomno delovanje. Nowadays, the position of the scientist-researcher is significantly altered, for he does not reveal a phenomenon to study, but is actively constructing it. The construction of the curriculum of Educational Psychology, for students who will work with persons with developmental disabilities, is an action research (AR) that began with the establishment of the Faculty, and lasts to this day. This paper is a part of the reflexive phase of the AR, and is aimed at the analysis of the aforementioned curriculum. The unit of the analysis is the curriculum itself, and its goals, themes and contents are being considered, from the year 1986 until today. Results of the analysis show that themes and contents, that students are introduced to, tend to change, in order to meet the needs arising from the social environment they work in as professionals: for example, the use of drama workshops for educational and rehabilitation purposes, school fears of students, knowledge of children about their rights and the participation in the school, teachers' opinions about the inclusion and changes in the school performance, attitudes of teachers toward children's needs, feminization of education, impact of the society crisis on young researchers, socio-cultural handicap of Roma children, social distance of Roma and non-Roma students, social distance towards Roma students, self-esteem of Roma students, ethnic stereotypes and auto-stereotypes of Roma and non-Roma students, overburdening of students, etc. The results show that the educational process, understood as an AR, can not be reduced to treatment, objectively measured, and shaped from the outside by psychological theory and knowledge. This is especially true for the Faculty of Special Education and Rehabilitation (FASPER), since the practical goal of the curriculum is to educate future educators, as reflective practitioners who will be trained to research and change educational practice, as well as to act autonomously.
- Published
- 2010
8. Open preschool curriculum
- Author
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Miškeljin, Lidija and Зиндовић-Вукадиновић, Гордана
- Subjects
open curriculum ,research on practice ,креирање и програмирање васпитно-образовног рада ,action research ,отворени курикулум ,creating and programming of educational process ,акционо истраживање ,истраживање праксе - Abstract
У раду је приказан један облик акционог истраживања у развијању и обликовању отвореног курикулума васпитача дечјег вртића “Церак” у Београду. У првом делу рада приказана су тумачења теорије и праксе курикулума у васпитању и образовању. Разлике које постоје у тумачењима, схватањима и одређивању курикулума произилазе, пре свега, из оријентације самих аутора који их дефинишу и објашњавају, њихових личних ставова и односа према пракси курикулума. Приступ курикулуму који је заступљен у раду базира се на тврдњи и поставкама Стенхауса који курикулум посматра као процес и праксу, као и на радовима Н. Кинг која је указала на утицај контекста у пракси курикулума. Развијање отвореног курикулума у васпитно-образовном процесу посматра се кроз однос васпитача према процесу учења. Планирањем, вођењем, посматрањем и вредновањем васпитач разрађује концепцију програма (креира курикулум) и на тај начин се изграђује као професионалац. Овај рад показује да дилема васпитача представља основу за грађење веза између научних теорија учења и подучавања предшколског детета и конкретних васпитних поступака. Њихово преиспитивање и усклађивање представља основ за истраживање сопствене праксе. Васпитач директно учествује у креирању и програмирању васпитно-образовног рада, реконструише васпитно-образовни процес и преиспитује своју улогу. Вртић који развија отворени курикулум укључује мишљење и учење у заједници те тако постаје место живљења. The paper illustrates a mode and the approach of an action research on developing and shaping an open curriculum by the preschool teachers in “Cerak” kindergarten in Belgrade. The first part discusses some theoretical and practical curricular issues. The differences in interpreting, understanding and practices in curriculum development arise from, primarily, the authors’ orientations and their personal attitudes towards curricular practices. The approach and attitudes towards curriculum of this author are based on the assumptions and presumptions by Stenhouse, who views curriculum as a process and practice, and on the work of N. King who stressed the influence of context in curricular practice. The development of an open curriculum is observed here through teachers’ attitudes towards the learning process. Teachers developand elaborate the curriculum in the processes of planning, performing, monitoring and assessing and, at the same time, develop themselves professionally. Our research shows that dilemmas stimulate teachers to reflect on and seek for relations between scientific theories on learning and preschool teaching and particular educational procedures. Selfexamination and adaptation are the basis for examining one’s own practice. The preschool teacher is directly engaged in creating and programming the educational process, restructures it and reassesses her own role. A kindergarten that accepts and develops open curriculum includes in it also beliefs and values of wider community and thus becomes a place for living.
- Published
- 2008
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