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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.)

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.)

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.)

The author describes and examines the concept of learning in the classical writings of the Confucian school of thought, primarily in the so-called “Four Books” canon: Analects of Confucius, Mencius, Great Learning, and the Doctrine of the Mean. These compilations of sayings and teachings of Confucius and his successors contain the descriptions of learning as the best way toward personal and societal harmony, given that the learning process is identical to ethical development. Therefore, the author first reviews the most significant educational principles of Confucian classics, emphasizing the achievement of virtues as its goal. Another important aspect of the early Confucian classics is the claim that education should be available to all members of society, which led to the establishment of the so-called imperial examination system in the Han Dynasty. The second part of the paper contains a review of this practice and its reforms, especially during the Song Dynasty. Due to Zhu Xi’s efforts, Confucian learning became the process of self-cultivation, the entirety of education in China was based on the Four Books, and Confucian academies became the centers of the higher humanistic learning, emphasizing the development of critical mind. However, Confucianism and its system of education were harshly criticized and oppressed during most of the 20th century, which is the main topic of the third part of the paper. The author then examines the reasons for the Confucian revival in China, which was primarily influenced by the economic development of the countries such as Singapore, Japan, and South Korea – all of which kept the Confucian values and moral education. The implications of the Confucian revival and subsequent economic success of China have potential global significance, even in the Western societies, and the author points to the possibility of a similar combination of traditional moral learning and modern education in the Serbian context as a good way for overcoming what both Confucian and some Christian thinkers termed “the decadence” of materialism.

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.)

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.)

In the educational process based on the principles of the traditional class-subject system, the essence of teaching is focused on teaching and the memorization and reproduction of the content by students, while teacher’s verbal activity, personality, and the unrivalled authority are in the center of this process. Contrary to this concept, in the process of teaching flexibly organized on the constructivist paradigm, the focus of educational activity shifts from the sphere of teaching (passive listening and memorizing content) to the field of active learning, experimenting, exploring, and discovering the cause and effect relations among the studied phenomena and objects. Knowledge is based on students’ individual perception, memory, thinking, imagination, discovery, and logical reasoning. This actually means that constructivist teaching is focused on the process of acquiring meaningful knowledge and skills, adopting positive attitudes, cultural values and competencies, with the maximum use and development of each individual’s cognitive, affective, psychomotor, and experiential potentials. Therefore, the aim of this paper is to put in focus the objective understanding and critical description of the traditional concept of teaching and learning by using the method of theoretical analysis. At the same time, the paper focuses on elaborating on cognitive starting points, possibilities, advantages, and limitations of a relatively modern concept based on constructivist, more precisely, critical constructivist didactic paradigm.

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.)

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.)

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.)

Creativity in a tangible and intangible product is an attempt at overcoming the current situation in the field of creation and the life of the person who creates the product. The main feature of creativity is an effective novelty in relation to something familiar, which means that it offers an appropriate solution to the problem to which it refers. The paper criticizes the thesis on the innateness of creativity, according to which a person is creative on the basis of heritage, which would practically mean that education does not have any special significance for the creation of creative works. The criticism is based on the current theories of creativity that indicate the developmental nature of creativity and emphasize the role of learning in the development of creative potentials. The new is built on the existing knowledge through learning, which implies creative processing of information, becoming familiar with it, understanding, acceptance and placement of that information in one’s own knowledge-base of what has been learned. The more creative the learning process is, the greater the chances that it will encourage the creativity of the learner in relation to the existing knowledge and the aspiration for its re-examination and change. The developmental approach to creativity, which begins with creative learning, has been linked to the theory of growth and fixed mindsets about human nature, which addresses our capacity to adapt, change, and grow. In the continuation of the paper, the conditions are considered that would support to a greater extent the creative learning in school. In the final part of the paper, the limitations of this approach are discussed and questions proposed for future research.

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.)

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.)

Holocaust, defined as the process of suffering of 6 million Jews, organized by the Nazi Germany during the World War II, is a topic that does not lose its relevance. Teaching about the Holocaust should be aimed at students’ understanding of historical facts, and it is also necessary to point out the importance that this part of the past has for the modern world and current social problems. In the teaching process, attention should be paid to preserving the memory of the lives of the Jews and the Jewish community in Europe before the war in order to highlight their rich cultural heritage. The paper presents the results of an empirical research aimed at analyzing the challenges in the process of learning and teaching about the Holocaust in formal and informal education. Using a close-ended questionnaire, the perspective of the students of teacher education faculties in Serbia was investigated, and the sample included 741 respondents. The results indicate a varied understanding of the term Holocaust, with the prevailing understanding that the process included a wide range of victims. Students find this topic emotionally taxing and very disturbing, and they identify this as one of the biggest obstacles encountered in teaching about the Holocaust. The obtained results can serve as a platform for creating implications for educational policies and formulating recommendations for the improvement of the school practice with the aim of deepening and expanding knowledge on this topic, but also with the aim of developing intercultural competences, reflective dealing with stereotypes and prejudices, and fostering a culture of remembrance.

Given that the focus of educational policy is aimed at creating real learning opportunities in the function of achieving educational results that prepare students for life, it is necessary to overcome the traditional approach and change the learning paradigm, aimed at a more dynamic and engaged process of knowledge construction in real life environment. Project teaching/learning is an approach that belongs to a new paradigm and involves students’ research orientation in teaching and learning, during which already acquired knowledge is used, new ones are acquired and creativity, self-regulation and teamwork in students are developed. Such an approach should, in theory, enable the achievement of the outcomes and subject standards, as well as the development of subject and interdisciplinary competencies. In that sense, the aim of the paper is to, through the analysis of existing examples of several realized teaching projects, investigate and point out the potentials of project teaching for the development of interdisciplinary competencies and to offer an instrument for planning project teaching. After analyzing the flow of learning within the project approach, as well as examples of project teaching from our schools, it can be concluded that this model significantly contributes to the development of interdisciplinary competencies, defined by the Law on Fundamentals of Education (2017)

The aim of the study presented in this paper was to determine the relationship between disadvantaged children’s academic performance and development of their motor skills. First-graders were in the focus of this research, the aim of which was to shed light on the unequal opportunities that children have from the very first day of primary school. The differences in the level of physical development and motor performance between disadvantaged children and other children were compared and analysed. The aim of the research was also to determine, if statistically significant differences were identified, how much the disadvantaged children lagged behind the majority children. Data collection was performed among 15 first-graders attending a primary school in Horgoš who were categorised as disadvantaged by the school psychologist and the pedagogue. The control group measurement was conducted on 18 randomly selected first-graders who were not categorised as disadvantaged. Based on the research results, the quality of physical education, its frequency and adequate content prove to be of high importance for the disadvantaged children. It can be concluded that the development of motor skills contributes not only to the optimal development of basic competences needed for a successful performance at school, but also to the development of the social competences.