Status i modeli izučavanja metodike u nauci i obrazovanju - Zbornik radova
Status and Models of Methodology Research in Science and Education - The Proceedeings
Contributor(s): Edina Murtić (Editor), Larisa Kasumagić-Kafedžić (Editor), Amina Isanović Hadžiomerović (Editor), Emir Šišić (Editor), Dženana Hajdarpašić (Editor), Adriana Katavić (Editor), Anes Osmić (Editor)
Subject(s): Language studies, Foreign languages learning, Studies of Literature, Eastern Slavic Languages, South Slavic Languages, School education, Higher Education , History of Education, State/Government and Education, Methodology and research technology, Sociology of Education, Pedagogy
Published by: Filozofski fakultet Univerziteta u Sarajevu
Keywords: methodology; teaching; andragogy; literature; language; history; gifted students;
Summary/Abstract: The proceedings Status and Models of Methodology Research in Science and Education are the result of a research project and an international scientific conference held on November 20 and 21, 2023, at the University of Sarajevo – Faculty of Philosophy. The initial thesis – that methodology is a neglected scientific field on the margins of interest “between science and profession”, - has been confirmed in numerous papers covering topics from andragogy, literature and language teaching methodology, history, work with gifted students, extracurricular activities, and learning outcomes, as well as other important topics relevant to teaching methodology. The collection contains 16 papers, 15 of which are written in Bosnian, Croatian and Serbian Language, and one in English. The authors of the papers are Mirjana Mavrak, Anita Zovko, Jadranka Herceg, Edina Murtić, Sead Nazibegović, Bernes Aljukić, Mirela Omerović, Martina Kolar Billege, Almedina Čengić, Igor Radeka, Vesna Bjedov, Dženana Hajdarpašić, Ana Lalić, Emir Šišić, Amir Duranović, Melisa Forić Plasto, Sandra Bjelan, Marijana M. Prodanović, Amina Smajović, Ervin Kovačević.
- E-ISBN-13: 978-9926-491-47-5
- Print-ISBN-13: 978-9926-491-47-5
- Page Count: 343
- Publication Year: 2025
- Language: Bosnian, Croatian, Serbian
Dijalog andragogije i umjetnosti kao prilog razvoju metodike obrazovanja odraslih
Dijalog andragogije i umjetnosti kao prilog razvoju metodike obrazovanja odraslih
(Dialogue between Andragogy and Art as a Contribution to Adult Teaching Methodology Development)
- Author(s):Mirjana Mavrak
- Language:Croatian
- Subject(s):Education, Adult Education, Sociology of Art, Pedagogy
- Page Range:7-34
- No. of Pages:28
- Keywords:dialogue; methodology of adult education; andragogy; hermeneutics; art content in andragogical work; ludus;
- Summary/Abstract:The methodology of teaching in Adult Education is a transdisciplinary science – the part of its essence is grounded in Andragogy as a science of teaching and educating adults while the other part belongs to a colorful space of human activity. Unlike the methodologies for teaching children in schools, which are typically academically oriented and focused on specific subjects, the methodology of teaching adults has been problemoriented. Adults, drawing upon their rich life experience and prior knowledge engage in education for the purpose of life quality improvement. The concept of life quality is subjective and often hinges on interpretation, which is a skill rooted in hermeneutics. Science supports cognitive understanding, but sensibility of meaning which people assign to phenomena, reveals, in a subtle way, art. Therefore, art inclusion in standard andragogical work provides a necessary tool for work with adults. Science-art dialogue contributes to human life quality. This paper affirms the dialogue between andragogy and art as a contribution to the methodology of teaching in adult education, understanding methodology as an act of transforming an adult life, and supporting the idea that the work with adults should be permeated with playing (to ludify education sciences) at least as much as an artist must research (making ludus scientific) before presenting their work for recognition and enjoyment by the audience.
Andragoška metodika – osnova za osiguranje kvalitete sustava obrazovanja odraslih
Andragoška metodika – osnova za osiguranje kvalitete sustava obrazovanja odraslih
(Andragogical Teaching Methodology – the Foundation for Quality Assurance in Adult Education)
- Author(s):Jadranka Herceg, Anita Zovko
- Language:Croatian
- Subject(s):Education, Adult Education, State/Government and Education, Pedagogy
- Page Range:35-48
- No. of Pages:14
- Keywords:adult education programs; teachers in adult education; andragogical teaching methodology; methodological framework; quality assurance in adult education;
- Summary/Abstract:The main problem in the quality of the implementation of the adult education program in the Republic of Croatia is the insufficient methodological education of teachers, who in most cases are experts only in the specific area to which the program refers, but are not educated in the methodology of working with adults. The lack of andragogical teaching methodology is also visible in apprentice teachers who, according to regulations, take the methodology of a particular field within the framework of regular education, without any prescribed need for education in working with adults. The purpose and goal of this paper is to prove the need for the development of andragogical teaching methodology as a foundation for quality assurance in adult education and for the implementation of the methodological framework for the professional development of teachers in adult education into the legislative framework of the adult education system in the Republic of Croatia.
Metodika nastave književnosti u naučnim istraživanjima i metodičkim interpretacijama
Metodika nastave književnosti u naučnim istraživanjima i metodičkim interpretacijama
(Methodology of Literature Teaching in Scientific Research and Methodical Interpretations)
- Author(s):Edina Murtić
- Language:Bosnian
- Subject(s):Education, Studies of Literature, Methodology and research technology, Pedagogy
- Page Range:49-66
- No. of Pages:18
- Keywords:methodology; literature; interpretation; science;
- Summary/Abstract:This Paper starts with the premise that while methodology has long been established generally as a science, there is an ambivalent relationship with this fact, both within the academic and scientific communities. . At the Faculty of Philosophy of the University of Sarajevo, at almost all departments, for decades there have been courses designed to provide future professors with methodological knowledge and skills., This applies to the methodology of teaching literature and language as well. Due to the fact that it most directly of all courses directs students towards their usual profession, the teaching methodology is based on scientific facts, but also on professional achievements and requirements of teaching practice. Future teachers and professors, as well as those already in the field, need the literature which will facilitate their concrete work in class. In Bosnia and Herzegovina, in the 1980s and 1970s, numerous manuals and editions were published for teachers, such as the famous Nastavne biblioteke (Teaching Libraires), which offered methodical interpretations of literary texts, and/or presented examples for literature and language teaching. Today such scientific works are rare, and when they do appear, they are often classified into the category of „professional work “. It seems to us that there are numerous reasons for such a situation, and we will offer some answers in order to elevate the status of methodology, with a specific focus on the methodology of literature teaching.
Tri perioda razvoja savremene metodičke misli maternjeg jezika i književnosti u Bosni i Hercegovini
Tri perioda razvoja savremene metodičke misli maternjeg jezika i književnosti u Bosni i Hercegovini
(Three Periods in the Development of Contemporary Methodological Thought in Mother Tongue and Literature in Bosnia and Herzegovina)
- Author(s):Sead Nazibegović, Bernes Aljukić
- Language:Bosnian
- Subject(s):Language studies, Education, Studies of Literature, South Slavic Languages, History of Education, Pedagogy
- Page Range:67-83
- No. of Pages:17
- Keywords:methodological research; mother tongue and literature; curriculum; publications;
- Summary/Abstract:The history of methodical research in teaching of the mother tongue and literature in Bosnia and Herzegovina from 1945 to 1992 can be characterized as a period of the most intensive methodological research. This historical fragment can be divided on the basis of immanent methodological criteria, namely, primarily the years of publication of significant textbooks or books that had a decisive and groundbreaking effect on the development of contemporary methodological thought and the overall teaching of the mother tongue and literature in Bosnia and Herzegovina. In this sense, we can distinguish the following periods in the development of contemporary methodological thought: I (1946–1958) – The period of methodological beginnings: from the first professional seminars to the first textbooks by Bosnian authors; II (1959–1965) – Period of autochthonous Bosnian textbooks, methodological magazines and teaching library editions; III (1966–1992) – The period of culmination of methodological thought in Bosnia and Herzegovina and the flourishing of contemporary methodical literature. The aim of this paper, among other things, is to analyze the most important curricula and programs for teaching the mother tongue and literature in that period, to describe the socio-historical circumstances, as well as to list the most important methodologists of the mother tongue and literature of that time and their publications that had immeasurable importance for the development of methodological thought concerning the mother tongue and literature.
Savremeni metodički pristupi u poučavanju jezika utemeljeni na ishodišno orijentiranoj nastavi
Savremeni metodički pristupi u poučavanju jezika utemeljeni na ishodišno orijentiranoj nastavi
(Contemporary Methodological Approaches in Language Teaching Based on Teaching Focused on Learning Outcomes)
- Author(s):Mirela Omerović
- Language:Bosnian
- Subject(s):Language studies, Education, Pedagogy
- Page Range:85-110
- No. of Pages:26
- Keywords:contemporary methodological approaches; learning outcomes; Bosnian language teaching; development of communication competence;
- Summary/Abstract:Contemporary educational concepts are based on outcome-oriented teaching, which requires a more active engagement of students in the learning process. Learning outcomes represent the expected student achievements after a certain cycle of teaching. In order to achieve the quality of the educational process, it is necessary to have the compliance of planned outcomes with the method and strategies of teaching, and with the methods and techniques of evaluating their achievement. One of the key roles of the school is reflected in the development of the language and communication competence and multiple literacies among students, achieved by active participation in the overall communication practice in all segments of teaching. Nevertheless, the development of linguistic and communicative abilities, training for independent reading and writing of different types of texts with the application of standard language norms are some of the basic goals in teaching the mother tongue. The curriculum approach in teaching the Bosnian language and literature assumes the development and improvement of basic language activities – listening, speaking, reading and writing, which puts the focus on the development of student competencies. The development of language and communication abilities and skills entails encouraging spoken language in the teaching process in different communication situations and procedures for the improvement of spoken and written expression, especially the development of rhetorical and presentational skills, as well as oral fluency. This is achieved through functional communication, which implies an active participation of students in different dialogic situational contexts and productive communication, as well as in the learning process through independent research, critical thinking and conceptual understanding.
Metodički pristup određivanju sadržaja poučavanja i ishoda učenja
Metodički pristup određivanju sadržaja poučavanja i ishoda učenja
(Teaching Methodology Approach to Determining Teaching Content and Learning Outcomes)
- Author(s):Martina Kolar Billege
- Language:Croatian
- Subject(s):Education, Pedagogy
- Page Range:111-123
- No. of Pages:13
- Keywords:learning outcomes; methodological transfer; teaching content; teaching methodology;
- Summary/Abstract:The teaching methodology approach to selecting of teaching content and defining cognitive learning outcomes implies a scientific approach that takes into account the parent and fundamental educational disciplines in methodical transfer. Their relationship is determined by the dynamics of the methodological field, i.e., the theoretical space where those scientific disciplines intersect, giving rise to methodology. Additionally, it serves to explicate the interdisciplinary character of methodology. The parent science's algorithm and the attributes of pupils’ linguistic development influence the dynamics of the methodological domain (in the Croatian language). It is precisely the structure of the content (of the parent science) that is one of the fundamental determinants in achieving methodological transfer. The second factor refers to the comprehensive assessment of a pupil, i.e., his or her developmental attributes (cognitive, affective, and psychomotor). The interdisciplinary nature and consideration of the parent science in the process of transferring teaching content to the programme of a particular level of education are unmistakable indicators of a methodological approach. An important epistemological issue is the relationship between learning content, appropriate scientific knowledge, and learning outcomes, given that we do not incorporate original knowledge into the teaching process but rather introduce knowledge that has been selected and methodologically transferred. The value of scientific knowledge is a concern of general epistemology, whereas the epistemology of teaching methodology deliberates on adapted knowledge. From this vantage point, one can assess the appreciation of the scientific knowledge of teaching methodology in the contemporary educational setting based on the conducted scientific methodological research.
Metodički instrumentarij jezičkog i govornog usavršavanja u nastavi jezika i književnosti
Metodički instrumentarij jezičkog i govornog usavršavanja u nastavi jezika i književnosti
(Methodological Tools for Speech and Language Improvement in Language and Literature Teaching)
- Author(s):Almedina Čengić
- Language:Bosnian
- Subject(s):Language studies, Education, Studies of Literature, Pedagogy
- Page Range:125-136
- No. of Pages:12
- Keywords:speech; language; methodological instruments; literature; teaching;
- Summary/Abstract:The primary issue, addressed in this paper, deals with the importance of procedures in the interpretation and analysis of a literary text, from the first encounter with a literary text to the oldest age. Within the framework of the methodological instruments applicable in this field, we will try to explain the methodological principles within the scientific field: Methodology of literature within the framework of literary-aesthetic communication in the didactic horizon and “methodology of literature that investigates the function of literature in building the reading and literary personality of students, worldview, aesthetic and moral consciousness (educational functions of teaching literature.” (Rosandić 2005: 17) Speech, in the broadest linguistic sense, is a phonetic-acoustic manifestation of a person's ability to use language, i.e. communication among members of the language community through articulated verbal signals produced by the activity of the speech organs; while language is defined: as a “genetically determined and only human ability to communicate, through an articulated system of verbal signs, which is fully possessed by all normal people, regardless of race, living conditions, level of civilization, etc”. (Rosandić 2005: 509) In order to adequately present the features of a text or a work of art, we need to improve our speaking skills in order to achieve the appropriate effect of the presentation of a language formation. Language as a very complex area, defined as a community of means of expression that we have at our disposal when we form a statement, also implies the application of the technique of constant improvement at the level of reading and writing, which means that the speech is shaped into wholes, which are interconnected and place a complete statement.
Metodike u Hrvatskoj
Metodike u Hrvatskoj
(Teaching Methods in Croatia)
- Author(s):Igor Radeka
- Language:Croatian
- Subject(s):Education, State/Government and Education, Pedagogy
- Page Range:137-161
- No. of Pages:25
- Keywords:pedagogy; didactics; teaching methods; interdisciplinary science; classroom teaching;
- Summary/Abstract:Ever since J. F. Herbart established the pedagogical paradigm in the 19th century, and up until the 1980s, the teaching methods in Croatia have been part of the interdisciplinary area of pedagogy, relying on other disciplines apart from pedagogy. General didactics and specific didactics appeared in Croatia before the World War II under the influence of the German cultural milieu. The approach and terminology were changed after the liberation in 1945, under the dominant role of the USSR, so that teaching methods were developed alongside didactics as an integral part of pedagogy. For about forty years now, a group of distinguished Croatian methodology scholars have been advocating a change in the approach to teaching methods and their treatment as separate interdisciplinary fields apart from pedagogy, but also as independent of other disciplines, including the fundamental sciences, the contents of which they are addressing. However, the transition to a separate interdisciplinary science based the new, ongoing paradigm of teaching methods has so far been accepted only within three out of six scholarly disciplines – natural sciences, social sciences and humanities. This lack of recognition in other academic disciplines and the arts is accompanied by a number of issues within the teaching methods – such as their inferior academic standing, poor cooperation with schools as training facilities etc. This paper analyses the position of the teaching methods in Croatia, addressing the causes for their current difficult state.
Koncepcija stjecanja metodičke kompetencije u okviru Metodike nastave hrvatskog jezika i jezičnog izražavanja na Filozofskom fakultetu u Osijeku
Koncepcija stjecanja metodičke kompetencije u okviru Metodike nastave hrvatskog jezika i jezičnog izražavanja na Filozofskom fakultetu u Osijeku
(The Concept of Acquiring Methodological Competence in the Framework of the Croatian Language Teaching Methodology and Language Expression Teaching Methodology at the Faculty of Humanities and Social Sciences in Osijek)
- Author(s):Vesna Bjedov
- Language:Croatian
- Subject(s):Language studies, Education, South Slavic Languages, Higher Education , Pedagogy
- Page Range:163-183
- No. of Pages:21
- Keywords:conceptual methodological models; methodological competence; methodological knowledge; teaching methodology of the Croatian language and verbal expression;
- Summary/Abstract:In the process of acquiring teaching competences, methodological competence has a special place because it represents one of the most important components of teaching qualifications, given that the primary competence in teaching is the competent performance of the educational process. Since it includes the knowledge and skills of mediating scientific knowledge in the teaching of a certain subject, methodological competence is the art of conscious and creative agency in teaching activities. Therefore, the level of this competence, denoted by the term methodical depth, should be structured, developed and formed in the process of its acquisition, with an emphasis on the scientific dimension of the methodical knowledge. The acquisition of the methodological competence of the future Croatian language teachers at the Faculty of Humanities and Social Sciences in Osijek is achieved at the graduate study programme within the framework of several mandatory and elective methodological courses, two of which are Croatian Language Teaching Methodology and Verbal Expression Teaching Methodology. In this paper, the focus will be on the concept of acquiring methodological competence within these courses, which means the content, goals, learning outcomes, exam obligations, and the final exam. The aim of this paper is to analyze the conceptual models of two methodological courses at the Faculty of Humanities and Social Sciences in Osijek.
Udžbenici ruskog jezika kao pokazatelj razvoja metodike i statusa ruskog jezika u Bosni i Hercegovini
Udžbenici ruskog jezika kao pokazatelj razvoja metodike i statusa ruskog jezika u Bosni i Hercegovini
(Russian Language Textbooks as Indicator of the Development of Teaching Methodology and Status of the Russian Language in Bosnia and Herzegovina)
- Author(s):Dženana Hajdarpašić
- Language:Bosnian
- Subject(s):Language studies, Education, Eastern Slavic Languages, History of Education, Transformation Period (1990 - 2010), Present Times (2010 - today), Pedagogy
- Page Range:185-207
- No. of Pages:23
- Keywords:teaching methodology; Russian; textbooks;
- Summary/Abstract:This paper provides an insight into the importance of the Russian language teaching methodology in Bosnia and Herzegovina in the period from the 1960s to the present. The goal of the paper is to compare the past and present attitudes towards the teaching methodology of Russian in Bosnia and Herzegovina and discuss the problems and challenges it faces today. Since textbooks are considered the best indicators of the development and the state of teaching methodology, this paper focuses on the available textbooks for learners of Russian, primarily those written by professors and teaching assistants from the Faculty of Philosophy Sarajevo. The paper also examines how the once developed practice of writing Russian language textbooks for primary, secondary and higher education changed and died out after the 1990s.
Komunikacijski i akcioni pristup u udžbenicima francuskog i italijanskog kao stranog jezika u upotrebi u srednjim školama u Kantonu Sarajevo
Komunikacijski i akcioni pristup u udžbenicima francuskog i italijanskog kao stranog jezika u upotrebi u srednjim školama u Kantonu Sarajevo
(The Communicative and Action-Oriented Approach in French and Italian as Foreign Language Textbooks Used in High Schools in the Canton of Sarajevo)
- Author(s):Ana Lalić, Emir Šišić
- Language:Bosnian
- Subject(s):Education, Foreign languages learning, Higher Education , Pedagogy
- Page Range:209-238
- No. of Pages:30
- Keywords:communicative approach; actional approach; foreign language; Nuovo progetto italiano 1; Alter ego+;
- Summary/Abstract:The goal of our paper is to evaluate the extent to which French and Italian manuals approach language-learning methods. As research samples, we selected two manuals in use according to the official curriculum in high schools in the Sarajevo Canton: Alter ego+ (2012) and Nuovo progetto italiano 1 (2006). According to the user manual, Alter ego+ is written according to the actional approach, while Nuovo Progetto italiano 1 follows the communicative approach. The central hypothesis of our research is that the manuals are constructed according to the approaches they claim to follow, but that it is also necessary to supplement them with more recent and contemporary information. We analyzed the manuals according to models constructed by Semplici (2015) and Cuq and Gruca (2017). Our analysis employed a mixed-methods approach, which means that we conducted quantitative research of exercises and tasks, but also qualitative in parts where necessary (physical description of the book, graphic design or supplementary book support). Our research showed that the manuals follow the approaches and methods upon which they are constructed, but also that, when it comes to general culture or the culture of the country, they offer outdated information and that it is necessary that the teacher supplements them with more contemporary sources.
Metodika nastave historije na Filozofskom fakultetu Univerziteta u Sarajevu – iskustva kao osnov u kreiranju budućih nastavnih programa inicijalnog obrazovanja nastavnika historije
Metodika nastave historije na Filozofskom fakultetu Univerziteta u Sarajevu – iskustva kao osnov u kreiranju budućih nastavnih programa inicijalnog obrazovanja nastavnika historije
(History Teaching Methodology at the Faculty of Philosophy, University of Sarajevo - Experiences as a Basis in the Creation of Future Teaching Programs of the Initial Education of History Teachers)
- Author(s):Amir Duranović, Melisa Forić Plasto
- Language:Bosnian
- Subject(s):History, Education, Higher Education , Pedagogy
- Page Range:239-268
- No. of Pages:30
- Keywords:history teaching methodology; practical teaching; projects; initial teacher education;
- Summary/Abstract:The Department of History is one of the oldest departments of the Faculty of Philosophy at the University of Sarajevo. From the very beginning, the study programs included the subject History Teaching Methodology as one of the key subjects for the education of future teachers. However, compared to other courses, History Teaching Methodology was always taught during one or two semesters, usually in the final year of study, with a variable number of practical lessons. Although a large number of students graduated from the Department of History with the title of professor of history ended up teaching in the development of the subject Methodology of History Teaching, it was not given significant attention, nor was a teacher permanently engaged in the academic title. The paper will present the position of History Teaching Methodology based on the analysis of teaching programs as well as the analysis of the experiences of graduate students from different periods based on structured surveys. The curriculum from 2019/2020 academic year introduced significant changes to the subject of history teaching methodology while innovating approaches, literature, practical teaching, teaching practice, cooperation with schools and other teaching bases, and the concept of the same will be presented and compared in relation to earlier programs and experiences.
Odgoj za slobodno vrijeme i metodika vannastavnog rada: značaj i položaj u procesu inicijalnog obrazovanja budućih pedagoga
Odgoj za slobodno vrijeme i metodika vannastavnog rada: značaj i položaj u procesu inicijalnog obrazovanja budućih pedagoga
(Education for Free Time and the Methodology of Extracurricular Activities: Significance and Role in the Initial Education of Future Pedagogues)
- Author(s):Sandra Bjelan
- Language:Croatian
- Subject(s):Education, Sociology of Education, Pedagogy
- Page Range:269-286
- No. of Pages:18
- Keywords:initial education; teaching methodology; education for free time; pedagogue; students; extracurricular activities; higher education; teachers;
- Summary/Abstract:Free time is an especially important socio-pedagogical phenomenon today, given the increasingly common feeling that we have less and less of it, but also that we spend it with insufficient quality. Free time is a necessity in a person's life, and in order for it to be purposeful and contribute to their development, it is important that individuals are intentionally raised and educated to use it effectively. The ability to plan and organize free time becomes even more important when preparing for various pedagogical roles: parent, educator, teacher, etc. This competence is particularly significant in the broader set of competences necessary for teachers today, since the educational goals and the overall positive impact on a child's development are achieved not only within the family and teaching environments, but also through extracurricular activities with children/- youth. Quite often extracurricular activities are a potent training ground for achieving educational goals, developing attitudes, responsibilities, education for values and building character, etc. The goal of this presentation is twofold: first, to determine the significance of and analyze the position of the Teaching Methodology of Extracurricular Activities in the initial education process of future pedagogues; second, to illustrate the importance of education for free time both in the personal development of the individual and in the process of preparing future pedagogues for entry into the profession. This will be achieved through an analysis of methodological reports of extracurricular activities of students at the Department of Pedagogy over 10-year period. Pedagogical practice is extremely complex in all societies, and especially in the conditions of Bosnia and Herzegovina, so it is necessary to adequately prepare all experts in the school for high-quality educational work, especially school pedagogues. Teaching methodological courses are and must serve as training grounds for creating opportunities for the education and training professionals, because that is the only way they fully realize their purpose.
Metodika nastave za drugačije potrebe – izazovi i ograničenja
Metodika nastave za drugačije potrebe – izazovi i ograničenja
(Different Teaching Methods for Different Needs – Challenges and Perspectives)
- Author(s):Marijana M. Prodanović
- Language:Serbian
- Subject(s):Education, Higher Education , Pedagogy
- Page Range:287-297
- No. of Pages:11
- Keywords:teaching; methods and approaches; higher education; different needs;
- Summary/Abstract:Teaching as a discipline being a challenging one per se, becomes even more challenging when different needs join. This paper aims to shed some light on the status of teaching approaches and methods, examined in the form of university courses within different study programmes educating future teachers (in various fields), with specific emphasis on teaching practices addressing different/specific needs and contexts. To achieve this, the paper raises a question: Are the study programmes that we encounter equipped to meet all the demands of the contemporary market? Can we say that teachers (natural sciences, mathematics, social science, humanities, arts) are prepared and trained to respond to the varied situations and scenarios they may encounter?
Metodika nastavnog rada s nadarenim učenicima
Metodika nastavnog rada s nadarenim učenicima
(Teaching Methodology for Gifted Students)
- Author(s):Amina Smajović
- Language:Bosnian
- Subject(s):Education, School education, Pedagogy
- Page Range:299-314
- No. of Pages:16
- Keywords:gifted students; methodical guidelines; educational needs;
- Summary/Abstract:Gifted students are students with highly developed general intellectual or specific abilities, which makes them more advanced than their peers. Precisely because of their superior abilities, or even their potential, they are able to achieve more original, useful, creative and successful results. It is mandatory for schools to provide students with such learning experiences that will profile their abilities - develop or improve them, with the pervasive idea of ennobling their personalities; awakening moral awareness and strengthening moral responsibility. Considering that didactic-methodical scenarios are designed for students of typical abilities, gifted students are at risk of underachievement. Disproportionate requests are placed before them that do not correspond to their abilities, and their needs primarily for expanding and deepening knowledge, cultivating creativity, and increasing intrinsic motivation are not considered. This research aims to operationalize methodical guidelines important for the educational needs of gifted students and to examine their representation in the Framework Curriculum for nine-year elementary schools in the Federation of Bosnia and Herzegovina. It has been shown that, despite the multitude of scientific works on giftedness and appropriate education of gifted students, teachers lack clear methodical instructions on modeling the environment with the aim of maximizing student abilities.
Embracing Change: Understanding How Teachers Evolve Through Experimentation, Reflection, Collaboration, and Emotional Awareness
Embracing Change: Understanding How Teachers Evolve Through Experimentation, Reflection, Collaboration, and Emotional Awareness
(Embracing Change: Understanding How Teachers Evolve Through Experimentation, Reflection, Collaboration, and Emotional Awareness)
- Author(s):Ervin Kovacevic
- Language:English
- Subject(s):Education, Sociology of Education, Pedagogy
- Page Range:315-340
- No. of Pages:26
- Keywords:personal teaching methodology; professional development; collective input; reflection; emotion dynamics; teacher training; adaptability; educational innovation;
- Summary/Abstract:In an ever-evolving landscape, educators play a crucial role in shaping the trajectory of human civilization through their teaching methodologies. This study explores the interplay between various factors influencing the development of personal teaching methodologies, drawing upon the Multi-Dynamic Model of Teacher Training and Development. Through an examination of experience, experimentation, reflection, collective input, teaching results, emotion dynamics, and response to novelty, we investigate the drivers of teachers' adaptability and growth. Based on recent data collected from a sample of 100 educators using the Teaching Self-Regulation and Assumptions Inventory for Methodology Enhancement, our findings reveal that collective input, reflection, and emotion dynamics emerge as the strongest predictors of personal methodology growth. These insights shed light on the essential role of collaboration, introspection, and emotional intelligence in fostering adaptive teaching practices.
Podaci o autorima
Podaci o autorima
(Information about the Authors)
- Author(s):Not Specified Author
- Language:Bosnian
- Subject(s):Scientific Life
- Page Range:341-343
- No. of Pages:3
- Keywords:about authors;
