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Artystyczne, edukacyjne i wychowawcze aspekty międzynarodowej współpracy muzycznej młodzieży na przykładzie orkiestr „il mosaico” (Szwajcaria) i „Camerata Scholarum” (Polska)

Author(s): Joanna Sztejnbis-Zdyb / Language(s): Polish Issue: 1/2016

Comprehensive benefits of active music performing by the young people have multiple dimensions. Making music together creates a unique opportunity to develop own interests, release creative attitudes, socialize and sensitize while positively affect selt-esteem as well as creates a source of personal satisfaction. Article applies to artiscic and educational aspects of musical activities of the youth in adolescence period. The author made an attempt to analyze these issues on the example of the projects jointly imple-mented by the youth string orchestra "Camerata Scholarum" from Kielce and youth symphony orchestra "il mosaico" from Wattwil (Switzerland) between 1994 and 2003.

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Conceptual Foundations of Inclusive Systems in and around Schools for Early School Leaving Prevention: An Emotional-Relational Focus

Author(s): Paul Downes / Language(s): English Issue: 1/2017

Against the background of the EU2020 headline target of reducing early school leaving to 10% across Europe, this article examines the conceptual foundations of the understanding of inclusive systems for early school leaving prevention that has emerged in EU policy documents and research reports in recent years. Traditionally, inclusive education has referred to a focus on children with special educational needs. However, this conceptual review examines how inclusion is increasingly being examined in broader terms.This review seeks to critically reconstruct foundational understandings of systems and resilience in developmental and educational psychology. A systems focus on inclusion needs to address the neglect in psychology of system blockages and power imbalances. Resilience is typically framed as the capacity of the individual to navigate their way to environmental resources. This places the onus of accessibility onto the individual’s efforts rather than a concern with responsive systems accessible to marginalised groups. A concern with inclusive systems goes beyond not only the well-established framework of individual resilience in developmental psychology, but also beyond its expansion into resilient systems, as these omit a focus on outreach and multidisciplinary teams in systems of care for integrated services. Common principles for a framework of inclusive systems include children’s voices, equality and non-discrimination, parental involvement that is integrated holistically with family support, and lifelong learning principles for schools. Illustrative examples of these principles for reforming authoritarian teaching and discriminatory bullying, for opening schools to the local community and for targeting those with highest levels of need are highlighted.

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Student dropout in primary and secondary education in the Republic of Serbia

Author(s): Ksenija Krstić,Ivana Stepanović-Ilić,Marina Videnović / Language(s): English Issue: 1/2017

Student dropout from school is a serious problem in educational systems all over the world. This paper will provide an overview of the various dropout definitions and their consequences for measuring and monitoring. Since a diversity of factors (individual, familial, school and systematic) is connected with student attrition in foreign research, the attempt has been made to systematise their results and provide data regarding similar Serbian studies. Considering the fact that there are no systematic analyses of students’ dropout rate in Serbia, the existing data from primary and secondary schools from a variety of statistical sources will be presented. We conclude that one way to reduce dropout in Serbia is to further develop research interest in the topic, as well as the strategies for monitoring, prevention and intervention.

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School factors related to dropout from primary and secondary education in Serbia – a qualitative research

Author(s): Nataša Simić,Ksenija Krstić / Language(s): English Issue: 1/2017

Dropping out of educational system is a serious individual, familial, educational and social problem. It is a complex process influenced by a large number of factors. Nevertheless, it is a phenomenon that takes place in school, and different school factors can serve as risk or protective factors. Dropout rates in Serbia are still high. One way to improve the educational system and ensure equal education for every child is to reduce dropout rates from primary and secondary education. As part of a larger study, the goal of this research was to investigate and identify key school factors related to dropout from primary and secondary schools in Serbia. The research was conducted in 8 primary and 13 secondary schools from 17 municipalities with high dropout rates. In order to hear voices from different actors in the educational system, qualitative research was conducted, involving interviews and focus groups with teachers, school principals, school psychologists, counsellors, pedagogical assistants, parents and students. Following the analysis, several school factors highly related to dropout were singled out. Low quality (individualisation) of teaching, lack of learning and emotional support and lack of positive teacher-student relationships proved to have the greatest influence on student dropout. On the other hand, our results indicate that student and parent participation in school life is underused as a resource for dropout prevention. These factors are described and their impact in Serbian context explained. The results are discussed in the light of similar findings from previous research.

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STRES U NASTAVNIČKOM POZIVU I MOGUĆNOSTI NJEGOVA PREVAZILAŽENJA

Author(s): Meliha Softić-Alibašić / Language(s): Bosnian Issue: 26/2006

The research shows that teaching is one of the most stressful occupations. The research also indicates that teachers’ internal characteristics considerably influence the stress incidence and that teachers can help themselves in reducing the stress levels. The school management too can help in reducing the stress levels in teachers. This help is especially important during accelerated educational reforms. This is useful not only to teachers but also to entire school, because stressed-out teachers emanate bad atmosphere and damage interpersonal relations.

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SOCIO-EMOCIONALNI I OBRAZOVNI FAKTORI RAZVOJA DAROVITOSTI

Author(s): Senad Becirević / Language(s): Bosnian Issue: 23/2005

There is no one integrated theory about recognizing and developing talent. The definition of talent has evolved, from intelligence coefficients (IQ), as the only valid indicator of talent, to many other kinds of intelligence and capabilities. The biggest role is given to the environment as a factor, which forms and even creates a talented individual. However, the role of a child in its own development is not properly understood and is unjustifiably neglected. Many gifted children do not have academic, but rather social and emotional problems, which prevent them from fully using their potentials. In order to enable talented students to develop emotionally and socially, the curriculum must take into consideration the following seven factors: awareness and understanding of oneself, understanding of others, interpersonal experiences, group processes and interactions, creativity, relaxation and visual imagination and, finally, problems associated with being gifted.

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INDIVIDUALIZACIJA I NADARENOST

Author(s): Senad Bećirović / Language(s): Bosnian Issue: 21/2005

The development of the talented represents a very complex issue in the pedagogical theory. This area is not sufficiently researched. The results of the research are often very different and sometimes even quite conflicting. Thus many authors still believe that no complete theory on the development of the talent exists as of yet. There are great differences between the students in terms of their abilities and their a priori knowledge. This heterogeneity between the students requires a very balanced approach, one in which the educational needs of all students are satisfied. Individualism has shown to be a very efficient approach in such circumstances. Through individualism of the teaching method, teaching content and style of teaching, one can be able to get the full potential out of every student. Individualism is particularly important while working with students with special needs, such as gifted students.

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OBRAZOVANJE VOLJE

Author(s): Mujo Slatina / Language(s): Bosnian Issue: 20/2004

The cognitively oriented school does not pay the due attention to willpower building. Inadvertent and casual attention to this very important task of the confluent education cannot develop in children the willpower needed to manage the dynamical changes. In order for the willpower to be prepared so as to enable decision making and acting, more needs to be done on willpower building in families and in schools. The author wishes this work to be an stimulation for a fight against laziness, idleness, lethargy, apathy, passivity and all forms of abolia. The work especially accentuates the need for the behavioral self-control, as a heart of willpower. The task of the confluent education, in terms of willpower processes, is self-control, and not a blind obedience.

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KAZNA KAO SREDSTVO ODGOJA

Author(s): Zuhdija Hasanović / Language(s): Bosnian Issue: 11/2002

Both Muslim and non-Muslim authors are of the differing opinions regarding a corporal punishment as an educational tool. Some consider it acceptable, pulling forward a maxim on "heavenly origins of spanking", while others hold that students should never be beaten since this is against their dignity. This difference in understanding is noticeable among our people too. Generally speaking, for previous generations the corporal punish.men twas most often used form of upbringing tool and, very often, they've considered it lo be a form of the religious rule of conduct, while younger generations have great reservations towards this practice.

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THEORETICAL AND METHODOLOGICAL COORDINATES ON THE PERSONAL DEVELOPMENT OF STUDENTS IN PRIMARY EDUCATION

Author(s): Constanta Dumitriu,Adriana Cadăr / Language(s): English Issue: 2/2016

This paper aims to highlight the effectiveness of teaching strategies in the personal development of students from primary education. From a theoretical perspective, it provides a summary of the main approaches to the phrase “personal development”: conceptual delimitations, paradigms, dimensions, factors affecting personal development. Based on these theoretical premises there has been designed and tested a psychopedagogical model/educational program centered around the use of active-participative strategies with increased formative valences on the cognitive, socio-emotional and moral behavior of students. As research methods and techniques there were used: the psycho-pedagogical experiment, observation, the questionnaire. The statistical analysis of the data obtained at the end of the research confirms the hypothesis regarding the effectiveness of the designed and implemented training program.

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Взаимосвязь изобразительной и речевой деятельности у детей старшeго дошкольного возраста

Author(s): V.V. Baranova / Language(s): Russian Issue: 47(2)/2017

The article deals with the issue of coherent speech of senior preschool - age children in imagery - creative activity. Interaction of coherent speech and imagery - creative activity of senior preschool - age children have been theoretically substantiated and experimentally verified. Environment of this problem at modern nursery schools are analyzed in the article.

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Содержание понятия «творческие способности» как психолого-педагогическое явление

Author(s): A. A. Listopad / Language(s): Russian Issue: 46(1)/2017

In the given article approaches of science officers to comprehension of concept «creative abilities» in historical aspect are tracked, and also their nature, frame and parameters of perfection of creative abilities is analysed. The scientific fundamentals of the researched problem are determined. In the article is presented an analytical review of psychological and pedagogical abilities. Implemented the concept of «creative abilities». The main ideas and conceptual issues of this problem are theoretically substantiated. The essence, content and structure of the appointed phenomenon are also revealed. It was analyzed the essences of the main definitions and scientifically based their theoretical ambushes. The methodological fundamentals, strategic aim, basic idea of formation of the researched quality were determined.

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Творчество в системевысшего профессионального образования

Author(s): A. A. Listopad / Language(s): Russian Issue: 45(4)/2016

Reasons of appearance creative paradigm are certain in the system of high professional education. History of becoming of teaching creation is analyzed. Basic approaches and methods of organization creative activity, which found its usage in the system of high professional education were presented. The article examines various aspects of pedagogical creativity in higher professional education system. This study challenges current thinking about the integration of these phenomena into the area of modern education.

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Činioci razvoja viših nivoa čitalačke pismenosti - veštine argumentovanja u školskoj nastavi

Author(s): Mаrijа Brаnković,Nevena Buđevac,Anjа Ivаnović,Vlаdimir Jović / Language(s): Serbian Issue: 2/2013

The highest levels of reading literacy, as defined within PISA study, include the ability to use various cognitive skills, with argumentative skills being one of the most important among them. In the present study our goal was to reveal some of the factors that influence the development of argumentative skills in Serbian schools. We investigated the extent to which argumentative skills are required in PISA reading literacy tasks, as well as the specific difficulties our students have faced on these tasks, through an analysis of student performance. We also conducted an analysis of the educational practice – by doing in-depth interviews with teachers and content analysis of students’ textbooks. The results revealed that: 1) Argumentations skills are an important requirement within PISA tasks; 2) Serbian students are mostly successful at basic tasks of recognizing arguments or providing arguments for the given position; they face difficulties answering the tasks which require precise formulation of relevant arguments as well as those demanding meta-cognitive skills (e.g. recognizing persuasive strategies in the given text). Their performance is particularly poor on tasks requiring the combination of information from different sources or information presented in different formats (text, tables, or graphs); 3) There is a significant gap between the requirements for argumentation skills our students usually encounter and PISA reading literacy tasks. In this paper we discuss some of the difficulties and obstacles to encouraging the development of argumentative thinking.

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Bilimin Doğası Anlayış Farklılıkları: Sinif Ve Fen Bilgisi Öğretmen Adaylari Karşılaştırması

Author(s): Hakan Türkmen,Öğrencisi Elif Kaya / Language(s): Turkish Issue: 36/2017

To improve students' understanding of Nature of science, firstly, it is necessary for the teacher to question their own understanding of nature of science. The purpose of this study is to determine the difference in changing the understanding of nature of science between science teacher candidates' and class teacher candidates' first year and the last years' levels. 259 science and class teacher candidate were chosen with cluster sampling method which is one of the probability sampling types. The data was collected with "the beliefs of nature of science scale". For revealing the beliefs of nature of science's effects on the departments and class levels, independent sample t-test with Mann- Whitney U and Kruskal Wallis tests were applied. In the result of research, there is no statistically significant difference between freshman science and primary teachers candidates but statistically significant difference between senior science and primary teachers’ candidates in the belief of nature of science.

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Intenzitet sagorevanja na poslu kod nastavnika srednje škole

Author(s): Nezrina Dazdarević,Jelena Čolaković Lončar / Language(s): Serbian Issue: 01/2017

Te paper presents the results of the study of the frequency and intensity of job burnout among teachers. Te sample consisted of 120 examinees, who are teachers of diferent psychosocial characteristics (marital status, work experience, gender, status at school- course teacher vs. form master). Measuring instruments used in the study were Teacher Burnout Scale (Seidman and Zager, 1986) and a questionnaire of general characteristics of the respondents (marital status, work experience, gender, status at school- course teacher vs. form master). The results indicate that there are no signifcant diferences in the frequency and intensity of manifestation of job burnout in relation to the psychosocial characteristics listed. It is evident that there are other factors which have a dominant infuence on the potential development of the job burnout syndrome. Tis primarily refers to the teachers’ psychological traits and their personality structure in general. The results will be useful as a stimulus for further research of burnout syndrome in school setting.

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Обучавање наставника за примену историјског метода у настави и стручном усавршавању

Author(s): Vladan Virijević,Zdravko M. Deletić / Language(s): Serbian Issue: 2/2017

Contemporary teaching of social sciences has a goal of transferring selected knowledge to students with as much of their active participation in the process of teaching as possible, primarily, through student activity while working with documents and sources of knowledge. It is necessary to provide students with minimal methodological training so that they would know how to critically assess original documents. A teacher trains students methodologically through work with selected examples, which requires basic knowledge of historical method and source criticism. It is assumed that students use acquired knowledge for later continuous professional development and self-education. With the aim of satisfying these needs, teachers of history and of other socio-humanistic sciences should be trained to apply the historical method and source criticism – written documents – to their teaching practice. The authors present main challenges of working with written sources. The paper rooted in the literature survey and the summary of experiences in teaching and researching history.

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Теоријe развојa геометријског мишљења према Ван Хилу, Фишбајну и Удемон-Кузниаку

Author(s): Olivera J. Đokić,Marijana Zeljić / Language(s): Serbian Issue: 3/2017

This research is a pedagogical study of theoretical frameworks of development of students’ geometrical thinking in various forms, particularly students’ geometric reasoning in teaching geometry: 1) model of van Hieles’ levels of understanding of geometry, 2) theory of figural concepts of Fischbein and 3) paradigms of Houdement-Kuzniak development of geometrical thinking. The aim of our research was to analyze the three theoretical framework and explain the reasons for their choice and expose them in terms of finding opportunities to permeate and connect them into one complete theory. The study used a descriptive-analytical and analytical-critical method of theoretical analysis. The results show that from each of the three theoretical frameworks we can clearly notice and distinguish geometric objects, as the students do not see them. They see them blended and structured in a series of procedures, and for that very reason we can say that they are poorly linked. We also opened questions for further research of geometric object as an important element for content domain geometry within mathematics curriculum.

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Indywidualizacja w działalności wychowawczej i dydaktycznej

Author(s): Magda Lejzerowicz / Language(s): Polish Issue: 28/2016

The author of the article indicates to the essence of the individual approach to a child, and especially to a child with a disability. The author argues that individualization in Polish school exists only on the declarative level, in fact, a child is treated objectively, as a representative of an unspecified group of pupils. Human rights, which is inscribed subjectivity are not respected in Polish schools, the right to individual approach in school as well as subjective treatment are present only at the theoretical level in the Act on the Education System, regulations, or in the core curriculum. Legal reality in any dimension does not fit into the school reality. These are two different worlds in which pupils, their parents and teachers were lost. Individualization in the upbringing and education in the current education system in Poland is not a possible solution to realize widely. The educational system in which a teacher, student and parent are instrumentalized is not able to provide the possibility of subjective activity and being the subject to participant of education.

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Nauczyciel wobec zmian społeczno-kulturowych. Rola edukacji psychologicznej

Author(s): Agnieszka Ogonowska,Piotr Słowik / Language(s): Polish Issue: 28/2016

This article aims to show the role of teacher’s psychological education (at all levels of education) in relation to different types of changes and challenges posed by the postmodern civilization. In the description of these issues the authors have used their own experience in the role of trainers and educators of the workshops addressed to teachers and school counselors. Their subject matter of these workshops was associated with the development of communication skills in interpersonal relations and motivation for the development of their own psychological competencies needed to work effectively with students and collaboration with other school staff, as well as the parents of students. A significant portion of these psychological skills was also linked to the prevention of teachers burnout. The article also addresses the types of changes that appear in adult life of a man who, through their professional activities, may pursue their own personal development and achieve a high sense of professional and social competence, and thus a sense of efficiency. In the case of the teaching profession it is particularly difficult to achieve, because of social status of the profession, as well as the related requirements of social, cultural and civilizational life.

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