Suchergebnisse

The realization of inclusive education at the preschool age is an important effort within the school system of a country. It has been established that inclusive education has a stimulating effect on children with disabilities, as well as on typically developing children. Because of this, it is necessary to start with its realization at the preschool age. The paper presents the results of empirical research conducted on a sample of 763 parents of children attending preschool institutions in the territory of eastern and southeastern Serbia, which were collected using an assessment scale specially constructed for this research. Bearing in mind the importance of the formation of positive attitudes of parents as key actors in the upbringing of typically developing children, who should represent to their children a model of adequate behavior towards persons with developmental disabilities, the research aims to examine the attitudes of parents about inclusion in the system of state preschool institutions. It was established that the majority of parents recognize the most significant advantages of inclusion and the prerequisite for achieving inclusion in the context of institutional preschool education. When it comes to obstacles to achieving inclusive education, it was found that parents recognize them to a lesser extent. Also, it was established that there are statistically significant differences in parents' responses to certain items concerning the variables of gender, age, and level of education. The findings of this research can represent a good starting point for improving existing institutional practice in the context of inclusive education.

The aim of contemporary education is to shape a competent individual capable of solving life problems based on existing knowledge, skills, and abilities, ready to navigate the information space, receive, use, and create information. Achieving this goal requires dedication from education professionals, primarily pedagogues, psychologists, and teachers who must possess integral quality in their profession, which is competency. The main objective of the research is to examine the opinions of pedagogy students about the potentials of a set of workshops collectively named Creative Pedagogical Practices (CPP) for the development of competencies of school pedagogues. The workshops were implemented in secondary schools as part of courses in the field of school pedagogy. The study employed a descriptive research method, using written structured interviews as the research instrument. Research data indicate that students' expectations regarding the creation and implementation of CPP workshops are met, as they have recognized the potential for developing professional competencies in the domain of didactic-methodological knowledge, social skills, creativity and general competencies for working in school. Regarding the development of personal competencies, respondents mentioned that the implementation of workshops contributed to the development of their responsibility, self-confidence, and creativity, which they consider important qualities for future work in schools. The obtained research results can be relevant when creating study programs for educating educators, especially in light of a greater emphasis on practical activities during studies.

From the standpoint of a systemic approach, the paper considers the co-operation between families and pre-school institutions. It indicates the relevance and topicality of this issue in a time of reform which aims to build a quality pre-school education. The paper advocates the process supportive model of partnership between parents and pre-school teachers that places focus on the quality of their interrelations.The research aim was to examine parental satisfaction with the co-operation with pre-school teachers. Research results have shown a high degree of respondents' agreement with the assertions relating to parental satisfaction with the co-operation with a pre-school institution. The research data obtained on a sample of parents with college and university degrees are indicative because they expressed the lowest level of satisfaction with such co-operation. However, respondents within this category have highly assessed the assertions relating to parental involvement in the work of a pre-school institution and pre-school teachers' acknowledgment of parental recommendations, which is encouraging form the standpoint of developing a partnership between parents and pre-school teachers. Pedagogical implications of the research can be observed from a theoretical standpoint in terms of inspiring other researchers to further delve into relationships between family and the system of pre-school education and upbringing, especially from a standpoint of numerous determinants which shape those relations. Implications for the pedagogical practice are reflected in perceiving that the category of highly educated parents comprises a significant force that can initiate changes concerning the co-operation between parents and pre-school teachers in terms of establishing and developing partner relationships and other topical changes in the field of pre-school education and upbringing.

Prelazak sa nastave "licem u lice" na onlajn nastavu postao je izbor mnogih univerzitetskih ustanova tokom pandemije Covid-19. Shodno tome, aktuelizuje se pitanje koje se odnosi na važan aspekt nastavnog rada u onlajn kontekstu – evaluacije postignuća studenata. Istraživanje ima za cilj da pruži odgovor na pitanje kakvi su stavovi studenata Filozofskog fakulteta u Nišu prema evaluaciji postignuća u onlajn nastavi. U istraživanju je primenjena deskriptivna metoda, a uzorak istraživanja činilo je 211 studenata sa različitih studijskih programa. Instrument istraživanja je petostepena skala procene Likertovog tipa putem koje su ispitivani stavovi studenata prema evaluaciji postignuća od strane nastavnika. Rezultati istraživanja pokazuju da studenti uglavnom imaju pozitivne stavove o načinu na koji su nastavnici ocenjivali njihovo postignuće, kao i da u odnosu na nezavisne varijable istraživanja – pol, godinu studija, prosečnu ocenu tokom studiranja i studijski program, nema statistički značajnih razlika.