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Learning in the Practicum: Shaping Professional Identity in Initial Teacher Education

Author(s): Martin Hagan / Language(s): English Issue: 4/2021

This study considers the role of the practicum in supporting professional identity development in the initial stage of teacher education. Employing an interpretative paradigm and a qualitative methodological approach (Lincoln & Guba, 2000), data were collected from a purposive sample of student teachers (n = 6) in the first year of study, using individual semi-structured interviews and episodic documents. The findings show that emerging teacher identity was informed but also challenged by the participants’ engagement with pupils, other teachers and visiting tutors. Collectively, these influences effected shifts in the participants’ constructs on teaching and prompted change in their perception of themselves and others as teachers. The study provides for an improved understanding of teacher growth in the first stage of career development. By so doing, it makes a valid contribution to the discourse on initial teacher education to better inform teacher educators and policy makers in relation to teacher professional learning.

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Strengthening Identity and Social Responsibility among Roma University Students

Author(s): Aranka Varga,Fanni Trendl,Kitti Vitéz / Language(s): English Issue: 4/2021

The aim of our research is to present how the identity and social responsibility wasstrengthened by a Roma Student College in Higher Education. We rely on the literature ofequality and equity, which is examined in the context of empowerment, resilience andintersectionality (Varga, 2017). Our research sample consists of the community membersof the diverse (Roma, non-Roma, disadvantaged students) Roma Student College of Pécs,Hungary. The sample university students are considered resilient (Masten, 2008), as they haveovercome the hardships of their family background and study now in Higher Education.Our study gives an analysis and highlights of 27 biographical interviews from the perspectiveof their pre-university years and the years spent as Student College members. The summaryof the grant period between 2016 and 2018 will reveal the diverse programs, which wereavailable for students in the Student College and can be divided into three main groups.The positive role of some of these and the Student College community appeared in thenarratives as a strikingly relevant factor.

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Collegiality as a Fundamental Professional Value in an Academic Setting: A Case Study in a Teacher Education Institution in a Small Island Developing State

Author(s): Yesha Mahadeo Doorgakant,Radha Rani Baichoo / Language(s): English Issue: 4/2021

Collegiality is believed to entail “always acting in good faith, [...], in concert with one’shonest judgment as to the best interests of one’s institution” (Siegel, 2004, p. 411). Thisunderstanding of collegiality is deemed to be output-oriented and missing out on importantunderlying concepts and values related to the construct. While research shows thatcollegiality as a concept and a practice is well anchored in corporate jargon and settingswhere collaborative efforts among employees are capitalised upon for the optimisation ofoutput, there seems to be a dearth of literature on the importance of collegiality in relationto personal well-being in the professional set-up. Moreover, in academic settings, collegialityas a concept has been extensively researched in relation to teacher collegiality, but there isvery little mention of how collegiality influences well-being in work life among academics inhigher education institutions. This paper seeks to explore the understanding that academicsin a teacher education institution have of the concept of collegiality and its impact on theirprofessional stance and job-related personal well-being. It addresses the question of whethercollegiality should be incorporated as a fundamental professional value within a teachereducation institution as this is deemed to have implications for human capital development.The study shows that though the corporate logic of the use of collegiality for enhanced performance is the most prevalent practice even in an academic set up, academics have alsoappropriated the concept to include a strong element of social and emotional intelligence.

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Development of Transversal Competences: A Current Challenge in Teacher Education

Author(s): Dana Hanesová / Language(s): English Issue: 4/2021

This study responds to the growing demand to adapt the content and methods of teachertraining programs to reflect the rapid emergence of new, nonpareil 21st century professionsin the labour market, predominantly due to the information technology revolution. It is clearthat future teachers will increasingly be expected to have a wider range of professionalteaching skills, but also transversal skills and competences. For this purpose, a Slovak researchteam at Matej Bel University prepared an experiment by transforming a traditional foreignlanguage CLIL course into a new course Global Encounters in Local Settings, aimed atdeveloping not only pre-service teachers’ multilingual and intercultural competences, but alsoa variety of other transversal skills and competences (critical thinking, intercultural competence,time management, teamwork, plurilingual and interpersonal communication skills and others).The innovative components in the new course are student-centredness, service learning andthe collaboration between domestic and foreign students. GELS pilot teaching was launchedin February 2020 and has been repeated during four following semesters (up to December2021), despite severe pandemic constraints. The author presents some results from theverification of this pedagogical innovation in the teachers’ university training curriculum.It has been tested by three quantitative-qualitative research methods: pre-term and post-termquestionnaires, content analysis of students’ seminar work, reflective individual diaries andgroup reports. Although the results from all of them are briefly stated, this focused on theresults from the last mentioned analysis – diaries and group reports. The results of the dataanalysis show that this innovation has proved to be feasible and effective in achieving anincrease in students’ transversal skills, especially project management skills, interpersonal skills, communication skills, ICT skills, time and project management, tolerance and flexibility,critical and reflective thinking skills and open-mindedness.

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Health and Health Literacy in Teacher Education: Comparative Analyses of Student Teachers and Teacher Trainees

Author(s): Elena Hohensee,Stephan Schiemann / Language(s): English Issue: 4/2021

Health literacy (HL) represents an important determinant of health and is considereda necessary prerequisite for health-promoting behaviour as well as the maintenance andpromotion of health. Strengthening HL is an important aspect of prevention and healthpromotion in the context of (teacher) education and it is partially integrated into theGerman Professional Standards for Teachers. Previous study results of (prospective) teacherspoint to deficient training regarding health-related competencies in the context of theirqualification. Overall, there are too few studies on prospective teachers’ HL and only few thatfocus on the key health-related competencies of HL in the context of prospective teachers’health. Linking this study examined the HL and health status of student teachers (ST) andteacher trainees (TT) and their differences. In addition, the association between the twoconstructs will be elaborated. In this study, 195 ST and 242 TT participated in an onlinesurvey, which used questionnaires to assess HL and health status. The statistical analysis tookinto consideration t-tests, product-moment correlations, and multivariate regression analyses. With the exception of key HL competence communication and cooperation, the other key HLcompetencies were significantly stronger among ST. In contrast, TT assessed their healthstatus significantly better. In terms of correlations, ST and TT abilities to self-regulate playeda leading role. In ST, self-regulation represented the statistically strongest predictor forhealth status, but in TT, proactive approach to health represented the strongest predictor.

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A Living Educational Theory Research Approach to Continuing Educational, Professional Development

Author(s): Jack Whitehead,Marie Huxtable / Language(s): English Issue: 4/2021

An argument for adopting a Living Educational Theory Research approach to the processof continuing educational, professional development is presented. A living-educational-theory(a term coined by Whitehead by 1989) is the valid, values-laden and evidence-basedexplanation of the practitioner for their educational influence in their own learning, in thelearning of others and in the learning of social formations. An educational-practitionerdevelops their living-educational-theory research methodology as they research into theirpractice to understand and improve it and to generate valid accounts of their livingeducational-theory. A Living Educational Theory Research approach to professionaldevelopment has been used to enhance professionalism in diverse fields of practice andcultural contexts over many years. Examples are given of the difference adopting a LivingEducational Theory Research approach has made to improve educational and professionalpractice. The difference is focused on realising professional educational responsibilities tocontribute to the knowledgebase of education and a global educational knowledgebase forthe flourishing of Humanity. The difference is also grounded in practitioners accepting theireducational responsibilities for living their values as fully as possible and for sharing theknowledge they are creating. Examples drawn from India, England, South Africa, Pakistan and Bangladesh serve to emphasise the global influence of a Living Educational TheoryResearch approach to continuing, educational professional development.

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Combining Storytelling with the Performing Arts of Natya Shastra to Support Comprehensive Development of Children: Reflections from India and International Comparisons

Author(s): Jolanta Gałecka / Language(s): English Issue: 4/2021

There are multiple different narrative modes in the Indian tradition with stories told mainlythrough performances and the storyteller often seen as a teacher. Education in India oftenhas to cater to diverse needs, respond to extreme challenges resulting – among others – frommultiplicity of languages and cultures and lack of students’ motivation, which are present inmany other countries. I observed the endeavours of a non-profit organisation Katha in its realenvironment in New Delhi. I gathered the data on Katha’s activities using mostly narrativeinquiry focusing on Katha’s specific categories which in turn revealed Katha’s narrativeapproach – the most important initiatives are underpinned by the stories and the desire toallow children to take joy from reading them. I describe some of the similarities I observed inother educational projects in Brazil and Colombia in order to show their interconnectedness,the integration of the teaching and learning processes with stories, the holism of theendeavours, where all the activities are governed by the common goal of relevancy tothe lives of the children and emotions forming an essential part of classroom activities. Theobservations made me realise that besides the teacher training and curriculum curation itwas the engagement of the community that was the core of the success of Katha’s activitiesenabled by the stories and storytelling.

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Conceptions and perceptions of student initiative held by elementary school teachers and students

Author(s): Nada Polovina,Ivana Jakšić / Language(s): English Issue: 1/2016

The aim of this study is to provide empirical analysis of teachers’ and students’ understanding of the term student initiative and their perceptions of its manifestations in school environment. A total of 182 teachers and 223 8th grade students were asked to (1) provide associations to the term ”initiative”, (2) to specify personal characteristics and behaviors of students with high initiative and (3) to report on the importance and levels of student initiative manifested in different domains of school functioning. Both teachers’ and students’ associative fields for the term initiative are extremely large and with weak associative strength, implying various diverse meanings. However, both groups consider student initiative as an important feature for school functioning and report on student initiative being manifested in different domains of school life. While there are some differences, both groups connect student initiative with success in school but not with the gender of the student, pointing out prosocial behavior in the school environment and dedication to learning, as well as readiness for additional engagement in the class. Implications for school practice are discussed in terms of changing teacher – student patterns of conversational activities and inclusion of complex and challenging tasks connected to learning material.

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Научна заснованост програма стручног усавршавања за превенцију вршњачког насиља

Author(s): Miroslav Pavlović,Vesna Žunić Pavlović / Language(s): Serbian Issue: 1/2016

The paper analyzes the compatibility of the continuous in-service teacher training for prevention of peer violence and modern scientific knowledge in this area. The first part of the paper summarizes the results of 12 systematic reviews and meta-analyses of the effectiveness of the studies of antibullying programs published since 2000. which relate to the effects of uni-modal and multi-modal programs, and the efficacy of interventions used in anti-bullying programs. The second part of the paper analyses the approved programs of in-service teacher training, in which priority is given to the prevention of violence, abuse and negligence. We analyzed 39 programs of continuous in-service teacher training, and focused on the empirical bases of the programs (researches which confirm the effectiveness of a program) and the contents of the training (the level of preventive activity, modality, field, and interventions). The results of the analysis of the programs of continuous in-service training for peer violence prevention are discussed in the context of modern scientific knowledge of effectiveness of anti-bullying programs and of professional development of teachers and counsellors.

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Експресивност у музичком извођењу: педагошки аспект

Author(s): Natalija Jović,Blanka Bogunović,Tijana Mirović / Language(s): Serbian Issue: 1/2016

The subject of our research relates to pedagogic aspects of expressive vocal-instrumental musical performance. We intended to examine: (1) how undergraduate students see/conceptualize and evaluate expressiveness in musical performance; (2) whether and how they were trained in the skill of expressive musical performance during their musical training; (3) whether and in which way they rehearse the expressive component of musical performance and interpretation and (4) whether there are any differences regarding gender, age, instrument, department, year of study and years of instrument playing in relation to the group of dependant variables related to expressiveness, tuition and practice. The sample for the research included 82 students of instrumental and theory departments at the Faculty of Music in Belgrade. Psychological and pedagogical aspects of musical expressiveness during vocal-instrumental performance were analysed. The results show that students highly evaluate expressiveness but its place is secondary compared to mastering technical and tonal requirements. Statistically significant differences were shown regarding gender, age and departments. It can be concluded that there is a potential for the development and enhancement of expressiveness of students if we abandon the traditional view that expressiveness is linked exclusively to talent. The findings indicate that pedagogical work should be directed towards finding purposeful strategies for training individual expressiveness.

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Полне и узрасне разлике у испољавању недисциплинованог понашања током наставе

Author(s): Jasmina Pekić,Jasmina Kodžopeljić,Ilija Milovanović / Language(s): Serbian Issue: 2/2016

The article focuses on the phenomenon of school indiscipline which proved to be an important factor of disruption in the teaching process. The aims of our research were to determine whether there were gender and age differences in expressing indiscipline during a class, as well as to examine the latent space of the School Indiscipline Scale. The sample included 897 students (42.1% boys and 57.9% girls) who attend elementary (46.6%) or secondary (53.4%) school, aged 12 – 19. The instrument used was the Scale of School Indiscipline. The results of the component analysis indicated four components: nonparticipation, aggression, defiance to authority and cheating. By applying the MANOVA test we detected gender differences in all four subscales: that girls tend to cheat or not participate in the teaching process, while boys are more inclined to aggression and authority defiance. Regarding age differences it was noted that elementary school students are more inclined to behave aggressively while secondary school students tend not to participate and cheat. Bearing in mind that knowing gender and age differences of expressing unwanted behavior in school is very important it seems that the success of any prevention programs depend, to a large extent, upon their congruence with the students with different characteristics.

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Мотивација ученика у инклузивној настави и школски успех

Author(s): Danijela Ilić Stošović,Ana Dromnjaković,Snežana Nikolić,Snežana Nišević / Language(s): Serbian Issue: 2/2016

The analysis of the motivation experiences of students in the conditions of inclusive education determines teaching procedures considerably. The main aim of this research was to determine whether there were any difference in motivation experience between students with learning and developmental difficulties and the students without these difficulties, and whether there is any correlation of academic success and motivation experiences between these two groups. The sample comprised 87 students of the fifth grade (24.13% students with learning and developmental difficulties, and 75.86% students without these difficulties). The examination of motivation experience was carried out by the Scale for Estimating Extrinsic and Intrinsic Motivation. Statistics analyses show that there are differences in experiencing intrinsic and extrinsic motivation among students with and without learning and developmental difficulties. Learning difficulties correlate with lower academic achievement at the end of the fourth grade. As academic success increases the motivation experience decreases in both groups. The obtained results stress the importance of interventions by teachers and other school professionals in order to maintain motivational levels of all students. The results of this research highlight the quality of assessment system of academic achievement of all students and suggest further researching how and which way teachers understand and apply different functions of assessment.

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Стандарди постигнућа ученика из перспективе наставника

Author(s): Aleksandra Maksimović / Language(s): Serbian Issue: 2/2016

Teachers are one of key factors of the realization and success of the reform processes in the education system. The paper reports about a research of the views of class- and subjectelementary-school teachers of the importance of defining, and the role of defined achievement standards, as well as their limitations. Also, it was examined to what extent teachers follow the defined standards when they prepare a written preparation for a lesson. The sample included 290 class- and subject-teachers and 51 written lesson preparations. According to the results obtained in the research it can be stated that there were certain differences in the teachers’ reports about the importance of defining students’ achievement standards as well as the frequency of defining and recording standards in written preparation of lessons: more than half teachers think that implementing standards in lesson preparations is important, a third of respondents think that it is very important to define achievement standards, but they were implemented in only two written lesson preparations. The results of this research can be useful both to teachers and education policy planners, since they show how important it is to include class- and subject-teachers in the reform processes and to give them a continuous support in implementing achievement standards as teaching regulators.

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Мотивација за наставу физичког васпитања ученика млађег школског узраста

Author(s): Svetlana Buišić,Dragan Cvejić,Dušanka Ćuruvija / Language(s): Serbian Issue: 2/2016

Students’ motivation is important for the feeling of satisfaction with school as well as for enhancing teaching effects. The aim of our research was to examine motivational orintations of the third-year elementary-school students for Physical Education classes. The research included 100 students (54 boys and 46 girls) from two elementary schools in Sombor. By using the double cluster analysis we got the results which indicate higher self-determined behavior of younger school age, stimulated by fun, enjoyment and wish to learn various sport activities, which is a solid basis for conducting the teaching process more efficiently. Identified regulation and intristic motivation dominate, and the results of multivariant variance analysis show that there are no gender differences in behavior self-determination. Represented motivational orientations are a good base for more efficient teaching of Physical Education in junior classes of elementary school, while teachers in senior classes should uphold it by using more current contents of physical education, more possibilities for chosing the contents and activities by students and a more flexible teaching curriculum.

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Тешкоће у социјалном функционисању адолесцената различитог породичног и интелектуалног статуса

Author(s): Marija Jelić,Irena Stojković / Language(s): Serbian Issue: 2/2016

Bearing in mind limited effects of interventions focused on the child and its limitations the attention of researches is more and more directed to immediate and wider ambience factors in the prevention of negative forms of behaviour of children. The aim of the research was to determine the level of connectedness of family and intellectual status of adolescents and different aspects of their social functioning. The sample of 416 adolescents, aged 12 to 18, was divided into two groups. The group without parental care included 210 respondents (130 with typical development – TD and 80 with mild intellectual disability – MID), and the group with parental care (130 TD and 76 MID). We used Strengths and Difficulties Questionnaire with subscales: behavioral problems, emotional problems and problems with peers. Family problems were divided in socioeconomic problems, partners’ problem, mental health of parents, abuse, and neglect. The results confirmed that the young without parental care showed more problems in behavior than their peers with parental care, and that family status affects behavior more than intellectual status. Family is the protective factor for the development of emotional problems of the young TD students, while it is risky for MID students. Problems with peers are not significantly connected with family or intellectual status. Some implications of the results are stressed.

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Валоризација упитника намењеног процени квалитета живота студената

Author(s): Milan Nešić / Language(s): Serbian Issue: 2/2016

Quality of life is one of essential determinants of social connecting, preferences and existence of the young. It is an integral factor which should be held in estimation when studying the development of contemporary environment of students’ population. It is important to point out that the period of study is specific with numerous challenges and opportunities for a young person. So far, only few studies in our surroundings focused on valorizing the quality of life of students. The research conducted on a sample of 568 students from Novi Sad and Subotica was aimed at estimating metric characteristics of a modified version of the WHOQUL-BREF scale for estimating students’ perceptions of their quality of life (PQL-S). The scale metric was tested by two procedures: (1) examination of its internal compatibility, where it was determined that the scale has, on the whole, satisfactory internal compatibility (Krombach’ Alpha = 0,903) as well as individual domains/subscales (physical health – 0.868; mental health – 0.634; social relationships = 0.790 and environment = 0.752); (2) validity check based on the coefficient of internal correlation scale where the Spearman’s rank correlation showed high values. In order to identify latent structures of quality of life we used the factor analysis. Based on the analysis of main components it was determined that all 26 scale variables gave acceptable weight to the extracted factors which additionally confirmed that the PQL-S has adequate validity. Considering good metric characteristics, obtained in this study, the PQL-S can be recommended as an applicable multi-item scale.

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Значај и пракса постављања питања у настави енглеског језика на основношколском узрасту

Author(s): Radmila Bodrič,Violeta Stojičić,Aleksandar M. Jagrović / Language(s): Serbian Issue: 2/2016

Techniques of posing questions are one of strategic teaching skills in all school subjects, including foreign languages, because they form a basis for successful teacher/student interactions. Since foreign language teachers teach language, a high percentage of teaching activities make use of questions and answers which stimulate the development of the student’s communicative competence. The aim of our research was to examine the views of English language teachers about the importance and practice of posing questions in teaching English as a foreign language at elementary school age level. The research included 104 teachers of English as a foreign language in different cities in the Republic of Serbia, The results show that the teachers are aware of practical importance of posing various types of questions in order to stimulate language production and teacher/student as well as peer interaction. In foreign language teaching it is very important to purpusfully and skillfuly select speech situations which will stimulate students’ curiosity, reflection, greater language production and active language learning.

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English language teaching methodology in a call classroom: testing and evaluating traditional grammar instruction

Author(s): Jasmina Đorđević / Language(s): English Issue: 2/2016

Pursuant to the revised Research Policy issued by the Executive Committee of the European Association for Computer Assisted Language Learning, research in the area of ComputerAssisted Language Learning (CALL), should guide language pedagogies rather than the availability of new technologies and functionalities. Accordingly, the aim of this research was to test a combination of methods and techniques rooted in traditional grammar instruction by alternating them in a conventional classroom setting (based on paper and a whiteboard) and an experimental CALL setting. The hypothesis was that if the classroom activities were anchored in traditional grammar teaching methodology, the CALL environment would prove as comprehensive as the conventional classroom, thus stimulating and yielding positive results. By means of grammar-based teaching and communicative learning the grammar item “meaning of modal verbs” was taught. Based on a quasi-experiment and the principles of a repeated measures research design, the performance of 50 students at two English language departments was alternatively measured in both the conventional and the experimental classroom settings in several subsequent instances. The analysis of the data resulted in the conclusion that the overall performance of the participants in the experimental setting exceeded the performance in the conventional setting.

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Serbian EFL teachers and learners' attitudes to peer assessment and the comparison of teacher and peer speaking assessment scores

Author(s): Danica M. Jerotijević Tišma / Language(s): English Issue: 2/2016

The present paper is inspired by the scarcity of research into the practical implementation of peer assessment in Serbian EFL classrooms. Hence, the study explores the attitudes of Serbian EFL teachers and learners on peer assessment and compares the results of an assessment experiment in which the teachers and students had the task to assess speaking performance according to the predefined speaking assessment guidelines. The research consisted of three parts. The first part included 112 teachers taking part in the questionnaire, while the second part comprised 130 primary and secondary students filling in the relevant survey. The third experimental part involved 24 students and 15 teachers as evaluators, and 5 students as presenters, i.e. the assessed speakers. The results showed generally positive attitudes towards peer assessment both among teachers and learners, with certain reservations underpinned in the study. The assessment experiment results point to the overall agreement of teacher and learner scores, which emphasizes the importance of peer assessment incorporation as relatively reliable classroom assessment practice.

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Менторство као колаборација практичара-перспектива ментора

Author(s): Lidija Miškeljin / Language(s): Serbian Issue: 2/2016

Based on conducted researches many authors point out that professionalism in the field of education in early childhood is closely linked with the skill of critical study of pedagogic practice and the ability of changing it. In accordance with modern views and research of professional development which indicate the fact that training professionals is not sufficient if we want to create a sustainable change the issue of mentorship development becomes increasingly topical. The paper considers a concept of mentorship in the frame of the project Kindergartens without borders 2 – quality inclusive preschool education in Serbia, based on a systemic approach to professional development, as a support to improving the quality and the development of ethical practice of preschool education. The new concept of mentorship includes active integration and synergy of the requirements of practice and theory, competence in mutual process of learning and reflexive examination of one’s own practice, i.e. the ability of critical thinking and changing practice. The qualitative research was aimed at considering the perspective of mentors in the light of the mentoring concept. The results show that mentors see this kind of support as important in the processes of introducing changes in the practice and the development of quality in all dimensions of real context. The conclusion states that it is necessary to change the concept of professional development in order to ensure important support in the processes of changing the practice and the development of quality in all dimensions of real context.

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