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Intercultural dimensions of education

Author(s): Klara Skubic Ermenc / Language(s): English Issue: 1/2016

The paper discusses the development and the conceptualization of intercultural education, particularly within the Central-European pedagogical tradition. The author defends the thesis that intercultural education needs to be developed within the tradition of critical pedagogy, and linked to the main topicalities of pedagogical research, namely that of general theory of education and didactics. Intercultural education should therefore address the power inequalities of the education system itself, which primarily involves implementing a multi-perspective and anti-bias curriculum and creating a democratic, pluralistic, inclusive school ethos. Moreover, intercultural education is not defined as a specific pedagogical discipline, but as a pedagogical principle which guides the processes of planning, implementing, and evaluating education at the systemic, curricular, school, and classroom levels to enable recognition and empowerment of all minority groups. The paper concludes with a brief discussion on pedagogical measures to support intercultural education, including the role of the teachers.

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Some questions about creativity in digital age

Author(s): Slavica Maksić / Language(s): English Issue: 1/2016

The subject of interest in this paper relates to the expression of creativity from childhood to adolescence in the society today, which many mirror as the digital age. Firstly, the paper presents a Developmental model of creativity developed in a research study focused on personal explicit theories of educational researchers. The model defines key descriptors and describes the manifestations of creativity from the preschool years all the way to the adulthood, when the individual joins the labour market. Secondly, the paper focuses onto the Digital Natives concept and attempts to describe the youngsters today taking into account research results from different settings. Thirdly, in the remaining part the manifestations of creativity from the model are associated with the characteristics of young people who were born in digital age in order to enhance understanding of creativity expression in digital age. Based on a thorough examination a list of questions and needed research studies about creativity of Digital Natives is presented, under the assumption that the digital media will only be further developed and their influence over the young generations will be even more copious. The concluding remark problematizes the notion on whether everybody may be regarded as creative in the digital age realm and if so how this changes the overall meaning of the concept of creativity?

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Најчешће заблуде о информационо-комуникационим технологијама у образовању

Author(s): Ana Pešikan / Language(s): Serbian Issue: 1/2016

The aim of this paper is to discuss analytically the use of informational communication technologies (ICT) in education so that education system could have greater benefits from its carefully planned use. In this paper we tried to show the specificity of the relations between education and ICT. Many things in that relation are accepted for granted, often without much analyzing. We selected some of typical misconceptions which contribute to erroneous ideas about education and ICT relation resulting in limited opportunities for using up new technologies in education. When analyzing ICT in education there is no room for the question whether to use new technologies in the teaching/learning process or not, but when, why and how to use them. In order to bring these decisions and use ICT potentionals for educational purposes, thorough understanding of the nature of teaching and learning is necessary. Education should not be just a buyer or a prudent user of numerous ICT possibilities but it should carefully and thoughtfully transform the teaching/learning process in order equip future and nowadys citizens with skills necessary for living and working in the environment with significantly changed technology. Much more researching and theoretical work is needed in order to fully understand how ICT really influences the learning process and how to use that influence in order to enhance the quality of education.

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Повезаност нивоа метаконгитивних способности ученика и образовних исхода у когнитивном подручју

Author(s): Ivana Bogdanović,Spomenka Budić,Mirjana Segedinac,Dušanka Ž. Obadović,Milica Pavkov Hrvojević / Language(s): Serbian Issue: 1/2016

The aim of the research presented in this paper is the analysis of the connection of the students’ metacognitive levels and educational outcomes in the area of cognition. The research was performed with a sample of 746 respondents, both genders, first-year students in grammar schools in Novi Sad. The technique used was testing, the instrument was the test of metacognitive abilities of students, construed according the five levels Likert’ scale and Physics knowledge test. The results of the questionnaire were processed by statistical procedure. The program used was IBM SPSS 20 Statistics, descriptive analysis, correlational analysis and simple linear regression. In this analysis the criterion was the score that the students got on the knowledge test and subtests on the levels of knowledge, understanding and application, and the predictor was the score obtained on the test of metacognitive abilities. The research enabled a valuable insight into the connectedness of metacognitive abilities and efficiency in learning physics. Statistically significant connectedness was found between metacognitive abilities and efficiency in learning physics on the levels of knowledge, understanding and application, and all three levels together. The paper ends with stating the importance and pedagogic implications of the research results.

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Трансферна вредност учења музике на когнитивни развој ученика основношколског и средњошколског узраста

Author(s): Nevena Vujošević / Language(s): Serbian Issue: 1/2016

Examining positive effects of music on cognitive development is often part of empirical researches within cognitive and general psychology of music. Starting from the studies conducted by the most modern technologies and methods of studying interconnectedness of mental processes and individual musical development, the conclusion is that active musical participation influences a large spectre of ewnhancing the student’s abilities even within other cognitive areas of his actions. Positive effects of music influence directly the development of student’s verbal and visual-spatial abilities, abstract thinking, movement coordination, concentration and memory capacity, creativity in thinking and task solving, as well as the development of emotional, aesthetic and social intelligence of the individual. Some of them will be especially stressed in the paper. The paper informs about newer results of examining positive effects of music on non-musical cognitive abilities of students and indicates to positive implications that music and musical education can enhance overall cognitive development of personality.

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Од епистемологије до скривеног курикулума: критичка vs. "банковна" педагошка перспектива

Author(s): Jovana Marojević / Language(s): Serbian Issue: 1/2016

Knowledge or, more precisely, its power is one of central themes in critical pedagogy. Since they are interested in school as the site of social critique, aimed at social transformations, critically oriented pedagogues pay special attention to the relation of knowledge and power or, to simplify it, the function of knowledge in the reproduction of the existing (often oppressive) social relations. Not recognizing school as a mere site of social, economic or cultural preservation, they often study epistemology on which modern school is founded (positivistic epistemology) and its hidden curriculum who function so that they legitimate social reproductive function of the school in a continuous cycle of self-justification. Since a certain understanding of knowledge and its function reveals the hidden curriculum of a certain educational philosophy, and since this consequently changes school into a site of social transformation or social transmission, viewed from the critical position this is the subject of the analysis of our paper. By final sublimation and contrasting the opposite positivistic and critical positions we conclude that the hidden curriculum of the first is the curriculum of the soliloquies while the curriculum of the second, critical tendency is entirely of a dialogue nature. It is clear that uni-directedness of the hidden curriculum formed according the postulates of positivistic epistemology can contribute only to positivistic transmission and regeneration of the existing social order, while the discursivity of critically oriented school defines the relation towards society as two-way, transformational, active and emancipatory.

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ЕЛФ у настави енглеског језика: испитивање ставова српске академске заједнице

Author(s): Vera Ošmjanski / Language(s): Serbian Issue: 1/2016

The aim of the empirical part of the research was to explore the attitude of the Serbian academic community towards the English language used as lingua franca (ELF), i.e. neutral variety of the English language. The results might be a starting point in considering whether to include ELF in the language policy and, consequently, into English curricula in Serbia. The research included members of Serbian academic community, students of different departments, and English language teachers in the state owned and privately owned universities in Belgrade, Novi Sad and Nis. After examining their attitudes towards key postulates of ELF the conclusions are that it is necessary to start discussions about the concepts of the variety and to reassess current deeply rooted ideas about the English language from the perspective of modern linguistic trends. The need for a more liberal approach to the variety is not generated only in the needs of the market, i.e. those people to whom English is a practical means of international communication, but also the need to adjust ELT (English Language Teaching) to modern linguistic tendencies and the European Council recommendations.

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Ефекат иницијалног образовања и обуке будућих наставника страног језика

Author(s): Ana Đorđević / Language(s): Serbian Issue: 1/2016

The effects that initial education and training of future foreign language teachers have on their pedagogic convictions and practice have been of prime interest of numerous authors in the last three decades. In difference to previous pessimistic conclusions in which this type of intervention was assessed as weak and stressed the persistence of preconceived notions of the candidates based on personal experiences from earlier schooling, more recent studies, in the constructivistic spirit of the change of cognition of the students – future teachers is considered more widely, not only as a complete change of the contents of their convictions, i.e. a sudden turn in their attitudes on the group level, but also as a smaller or bigger level of idiosyncratic reconstruction of the existing pedagogic convictions which happens because of acquiring new information and experiences that can reflect significantly on their future work in classroom. The aim of our research was to explore, by reviewing scientific and professional literature, the effects of the initial education and training of foreign language teachers, and focusing on different aspects of the preparation for the teacher’s profession (theoretical lecturing and practical training), to find out in which ways various programs can influence the cognition of foreign language teachers and to consider pedagogic implications that these information might have for the organization of initial education and training of students.

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Значај и тешкоће у примени кооперативног учења у разредној настави из перспективе учитеља

Author(s): Marina Ilić / Language(s): Serbian Issue: 1/2016

Based on previous knowledge of cooperative learning two approaches stand out in researching the importance of cooperative learning: a) the first approach tries to examine the effects, conditions and mechanisms by which educational outcomes are realized in the application of cooperative learning; and b) the second approach moves the focus towards attitudes and perceptions of teachers and students on the relevance of cooperative learning. By applying descriptive-analytical technique we conducted a research aimed at examining the opinions of teachers (N=305) about the importance and difficulties in application of cooperative learning in the context of class teaching. The results show that the teachers had positive attitudes towards the importance of cooperative learning for reaching various educational goals and socio-affective and cognitive development of students. It turned out that the opinions of the teachers were not determined by the level of their education or work experience. Additionally, it turned out that the teachers’ opinions about the difficulties of application in class are due more to work organization and were not assessed from the aspect of knowledge, attitudes and convictions of the participants in the teaching process. The obtained results, although generally encouraging for teaching practice indicate a need for further advancement of this segment of the teacher’s work in order to understand better the value of cooperative learning and consider more critically the difficulties for its application in classroom.

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Преференција врсте студија и вредносних циљева код ученика гимназија у Србији

Author(s): Milanko Čabarkapa,Nebojša Petrović,Bora Kuzmanović / Language(s): Serbian Issue: 1/2016

When it comes to the factors that influence professional commitment of students, psychology literature mainly states the role of school, peers, parents, material and social factors, and less so personality features, aims, expectations, personal and social values. This paper deals with the preference of personal and social values viewed as targets in the context of choosing a university department and, with it, future profession. Two lists were used – 18 personal and 18 social values. The sample included 497 last-year-grammar-school students. The research was conducted in school conditions in Belgrade and several cities in Serbia. The results show that the majority of students (55%) would opt for social-humanistic and medical-biological and less for technical and natural sciences. It turned out that gender and the type of high school courses are significant variables linked with the selection of studies and faculties, while other socio-demographic variables were not significant. The results also show that there are significant differences in the levels of acceptance of some values while, viewed globally, greater importance is given to personal than social values, which justifies the initial idea of the author that personal and social values should be examined separately because they affect professional commitment of high school students differently.

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Транзиција и проблем одлива мозгова из перспективе студената приватног универзитета

Author(s): Milica Vasiljevic Blagojević,Snežana S. Marinković,Karolina Perčić,Vanja Lučić / Language(s): Serbian Issue: 1/2016

The problem of brain drain is not a new problem in underdeveloped countries and those in transition. Young educated people leave their countries seeking better future, which further damages already weakened economy while the developed countries become even stronger. According to the data of the World Economic Forum, Srbija holds the second place in brain drain. The cited problem is usually analyzed by checking the students of the state owned universities whose studies are financed by the Republic of Serbia. The authors were motivated to explore the same problem but with the students of privately owned universities. Our explorative research was aimed at revealing the attitudes of these students towards leaving the country and work or wtudy abroad. The research included 226 graduate and master students of the Faculty of digital arts, IT Faculty, the Faculty of Management and the Metropolitan University. The sample was deliberately selected. The majority of the responders (two thirds) are increasingly interested in finding jobs abroad. This initial research was aimed at identification of the reasons for leaving the country. The respondents state that the reasons are better life conditions, chances for getting job, further studying and bad political and economic situation in the country, poorly paid jobs, new experiences and possibilities of promotion.

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Успешност будућих учитеља и васпитача у тумачењу фацијалног израза

Author(s): Radmila Milovanović / Language(s): Serbian Issue: 1/2016

Facial expressions have a prominent role in communication and social interaction since they are connected with emotional experience. Starting from the importance of communication based on the respect for the child’s emotions in education, the aim of our research was to examine the possibilities for enhancing the successfulness of future kindergarten and elementary school teachers by instructing them to understand facial expressions of children. The sample comprised 330 first year students of the Pedagogic Faculty at the University of Kragujevac. The successfulness in elucidation of facial expressions was measured by Paul Ekman’s Test for facial expression understanding. The research design included initial testing, education in the field of emotional life (6 hours of theory and 6 hours of exercises) and final examination. The results show that the future preschool and elementary school teachers were equally unsuccessful in understanding facial expressions at the initial testing, but showed a significant progress at final testing (Z=-6.745; p<0.01), Bearing in mind that adequate interpretation of facial expressions is an important component of communicative competences, that communicative competencies are a necessary factor of professional teacher competencies and an important criterion of suitability for pedagogic profession, the results show that it is necessary to educate students to enhance their ability to understand facial expressions and learn more about emotional life in general.

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Смернице за друштвену подршку дечјој игри

Author(s): Nevena Mitranić / Language(s): Serbian Issue: 2/2016

Play is a precious aspect of living and irreplaceable importance for not only child wellbeing and development but for adults and communities, too. Complex current living conditions often minimize the importance of child play and it becomes even more necessary that educational policies support it. The subject of the research is based on the role child play has in educational policy and the aim is formulation of measures and actions which can support child play in educational policy. We examined measures and actions of official educational policies and nongovernment organizations of the United Kingdom of England and Northern Ireland, the Republic of Ireland and Republic of Serbia. The results show that the problem is deeper than current nonexistence of systemic support to play in Serbia and open the question on which paradigm official educational policy in Serbia approaches to education, and the question of how to bring to awareness the importance of play in order to support it. Relaying on the frameworks of play support policy in the United Kingdom and Republic of Ireland we suggest some guidelines for social support of child play which might prove sensible and feasible in Serbia.

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Разумевање текста у настави књижевности

Author(s): Daliborka S. Purić / Language(s): Serbian Issue: 2/2016

The paper discusses the problem of understanding a text and the contribution of methodological apparatus in the reader book to comprehension of a text being read in junior classes of elementary school. By using the technique of content analysis from methodological apparatuses in eight reader books for the fourth grade of elementary school, approved for usage in 2014/2015 academic year, and surveying 350 teachers in 33 elementary schools and 11 administrative districts in the Republic of Serbia we examined: (a) to what extent the Serbian language text book contents enable junior students to understand a literary text; (b) to what extent teachers accept the suggestions offered in the textbook for preparing literature teaching. The results show that a large number of suggestions relate to reading comprehension, but some of categories of understanding are unevenly distributed in the methodological apparatus. On the other hand, the majority of teachers use the methodological apparatus given in a textbook for preparing classes, not only the textbook he or she selected for teaching but also other textbooks for the same grade.

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Ниво ретенције знања и став студената према традиционалној и комбинованој настави из хумане генетике

Author(s): Igor Petrušić,Sonja Radin,Zorica Savković,Vera Bunjevački,Miloš Bajčetić / Language(s): Serbian Issue: 2/2016

The aim of this research was to compare knowledge retention and course satisfaction among the students who attended a combined teaching course (traditional form and online course) and those who attended only the traditional course in human genetics. The study comprised 169 students divided in two groups. The first group included 88 students who attended the combined course, and the second group participated in the traditional course. A knowledge test was given after the end of the courses and six months later.. The results of both groups were compared. Further on, the students in the combined course were divided in three categories according to the levels of online activities: weak, moderate and very active. The categories were compared with each other, and with the results of the students who attended the traditional course. The students who attended the combined course achieved considerably higher results on both tests compared to the students who attended the traditional course. The average number of points on both tests was statistically considerably higher in the group of very active students compared to those moderately active or weak and, of course, better than the students who attended the traditional course The results show that the online course was marked highly, showed higher knowledge retention and that the satisfaction with the combined course was exceptional.

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Проучавање уџбеника и педагошка прошлост: приказ савремених методолошких приступа

Author(s): Aleksandra Ilić Rajković,Mirjana Senić Ružić / Language(s): Serbian Issue: 3/2016

The paper presents two contemporary methodological approaches to the historicalpedagogical study of textbooks, based on a concept of textbooks underpinned by hermeneutics and critical theory. In the first part of the paper, a textbook is defined as a medium of socio-cultural knowledge representing an image of a given society that is in many ways filtered, restructured and controlled. The paper considers the implications of such a position for the study of the pedagogical past. The main section of the paper presents methodological guidelines for a broader understanding of textbooks based on the above-mentioned theoretical concepts. It is suggested that the study of textbooks should take into consideration its contextual determinants. This involves, on the one hand, collecting data about the processes of textbook creation, that is, about the production within which the selection, legitimization and pedagogical-didactic transformation of socio-cultural knowledge occurs, and also, on the other hand, collecting data about the processes of textbook use, i.e. the transmission and reception of knowledge. In addition, guidelines for the study of internal textbook organization are given. The conclusion of the paper highlights the importance of the approaches presented, and points to a number of thematic areas for studying the pedagogical past which are opened up through the adoption of the presented views on textbooks presented in the paper.

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Ликовно дело као средство и предмет поучавања: различити приступи и стратегије

Author(s): Marija Pavlović / Language(s): Serbian Issue: 3/2016

The paper looks at various approaches and strategies of using visual art in nursery schools and elementary schools in accordance with theory-based concepts of the abilities and interests of children in these age groups. The teaching of younger children which emphasizes gaining experience through creative work and other age-appropriate approaches and strategies helps children learn about the visual arts, but also about content from other subjects of study. On the other hand, with older children the focus shifts to gaining knowledge about art, though this does not exclude creative work as well as the integration of visual arts content with the content of other subjects, thus leading to the achievement of more general educational goals. Therefore, drawing on the relevant literature from educational practice and museum and gallery work, and in accordance with what is known about the developmental competences of nursery age and elementary school age children, this paper aims to promote the adoption of adequate approaches and strategies in teaching, using visual art as the subject or as a means of instruction.

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Does contemporary computer-mediated epistolary communication need pedagogical interventions: the case of a student-teacher relationship

Author(s): Marijana M. Prodanović,Goran Avlijaš / Language(s): English Issue: 3/2016

The vast majority of messages we exchange on a daily basis is digital in its nature, and it could be said that computer-mediated communication has become common in all spheres of human endeavour. Despite the fact that CMC is an omnipresent phenomenon, it is usually the case that the choices regarding the language patterns to be used are made on our own; namely, it seems that there is no precise writing etiquette to be followed. This aim of this paper is to analyse the nature of computer-mediated communication performed in an academic environment. Using a language corpus composed of authentic email requests, sent by university students (Serbian native speakers) to a faculty staff member, in a time frame encompassing a few semesters, the language formulae used in email openings and closings and the orientation of the posed requestive head acts have been examined. The results of the analysis have shown that hearer orientation is dominantly employed in the requests and that the choices with regard to salutations and complimentary closings are rather inconsistent. Finally, the study answers questions regarding the appropriateness of such e-communication patterns; it also sheds some light on the role of educators and/or educational institutions in communication processes of this kind and their forms.

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Формативни приступ усвајању културних садржаја у интеркултурној настави страних језика

Author(s): Maja Andrijević / Language(s): English Issue: 3/2016

The paper outlines the effectiveness of the formative approach in the adoption of cultural content as part of intercultural foreign language teaching. In contrast to the informative, the formative approach is based on a constructivist approach to foreign language acquisition; in other words, it is a process of tertiary socialization through the construction of an intercultural identity, by means of experiential acquisition, interaction and cognitive conflict with previously adopted patterns. Byram’s (1997) propositions about the importance of acquiring intercultural competence in foreign language teaching represent a complete shift towards a formative approach since they formulate general educational goals according to which it is impossible to have an insight into the language reality of a different culture unless an individual is aware of their own and the relative nature of both, which is vital to the development of critical intercultural awareness. Thus the focus of teaching shifts to the integration of the target and the source cultures through participatory tasks and constructive analysis, and to the construction of the learner’s identity as intercultural speaker with a range of affective, cognitive and behavioral competences enabling successful contact with difference. The formative approach enables the foreign language teacher, whose role has also been redefined, to use appropriate materials in order to develop critical thinking and intercultural competence in students through their active involvement in the process of target language acquisition.

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Ефекти примене аутентичних текстова у настави немачког језика на вештину писања и знања вокабулара

Author(s): Ana Stipančević / Language(s): Serbian Issue: 3/2016

Despite the use of modern textbooks and teaching materials in German language teaching, school and university students continue to have difficulty in applying their knowledge of the language and in understanding authentic language. Even after studying German at school for as long as eight years, students are frequently unable to apply their knowledge of the language in written and oral communication. One of the major problems and shortcomings of German language teaching is that learners of German, unlike learners of English, are not exposed to authentic language input, which is important for stimulating subconscious, and therefore more rapid and efficient, language acquisition. The aim of our research was to assess the effects of using authentic texts in German language teaching on students’ writing skills and vocabulary knowledge. An experimental study was conducted at the Novi Sad Faculty of Philosophy in the period October 2014 – June 2015 among students of an elective A2 level German language course. The findings indicate that the use of authentic texts in teaching has positive effects both on writing skills and on vocabulary knowledge. The results obtained from the experimental student group suggest a need for greater use of authentic texts in German language teaching, with the aim of developing language competences as well as tolerance and openness towards the foreign and the different, which is not always possible when using textbook texts.

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