Suchergebnisse

Knowledge about educational change teaches us that educational reform is a complex and multidimensional enterprise with an uncertain outcome. Besides the existence of a clear education development strategy, one of the most important factors of success of reform initiatives is responsible change management. This paper provides an overview of Fullan's theoretical assumptions and research data on the key principles of effective change management and the roles of stakeholders in the process of change development, planning and implementation. Reform processes in Serbia in the field of education, which took place during the previous decade, are observed through the prism of Fullan's assumptions and findings on the responsible management of educational change. It is presumed that the lack of success of educational reforms in our country stemmed from the lack of knowledge about educational change and inadequate management of reform processes, which had a negative effect on the efficiency of reform implementation and motivation of key stakeholders in those changes. For successful creation of future educational policies and change implementation in our country, it is vital to count in the 'voice' of practice, to join forces and potentials of employees in the relevant institutions and schools, in order to decrease risks and increase the possibilities for accepting change in practice. ; Znanja o obrazovnim promenama uče nas da je reforma obrazovanja složen i višedimenzionalni poduhvat sa neizvesnim ishodom. Pored postojanja jasne strategije razvoja obrazovanja, odgovorno vođenje promena jedan je od najvažnijih faktora uspeha reformskih inicijativa. U ovom radu je dat pregled Fulanovih teorijskih postavki i istraživačkih podataka o ključnim principima uspešnog vođenja promena i ulogama aktera u procesu njihovog osmišljavanja, planiranja i implementiranja. Reformski procesi u Srbiji u oblasti obrazovanja, koji su se događali tokom protekle decenije, sagledani su upravo kroz prizmu Fulanovih postavki i saznanja o odgovornom vođenju obrazovnih promena. Pretpostavlja se da je neuspeh obrazovnih reformi u našoj zemlji bio uslovljen nedostatkom znanja o obrazovnim promenama i neadekvatnim vođenjem reformskih procesa, što se negativno odrazilo na efikasnost njihovog sprovođenja i motivaciju ključnih aktera u tim promenama. Za uspešno kreiranje budućih obrazovnih politika i sprovođenje promena u našoj zemlji, potrebno je da se uvaži 'glas' prakse, da se udruže snage i potencijali zaposlenih u nadležnim institucijama i školama, kako bi se umanjili rizici, a povećale mogućnosti za prihvatanje promena u praksi.

The evaluations by researchers monitoring attitudes towards innovations among teacher groups were analyzed during the process of implementing innovations in one elementary school. The teachers' attitudes towards innovative practice were evaluated from the following perspectives: (1) motivation of teacher groups to grasp and implement knowledge and skills acquired during the intervention, (2) improvement of teacher groups in the area of knowledge and skills, (3) the role of researchers in enhancing motivation of teacher groups to change their practice, (4) the role of the teacher groups in motivating individuals to change practices (while working on professional issues). Sixteen researchers/evaluators followed up six teacher groups during the intervention. The researchers had a double role. They were educators on the teacher training course and facilitators in the teacher working groups. A method of structured guided interviews was applied in the case follow up study. Quantitative and qualitative data were analyzed. The results show that the teacher groups manifested а moderate motivation in each of the following areas: implementing student group work, open ended tasks, creative play, student research activities and critical dialogue in class. After training, teacher skills in implementing the previously mentioned types of activities in class were significantly improved in all areas, but the greatest improvement was in the most unfamiliar area of open-ended tasks. The influence of the researches on the teacher groups' motivation appears to be stronger than the influence of teacher groups on individuals. Suggestions were listed relating to the innovative process in class, from the perspectives of researchers/evaluators.

Improving the quality of in-service teacher training is a very topical issue in educational policies of a number of countries. This segment of the system was also subject to considerable changes in Serbia in the past ten years. The changes brought about certain improvements, but also opened up numerous dilemmas and issues. This paper is aimed at acquiring an insight into the opinions of different participants on the ways of improving the quality of in-service teacher training. The sample included three groups of respondents: the employees in education bureaucracy and experts in the field of education (N=34), principals (N=50) and expert associates from primary schools (N=93). We developed a questionnaire for the purposes of this research, using open-ended questions to collect respondents' suggestions on improving the quality of in-service teacher training. The content analysis method was used to process the collected data. Research results point to three directions of the necessary changes: (1) better governing of the system of in-service teacher training, (2) providing funding and other forms of support, and (3) higher flexibility of in-service teacher training and implementation of the acquired knowledge. The range and quality of respondents' suggestions demonstrate the need to take into account different perspectives in overcoming the difficulties in the system and practice of in-service teacher training. Consequently, the obtained results should be observed as a contribution to creating a more purposeful and efficient system of in-service teacher training. ; Unapređivanje stručnog usavršavanja nastavnika veoma je aktuelna tema u obrazovnim politikama mnogih zemalja. U Srbiji je, takođe, ovaj segment sistema bio predmet značajnih promena u poslednjih deset godina. Promene su donele određene pomake, ali otvorile su i brojne dileme i pitanja. Cilj ovog rada je sticanje uvida u mišljenja različitih aktera o načinima unapređivanja stručnog usavršavanja nastavnika. Uzorak čine tri grupe ispitanika: zaposleni u prosvetnoj administraciji i stručnjaci iz oblasti obrazovanja (N=34), direktori (N=50) i stručni saradnici osnovnih škola (N=93). Za potrebe ovog istraživanja konstruisan je upitnik, a predlozi ispitanika o unapređivanju stručnog usavršavanja nastavnika prikupljeni su pomoću pitanja otvorenog tipa. Dobijeni podaci su analizirani primenom metode analize sadržaja. Rezultati istraživanja ukazuju na tri pravca potrebnih promena: (1) bolje upravljanje sistemom stručnog usavršavanja nastavnika, (2) obezbeđivanje finansijskih sredstava i drugih vidova podrške i (3) veća fleksibilnost usavršavanja nastavnika i primena stečenih znanja. Obuhvatnost i kvalitet predloga ispitanika upućuju na potrebu uvažavanja različitih perspektiva u prevazilaženju teškoća u sistemu i praksi usavršavanja nastavnika. Prema tome, dobijene rezultate treba posmatrati kao doprinos osmišljavanju svrsishodnijeg i efikasnijeg sistema profesionalnog razvoja nastavnika.

In recent years, preparation of youth for their future profession and the job search process have become the leading topics in social sciences and an inevitable segment of a number of European policies in the field of education. The goal of our research was to obtain a more comprehensive insight into the ways in which pedagogy students perceive their preparation for the future profession and the opportunities for finding a job in their field of study. The sample comprised fifty-three third- and fourth-year students from the Department of Pedagogy of the Faculty of Philosophy in Belgrade. For the purposes of the research, a questionnaire with open-ended questions was constructed. Since our study is explorative in nature, we opted for qualitative analysis of the collected material. Research findings indicate that the majority of students predominantly believe that the acquired knowledge and skills are insufficiently usable in future professional work. Such beliefs lead towards the feeling of low competence for performing the future professional role. It was established that students use the 'usual' methods for job search. However, the choice of these activities is not various enough, which consequently reduces the chances of pedagogy students to find employment. Negative perceptions of one's own preparation for future profession point out to the necessity of a more efficient preparation of pedagogy students for their future job through establishing cooperation between institutions in the field of high education, research centres and world of labour. Key words: pedagogy students, personal meanings, high education, professional competences and the job search process. ; U poslednjih nekoliko godina, priprema mladih za buduću profesiju i proces traženja posla postaju vodeće teme u društvenim naukama i nezaobilazni segment brojnih evropskih politika u oblasti obrazovanja. Cilj našeg istraživanja bio je da se dobije potpuniji uvid u načine na koje studenti pedagogije opažaju vlastitu pripremljenost za budući ...