Suchergebnisse

The theoretical part of this paper analyzes the issue of professional development of university teachers in the context of lifelong learning, points out the character of currently used methods of evaluation of their scientific research, as well as the importance and effects of legislation that deals with quantitative methods for the evaluation of scientific research conducted by university teachers and associates. The methodological framework of the research is based on the research goal focused on examining opinions of teachers and associates at teacher training faculties about the contribution of quantitative evaluation methods of scientific research conducted to the quality of professional development and scientific research of teachers and associates at teacher training faculties with respect to a) belonging to the university where they are employed, b) experience, c) gained scientific degree, d) the number of papers published on the SCI list. The overall objective of the research was realized through two research objectives: 1) to examine how teachers at teacher training faculties perceive the impact of quantitative methods for the evaluation of scientific research on the quality of their own scientific research; 2) to establish how teachers see the correlation between the quality of scientific research and normative acts of the university related to election and appointment to teaching positions; 3) to determine whether and to what extent existing quantitative evaluation methods affect the autonomy of researchers in terms of the choice of their research content and time dynamics. By implementing the descriptive method, Likert attitude scale, we examined and analyzed the attitudes of 97 teachers and associates at teacher training faculties in Užice, Belgrade, Vranje and Jagodina. Results show that, in the opinion of teachers and associates at teacher training faculties, quantitative evaluation methods do contribute to the quality of teaching and professional development of both teachers and associates, but not to a sufficient extent.

In the last few decades, a large portion of scientific literature has been dedicated to the questions of realization of teaching and its improvement. However, one question remains in the background - folk pedagogies and their influence on teaching. The main objective of this paper is to help us get acquainted with this phenomenon that exists in the teaching practice, its significance and pedagogical implications. In the first part of the paper, we deal with definitions of folk pedagogies and related concepts and their mutual relationship, in order to analyze the similarities and differences in the meaning of the concepts in use. Starting from important determinants of teachers' folk pedagogies, we will attempt to reassess some of the proposed methods and ways to raise consciousness about teachers' folk pedagogies, methods to analyze and change them. Based on the existing knowledge on teachers' folk pedagogies, we will try to point out their significance and implications they have on education practice. Starting from the existing findings about folk pedagogies, we have separated three important implications for educational practice: a) teachers should be viewed as creators of their own coherent theories about learning and teaching; b) changing and improving one's teaching practice is a result of the teacher's willingness to reflect on his or her own folk pedagogies; and c) teachers' folk pedagogies should be seen as the starting point for teacher professional development programs.