Summary: Considering the drama technique as appropriate in teaching English as a foreign language (EFL), in our paper, we have examined and analysed teachers' attitudes towards this technique. We wanted to find out if the respondents think that the drama technique is useful in teaching foreign languages and if they use it in their classrooms. The research was conducted in Italy during the finals of the second international competition in English - Hippo, on a specific sample of English teachers (N = 47) from eight countries whose students were finalists in the competition. A non-experimental descriptive method - survey, has been used. To collect data, we have constructed a questionnaire in English, which consists of three parts: 1) respondents' sociodemographic data; 2) a scale for measuring attitudes towards drama technique, divided into two subscales - one measures the assessment of drama technique advantages (contains six statements), and the other the assessment of its disadvantages (three statements); and 3) assessment of the use of drama activities in teaching (one statement). The respondents rated the degree of agreement with each of the statements based on a five-point Likert scale, from 1 - I strongly disagree to 5 - I strongly agree. The results analysis has indicated that the teachers, mentors of students who have achieved exceptional success placing in the finals of the international English language competition, consider the drama helpful technique and use it in EFL teaching. Namely, there is a statistically significant positive correlation between the use of drama technique in EFL teaching and the assessment of the advantages of this technique (r = .49; p <.001), as well as the general attitude towards drama technique (r = .51; p <.001). Our research can be useful to EFL teachers. It can encourage them to apply drama techniques in practice as much as possible, enhancing students' motivation to acquire a foreign language more successfully. Theoretically, our research contributes to the methodology of foreign language teaching and psychology of learning, since motivation is an important psychological factor in EFL learning and teaching. The paper can be helpful to future researchers in these fields.
{"title":"Drama technique in EFL teaching","authors":"Aleksandara Pavić-Pantić, J. Zivkovic","doi":"10.5937/obrvas2319011p","DOIUrl":"https://doi.org/10.5937/obrvas2319011p","url":null,"abstract":"Summary: Considering the drama technique as appropriate in teaching English as a foreign language (EFL), in our paper, we have examined and analysed teachers' attitudes towards this technique. We wanted to find out if the respondents think that the drama technique is useful in teaching foreign languages and if they use it in their classrooms. The research was conducted in Italy during the finals of the second international competition in English - Hippo, on a specific sample of English teachers (N = 47) from eight countries whose students were finalists in the competition. A non-experimental descriptive method - survey, has been used. To collect data, we have constructed a questionnaire in English, which consists of three parts: 1) respondents' sociodemographic data; 2) a scale for measuring attitudes towards drama technique, divided into two subscales - one measures the assessment of drama technique advantages (contains six statements), and the other the assessment of its disadvantages (three statements); and 3) assessment of the use of drama activities in teaching (one statement). The respondents rated the degree of agreement with each of the statements based on a five-point Likert scale, from 1 - I strongly disagree to 5 - I strongly agree. The results analysis has indicated that the teachers, mentors of students who have achieved exceptional success placing in the finals of the international English language competition, consider the drama helpful technique and use it in EFL teaching. Namely, there is a statistically significant positive correlation between the use of drama technique in EFL teaching and the assessment of the advantages of this technique (r = .49; p <.001), as well as the general attitude towards drama technique (r = .51; p <.001). Our research can be useful to EFL teachers. It can encourage them to apply drama techniques in practice as much as possible, enhancing students' motivation to acquire a foreign language more successfully. Theoretically, our research contributes to the methodology of foreign language teaching and psychology of learning, since motivation is an important psychological factor in EFL learning and teaching. The paper can be helpful to future researchers in these fields.","PeriodicalId":218706,"journal":{"name":"Obrazovanje i vaspitanje","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114760656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Summary: The paper points out the needs and possibilities of adopting national and global values in school. The psychological point of view on values and the phases of learning about them is emphasized, as well as on theories that shed light on the process of learning and realizing values. Special emphasis in the work is placed on didactic systems that contribute to quality teaching and that greatly facilitate the work of teachers in the realization of the adoption of national and global values.
{"title":"Needs and possibilities of adopting national and global values in school","authors":"T. Stojanovic","doi":"10.5937/obrvas2319069s","DOIUrl":"https://doi.org/10.5937/obrvas2319069s","url":null,"abstract":"Summary: The paper points out the needs and possibilities of adopting national and global values in school. The psychological point of view on values and the phases of learning about them is emphasized, as well as on theories that shed light on the process of learning and realizing values. Special emphasis in the work is placed on didactic systems that contribute to quality teaching and that greatly facilitate the work of teachers in the realization of the adoption of national and global values.","PeriodicalId":218706,"journal":{"name":"Obrazovanje i vaspitanje","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128871816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Summary: The paper examines the interpretative possibilities of the short story "Kraljević Marko for the second time among the Serbsˮ by Radoje Domanović in teaching process. Since the mentioned work is not included in the contents of the current teaching programs, the intention of this paper is to offer a methodological template that would indicate the distinct correlative power of this short story and its useful value, and thus use the teaching potential of this literary work. The research is thereby placed in the teaching field of study, the basic theoretical-methodological starting point in the interpretation of Domanović's short story will be within the field of literature teaching methodology. Taking into account the age of the pupils and their achievements, the character of Marko Kraljević stands out as the central integrative factor of the teaching analysis, which is viewed in relation to his template from oral literature. Similarities and differences in the hero's characterization procedures are observed with a comparative approach, while the peculiarity of the artistic world of Domanović's satire is revealed at the same time. The correlative power of the short story "Kraljević Marko for the second time among the Serbsˮ is thus primarily realized vertically, within the subject Serbian language and literature, while, other possibilities of functional connection of the contents of different subjects are proposed at the review level. Finally, the work also opens up the issue of the phenomenon of readers' reception with an effort to determine whether and to what extent Radoje Domanović's satire encourages laughter among pupils of the modern age.
{"title":"Interpretive possibilities of the short story \"Kraljević Marko for the second times among Serbsˮ by Radoje Domanović in teaching circumstances","authors":"Nevena Lukinić","doi":"10.5937/obrvas2319083l","DOIUrl":"https://doi.org/10.5937/obrvas2319083l","url":null,"abstract":"Summary: The paper examines the interpretative possibilities of the short story \"Kraljević Marko for the second time among the Serbsˮ by Radoje Domanović in teaching process. Since the mentioned work is not included in the contents of the current teaching programs, the intention of this paper is to offer a methodological template that would indicate the distinct correlative power of this short story and its useful value, and thus use the teaching potential of this literary work. The research is thereby placed in the teaching field of study, the basic theoretical-methodological starting point in the interpretation of Domanović's short story will be within the field of literature teaching methodology. Taking into account the age of the pupils and their achievements, the character of Marko Kraljević stands out as the central integrative factor of the teaching analysis, which is viewed in relation to his template from oral literature. Similarities and differences in the hero's characterization procedures are observed with a comparative approach, while the peculiarity of the artistic world of Domanović's satire is revealed at the same time. The correlative power of the short story \"Kraljević Marko for the second time among the Serbsˮ is thus primarily realized vertically, within the subject Serbian language and literature, while, other possibilities of functional connection of the contents of different subjects are proposed at the review level. Finally, the work also opens up the issue of the phenomenon of readers' reception with an effort to determine whether and to what extent Radoje Domanović's satire encourages laughter among pupils of the modern age.","PeriodicalId":218706,"journal":{"name":"Obrazovanje i vaspitanje","volume":"142 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123478165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Summary: International guidelines (WHO) recommend thirty minutes of moderate-to-vigorous aerobic physical activity (MVPA) per day during school hours, which is half of the recommended daily physical activity. Also, the importance of physical activity with a minimum time duration of ten minutes per day in MVPA is highlighted. However, previous research points to the insufficient interest of pupils in exercise, both in physical education classes and during free time after school. The aim of the review paper was to highlight the results of randomized clinical studies describing the impact of organized physical exercise on motivation and increasing the time spent in MVPA through a systematic review of the scientific literature. The results of the researchers point to the problem of motivation of students aged 6-14 as well as the insufficient effectiveness of applied physical exercise program in teaching. Of all physical activities realized during one school year, team practice in class (various team games) proved to be the most effective. Further research is needed to define factors that have an impact on students' motivation for greater participation in physical education classes. In particular, it is important to develop awareness of the importance of daily physical activity, but which is performed with occasional increased intensity of exercise.
{"title":"The influence of organized physical exercise in the physical education teaching on the motivation and exercise intensity of primary school children","authors":"Ksenija Bubnjević, Boris Glavač","doi":"10.5937/obrvas2319049b","DOIUrl":"https://doi.org/10.5937/obrvas2319049b","url":null,"abstract":"Summary: International guidelines (WHO) recommend thirty minutes of moderate-to-vigorous aerobic physical activity (MVPA) per day during school hours, which is half of the recommended daily physical activity. Also, the importance of physical activity with a minimum time duration of ten minutes per day in MVPA is highlighted. However, previous research points to the insufficient interest of pupils in exercise, both in physical education classes and during free time after school. The aim of the review paper was to highlight the results of randomized clinical studies describing the impact of organized physical exercise on motivation and increasing the time spent in MVPA through a systematic review of the scientific literature. The results of the researchers point to the problem of motivation of students aged 6-14 as well as the insufficient effectiveness of applied physical exercise program in teaching. Of all physical activities realized during one school year, team practice in class (various team games) proved to be the most effective. Further research is needed to define factors that have an impact on students' motivation for greater participation in physical education classes. In particular, it is important to develop awareness of the importance of daily physical activity, but which is performed with occasional increased intensity of exercise.","PeriodicalId":218706,"journal":{"name":"Obrazovanje i vaspitanje","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126576880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Summary: Pedagogical life in Kosovo and Metohija took place under specific and unsettled political, economic and cultural conditions. However, starting from the point of view that the education system in Kosovo and Metohija was conditioned by the great inherited cultural and educational backwardness and the ethnic diversity of the population, the efforts of the educational policy are focused both on the development of the school network, the improvement of education, literacy, school education, as well as on drawing out the population from centuries of cultural and educational backwardness. Starting from this point of view, the basic task and content of the work is dedicated to the treatment of the problems of schooling and education in Peć and its surroundings from its beginning until 1907, which mainly related to a limited number of Serbian schools and education that was one-sided in its content. The emphasis was on a more detailed analysis of teaching work, attendance, number of pupils, teaching staff, conditions in which the educational process was carried out. The subject of the research is to open up many life questions, both questions about the development of education, and about the development of this region, which is somewhat neglected. One of the subjects of the research was to save the development of schooling from insidious and fatal oblivion as a source of preservation and development of the national and cultural identity of a people, guardian and promoter of civilizational achievements, universal and humanistic values.
{"title":"The work of Serbian schools in Peć and its surroundings from the beginning until 1907","authors":"M. Simic","doi":"10.5937/obrvas2319101s","DOIUrl":"https://doi.org/10.5937/obrvas2319101s","url":null,"abstract":"Summary: Pedagogical life in Kosovo and Metohija took place under specific and unsettled political, economic and cultural conditions. However, starting from the point of view that the education system in Kosovo and Metohija was conditioned by the great inherited cultural and educational backwardness and the ethnic diversity of the population, the efforts of the educational policy are focused both on the development of the school network, the improvement of education, literacy, school education, as well as on drawing out the population from centuries of cultural and educational backwardness. Starting from this point of view, the basic task and content of the work is dedicated to the treatment of the problems of schooling and education in Peć and its surroundings from its beginning until 1907, which mainly related to a limited number of Serbian schools and education that was one-sided in its content. The emphasis was on a more detailed analysis of teaching work, attendance, number of pupils, teaching staff, conditions in which the educational process was carried out. The subject of the research is to open up many life questions, both questions about the development of education, and about the development of this region, which is somewhat neglected. One of the subjects of the research was to save the development of schooling from insidious and fatal oblivion as a source of preservation and development of the national and cultural identity of a people, guardian and promoter of civilizational achievements, universal and humanistic values.","PeriodicalId":218706,"journal":{"name":"Obrazovanje i vaspitanje","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133232526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Summary: Children with developmental disabilities, as well as children that are likely to develop deviations during developing process, are children who need additional support in the form of encouraging development and learning. Early intervention programs include early diagnosis, early intervention in working with the child, family empowerment in the form of counseling, information and education to encourage the child's development and early inclusion, that is, the inclusion of the child in the regular educational system. The aim of the paper is to indicate a paradigm shift in the provision of early intervention to children with developmental delays, developmental difficulties or disabilities, which is largely reflected in the family's orientation to a new approach to providing the necessary and additional support. The ultimate goal of the family-centered approach is to improve the well-being of the whole family, and early intervention is provided by a transdisciplinary, interdepartmental Early Intervention Team, which is made up of professionals from three systems (health, preschool education, and social care) and is located in one of those three systems, as the most adequate solution. Family support is provided by the Early Intervention Team through home visits conducted by the primary service provider and through support to educators/nurses when the child is involved in pre-school education. This paper emphasizes a transdisciplinary approach, which implies a holistic understanding of the child and an integrated way of learning, and in accordance with this, the stimulation of the development of early-age children in the family and in kindergartens, that is, in the natural environment, is realized. The experts who make up the Early Intervention Team together with the family and based on the functional assessment determine the priorities of the child and the family and together create an individual family support plan. Pedagogical implications of this paper can be seem in the recognition of the key changes in the practical action of experts in the field of family support for assuming a role in providing support to the child.
{"title":"Theoretical value postulates of family-oriented early interventions","authors":"Dijana Kopunović-Torma, Otilia Velišek-Braško, Daliborka Popović","doi":"10.5937/obrvas2319119k","DOIUrl":"https://doi.org/10.5937/obrvas2319119k","url":null,"abstract":"Summary: Children with developmental disabilities, as well as children that are likely to develop deviations during developing process, are children who need additional support in the form of encouraging development and learning. Early intervention programs include early diagnosis, early intervention in working with the child, family empowerment in the form of counseling, information and education to encourage the child's development and early inclusion, that is, the inclusion of the child in the regular educational system. The aim of the paper is to indicate a paradigm shift in the provision of early intervention to children with developmental delays, developmental difficulties or disabilities, which is largely reflected in the family's orientation to a new approach to providing the necessary and additional support. The ultimate goal of the family-centered approach is to improve the well-being of the whole family, and early intervention is provided by a transdisciplinary, interdepartmental Early Intervention Team, which is made up of professionals from three systems (health, preschool education, and social care) and is located in one of those three systems, as the most adequate solution. Family support is provided by the Early Intervention Team through home visits conducted by the primary service provider and through support to educators/nurses when the child is involved in pre-school education. This paper emphasizes a transdisciplinary approach, which implies a holistic understanding of the child and an integrated way of learning, and in accordance with this, the stimulation of the development of early-age children in the family and in kindergartens, that is, in the natural environment, is realized. The experts who make up the Early Intervention Team together with the family and based on the functional assessment determine the priorities of the child and the family and together create an individual family support plan. Pedagogical implications of this paper can be seem in the recognition of the key changes in the practical action of experts in the field of family support for assuming a role in providing support to the child.","PeriodicalId":218706,"journal":{"name":"Obrazovanje i vaspitanje","volume":"33 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131791666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Summary: Preschool education is considered to be the basic foundation in the entire educational system, and preschool institutions and educators within them are key links in the early learning process. With the expansion of pedagogical knowledge, the circle of educators' jobs is expanding and requires multicompetence and adaptation to modern roles. Our goal is to present an example of good practice that is the result of the daily engagement of authors in striving to make children's lives in kindergarten better and more beautiful. The paper consists of two parts. The first part tried to point out the importance of early learning, the preschool period, the role of educators in preschool, and the importance of integration in practice, while the second part of the paper is a practical model or flow of scenarios of learning activities on Insects aimed at popularizing application models to help those who are already working in practice, beginners but also students of pedagogical orientation. The greatest value of the presented work is the unification of theory and practice, and the possibility of practical applicability.
{"title":"Integration aspects of child development and educators' role in practice","authors":"S. Prodanović, Sanja Živanović, Bojana Vuković","doi":"10.5937/obrvas2319033p","DOIUrl":"https://doi.org/10.5937/obrvas2319033p","url":null,"abstract":"Summary: Preschool education is considered to be the basic foundation in the entire educational system, and preschool institutions and educators within them are key links in the early learning process. With the expansion of pedagogical knowledge, the circle of educators' jobs is expanding and requires multicompetence and adaptation to modern roles. Our goal is to present an example of good practice that is the result of the daily engagement of authors in striving to make children's lives in kindergarten better and more beautiful. The paper consists of two parts. The first part tried to point out the importance of early learning, the preschool period, the role of educators in preschool, and the importance of integration in practice, while the second part of the paper is a practical model or flow of scenarios of learning activities on Insects aimed at popularizing application models to help those who are already working in practice, beginners but also students of pedagogical orientation. The greatest value of the presented work is the unification of theory and practice, and the possibility of practical applicability.","PeriodicalId":218706,"journal":{"name":"Obrazovanje i vaspitanje","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116281671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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