Ivana Stepanović-Ilić, O. Tošković, Ksenija Krstić, Marina Videnović
Dropout in higher education attracts great attention due to serious effects on an individual and on society. This is an exploratory study aimed at: analysing drop?out measurement and tracking in the Serbian higher education, reviewing studies on dropout causes, and identifying available services and prevention measures. Various techniques are used to achieve these goals (statistics analysis, literature review, qualitative content analysis). Our results show that: 1. There are no accepted dropout definitions nor official statistics, but some rate estimate could be given; 2. Research is not systematic, but covers three major dropout factors (individual, socio-demographic, studying conditions); 3. Services are sporadic and not visible enough; 4. Legislation reveals state interest in promoting higher education, but implemented measures are not adequate enough. We see establishment of the Unified Education Information System as an important step in precise dropout measurement. There is a need for flexible studying routes and increased financial support orientated more towards vulnerable student groups. International studies highlight the importance of intensification of teacher-student and peer interaction built in modern student-centred teaching practice. At the end, we advocate creating a new educational policy by combining two major frameworks in this field and relying on inclusive research.
{"title":"Dropout at university level in Serbia: Analysis of measurement, research findings, services and prevention measures","authors":"Ivana Stepanović-Ilić, O. Tošković, Ksenija Krstić, Marina Videnović","doi":"10.2298/ZIPI2002479S","DOIUrl":"https://doi.org/10.2298/ZIPI2002479S","url":null,"abstract":"Dropout in higher education attracts great attention due to serious effects on an individual and on society. This is an exploratory study aimed at: analysing drop?out measurement and tracking in the Serbian higher education, reviewing studies on dropout causes, and identifying available services and prevention measures. Various techniques are used to achieve these goals (statistics analysis, literature review, qualitative content analysis). Our results show that: 1. There are no accepted dropout definitions nor official statistics, but some rate estimate could be given; 2. Research is not systematic, but covers three major dropout factors (individual, socio-demographic, studying conditions); 3. Services are sporadic and not visible enough; 4. Legislation reveals state interest in promoting higher education, but implemented measures are not adequate enough. We see establishment of the Unified Education Information System as an important step in precise dropout measurement. There is a need for flexible studying routes and increased financial support orientated more towards vulnerable student groups. International studies highlight the importance of intensification of teacher-student and peer interaction built in modern student-centred teaching practice. At the end, we advocate creating a new educational policy by combining two major frameworks in this field and relying on inclusive research.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"100 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78519980","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}
This paper provides a review of the literature on the evaluation of two learning approaches in higher education: problem-based learning (PBL) and student-centred learning (SCL). We were interested in dissemination of these learning approaches in higher education in both developing and developed countries. We identified 47 experimental and quasi-experimental studies published before March 2020, from medical, engineering and other fields of higher education. Historically PBL has been mostly applied in medical, health and related disciplines. Over the years, PBL and SCL have been successfully applied in other disciplines as well. Articles on university policy-making and historical-analytical ones are included too. Around 70% of the articles have an experimental design. Sample sizes range from 15 to 1404 persons, including both students and tutors. Most of the studies report positive outcomes. We aimed to show whether PBL and SCL can be effectively applied in engineering and other fields worldwide (in both developing and developed countries), as many polytechnic and engineering universities are debating concerning new learning approaches. It is evident from the articles in the review that these approaches need to be adapted depending on the field of education and the initial conditions (evaluation rules, level of familiarisation with these approaches of students) in the university. Besides, most authors are interested in the modernisation of these approaches.
{"title":"Modern learning approaches in higher education: A review of the literature","authors":"Ulkar Sattarova, W. Groot, J. Arsenijević","doi":"10.2298/ZIPI2002418S","DOIUrl":"https://doi.org/10.2298/ZIPI2002418S","url":null,"abstract":"This paper provides a review of the literature on the evaluation of two learning approaches in higher education: problem-based learning (PBL) and student-centred learning (SCL). We were interested in dissemination of these learning approaches in higher education in both developing and developed countries. We identified 47 experimental and quasi-experimental studies published before March 2020, from medical, engineering and other fields of higher education. Historically PBL has been mostly applied in medical, health and related disciplines. Over the years, PBL and SCL have been successfully applied in other disciplines as well. Articles on university policy-making and historical-analytical ones are included too. Around 70% of the articles have an experimental design. Sample sizes range from 15 to 1404 persons, including both students and tutors. Most of the studies report positive outcomes. We aimed to show whether PBL and SCL can be effectively applied in engineering and other fields worldwide (in both developing and developed countries), as many polytechnic and engineering universities are debating concerning new learning approaches. It is evident from the articles in the review that these approaches need to be adapted depending on the field of education and the initial conditions (evaluation rules, level of familiarisation with these approaches of students) in the university. Besides, most authors are interested in the modernisation of these approaches.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"8 1","pages":"418-478"},"PeriodicalIF":0.3,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88229180","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}
This paper presents a round of research conducted with the aim of determining the characteristics of interaction situations involving pre-schoolers and their teachers and initiated with children?s questions. Insight into the existing body of research shows that there is a lack of similar studies, which address the cognitive side of such situations, but where the social aspect is neglected. Systematic observation was used to describe interaction situations in preschools initiated by children aged three to six years asking teachers questions. Qualitative and quantitative data analysis was performed, indicating consistency between the type of the child?s question, the teacher?s answer and the course of the interaction. After children receive answers to their questions requesting new information (cognitive questions) or those intended to create conditions necessary for particular activities (action-related questions), interaction ends. On the other hand, children ask so-called social questions for the sake of interaction, and it depends on the teacher?s reply whether they will develop. Another finding suggests that children?s questions are not automatically welcome at just any moment, especially if they go beyond the limits of the teacher guided activity in progress at the time the question is asked. The research findings afford remarkable insight into how preschool teachers with their different adequate responses and behaviours can support children?s development and learning in children- initiated interaction situations.
{"title":"Teacher-child interaction initiated with children’s questions","authors":"Tanja Glišić","doi":"10.2298/zipi2001181g","DOIUrl":"https://doi.org/10.2298/zipi2001181g","url":null,"abstract":"This paper presents a round of research conducted with the aim of determining the characteristics of interaction situations involving pre-schoolers and their teachers and initiated with children?s questions. Insight into the existing body of research shows that there is a lack of similar studies, which address the cognitive side of such situations, but where the social aspect is neglected. Systematic observation was used to describe interaction situations in preschools initiated by children aged three to six years asking teachers questions. Qualitative and quantitative data analysis was performed, indicating consistency between the type of the child?s question, the teacher?s answer and the course of the interaction. After children receive answers to their questions requesting new information (cognitive questions) or those intended to create conditions necessary for particular activities (action-related questions), interaction ends. On the other hand, children ask so-called social questions for the sake of interaction, and it depends on the teacher?s reply whether they will develop. Another finding suggests that children?s questions are not automatically welcome at just any moment, especially if they go beyond the limits of the teacher guided activity in progress at the time the question is asked. The research findings afford remarkable insight into how preschool teachers with their different adequate responses and behaviours can support children?s development and learning in children- initiated interaction situations.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72702910","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}
Jelena Opsenica-Kostic, Jasmina Nedelјkovic, Cauduri Roj Nikola
The research deals with a problem that has remained open despite significant efforts on the part of researchers - does frequent use of smart phones disrupt the interpersonal relationships and subjective well-being of the users? Hypotheses on the moderating effects that smart phone (SP) use can have on the relationship between dimensions pertaining to attachment to friends and dimensions pertaining to subjective well-being among high school students were tested. The research included 556 Serbian adolescents, all of whom were of age. The following measuring instruments were used: Smartphone use frequency (SUF); Inventory of Parents and Peer Attachment-Revised (IPPA-R) - subscales for friends; in particular, the Satisfaction with Life Scale (SWLS) and the Positive and Negative Affect Schedule (PANAS) were used to measure subjective well-being. The basic research results indicate that the frequency of smart phone use is a moderator in the relationship between Trust in friends and Communication with friends, and Satisfaction with life and Positive affect: the connection between Trust and Communication, and the dimensions of subjective well-being is most pronounced for those adolescents who, compared to their peers, use smart phones the least, while the connection is the weakest, or cannot be determined, among those adolescents who most frequently use a smart phone. An important limit in the frequency of SP use is the transition from low or moderate to excessive use - in the case of the highest level of frequency of SP use the positive connection between attachment to friends and subjective well-being is lost.
{"title":"Smartphone use as a potential moderator between attachment to friends and subjective well-being among high school students","authors":"Jelena Opsenica-Kostic, Jasmina Nedelјkovic, Cauduri Roj Nikola","doi":"10.2298/ZIPI2002379O","DOIUrl":"https://doi.org/10.2298/ZIPI2002379O","url":null,"abstract":"The research deals with a problem that has remained open despite significant efforts on the part of researchers - does frequent use of smart phones disrupt the interpersonal relationships and subjective well-being of the users? Hypotheses on the moderating effects that smart phone (SP) use can have on the relationship between dimensions pertaining to attachment to friends and dimensions pertaining to subjective well-being among high school students were tested. The research included 556 Serbian adolescents, all of whom were of age. The following measuring instruments were used: Smartphone use frequency (SUF); Inventory of Parents and Peer Attachment-Revised (IPPA-R) - subscales for friends; in particular, the Satisfaction with Life Scale (SWLS) and the Positive and Negative Affect Schedule (PANAS) were used to measure subjective well-being. The basic research results indicate that the frequency of smart phone use is a moderator in the relationship between Trust in friends and Communication with friends, and Satisfaction with life and Positive affect: the connection between Trust and Communication, and the dimensions of subjective well-being is most pronounced for those adolescents who, compared to their peers, use smart phones the least, while the connection is the weakest, or cannot be determined, among those adolescents who most frequently use a smart phone. An important limit in the frequency of SP use is the transition from low or moderate to excessive use - in the case of the highest level of frequency of SP use the positive connection between attachment to friends and subjective well-being is lost.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"50 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78239946","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}
The basic objective of this paper is the articulation of possible implications for the development of creativity in school environment which rely on the existing achievements in cultural-historical psychology. After a brief historical reconstruction of the current ?crisis? in psychology of creativity and the review of alternative cultural- historical research model, some of the basic ideas by Vygotsky and contemporary Tetradic model for the development of creativity have been presented as the most relevant achievements. In this paper five fundamental presumptions concerning the development of creativity have been articulated and the same are used to analyse the possible implications for educational practice. These implications refer to dynamic relations between individual and social, creative and developmental, semiotic, affective and behavioural aspects of creativity, as well as the development of imagination during the ?critical? period of adolescence. Some of the proposed educational practices include dialogical modes for constructing knowledge, fostering of open attitude towards the sudden appearance of unexpected solutions, creation of various forms of collaboration and mutual vision, as well as the usage of metaphors and humour. Finally, what is highlighted is the practical value of cultural-historical theory of creativity, and further theoretical improvement of implications and examination of their efficiency in empirical studies in school environment have been proposed.
{"title":"Creativity in cultural-historical psychology: Implications for the development of creativity in school environment","authors":"P. Jovanović","doi":"10.2298/ZIPI1901094J","DOIUrl":"https://doi.org/10.2298/ZIPI1901094J","url":null,"abstract":"The basic objective of this paper is the articulation of possible\u0000 implications for the development of creativity in school environment which\u0000 rely on the existing achievements in cultural-historical psychology. After a\u0000 brief historical reconstruction of the current ?crisis? in psychology of\u0000 creativity and the review of alternative cultural- historical research\u0000 model, some of the basic ideas by Vygotsky and contemporary Tetradic model\u0000 for the development of creativity have been presented as the most relevant\u0000 achievements. In this paper five fundamental presumptions concerning the\u0000 development of creativity have been articulated and the same are used to\u0000 analyse the possible implications for educational practice. These\u0000 implications refer to dynamic relations between individual and social,\u0000 creative and developmental, semiotic, affective and behavioural aspects of\u0000 creativity, as well as the development of imagination during the ?critical?\u0000 period of adolescence. Some of the proposed educational practices include\u0000 dialogical modes for constructing knowledge, fostering of open attitude\u0000 towards the sudden appearance of unexpected solutions, creation of various\u0000 forms of collaboration and mutual vision, as well as the usage of metaphors\u0000 and humour. Finally, what is highlighted is the practical value of\u0000 cultural-historical theory of creativity, and further theoretical\u0000 improvement of implications and examination of their efficiency in empirical\u0000 studies in school environment have been proposed.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"18 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84738388","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}
Ina Reic-Ercegovac, Morana Koludrović, Irena Mišurac
The aim of this study was to examine the performance of different age groups of students in mathematical achievement, i.e. in solving mathematical problem tasks and mathematical school grades. Furthermore, the study aimed to investigate the contribution of the mathematics self-concept and subjective value of Mathematics to explain individual differences in solving mathematical problem tasks and school achievement in Mathematics. A total of 780 participants took part in the study. The results show that with age school achievement in Mathematics decreases, as well as Mathematics self-concept and students? subjective value of Mathematics. On the other hand, older students are more successful in solving mathematical problem tasks. However, the performance in mathematical problem solving was relatively poor throughout the sample. Although female students had better grades, there were no significant gender differences in relation to solving problem tasks or mathematical self-concept and the subjective value of Mathematics. Younger students, in comparison to older ones, assessed their mathematical abilities higher, were more interested in Mathematics and evaluated it as more useful. The only commonly important predictors of both problem solving tasks and most frequent grade in Mathematics were age and the self-assessment of mathematical abilities.
{"title":"The contribution of the mathematics self-concept and subjective value of mathematics to mathematical achievement","authors":"Ina Reic-Ercegovac, Morana Koludrović, Irena Mišurac","doi":"10.2298/ZIPI1901162R","DOIUrl":"https://doi.org/10.2298/ZIPI1901162R","url":null,"abstract":"The aim of this study was to examine the performance of different age groups of students in mathematical achievement, i.e. in solving mathematical problem tasks and mathematical school grades. Furthermore, the study aimed to investigate the contribution of the mathematics self-concept and subjective value of Mathematics to explain individual differences in solving mathematical problem tasks and school achievement in Mathematics. A total of 780 participants took part in the study. The results show that with age school achievement in Mathematics decreases, as well as Mathematics self-concept and students? subjective value of Mathematics. On the other hand, older students are more successful in solving mathematical problem tasks. However, the performance in mathematical problem solving was relatively poor throughout the sample. Although female students had better grades, there were no significant gender differences in relation to solving problem tasks or mathematical self-concept and the subjective value of Mathematics. Younger students, in comparison to older ones, assessed their mathematical abilities higher, were more interested in Mathematics and evaluated it as more useful. The only commonly important predictors of both problem solving tasks and most frequent grade in Mathematics were age and the self-assessment of mathematical abilities.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"13 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88098106","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}
Why choose to become a teacher in Serbia? There is no evidence about teachers? career choice motivation after the newly introduced changes of teacher education in Serbia. The authors examine motivations among (future) class and subject teachers (N=132) applying broadly implemented instrument with fine psychometrical characteristics - FIT-Choice (Factors Influencing Teaching Choice) questionnaire, with an additional factor - Subject. Teachers perceive as most influential factors: Subject, Intrinsic career value, Social utility factors, Perceived abilities and Prior teaching and learning experiences. They were followed by Job security and Time for family, both highly rated. Factors Job transferability and Social influence have ratings above the scale midpoint, while fall-back career was perceived as unimportant. The obtained hierarchy of career choice factors is concordant with the hiererchies obtained previously in Western European countries by FIT-Choice scale. In comparison with previous findings in Serbia, fall-back as a motive lost its significance. Relying on the results exploring the connection of teacher career choice motivation and the career characteristics, we should expect future teachers to be more devoted, more agile in their professional development with less attrition intensions, in comparison to the currently employed teachers, in case that social and economic conditions do not place constraints.
{"title":"Exploring Serbian teachers’ motivation for teaching with the application of FIT-choice scale","authors":"Milica Marušić-Jablanović, S. Vracar","doi":"10.2298/ZIPI1901007M","DOIUrl":"https://doi.org/10.2298/ZIPI1901007M","url":null,"abstract":"Why choose to become a teacher in Serbia? There is no evidence about teachers? career choice motivation after the newly introduced changes of teacher education in Serbia. The authors examine motivations among (future) class and subject teachers (N=132) applying broadly implemented instrument with fine psychometrical characteristics - FIT-Choice (Factors Influencing Teaching Choice) questionnaire, with an additional factor - Subject. Teachers perceive as most influential factors: Subject, Intrinsic career value, Social utility factors, Perceived abilities and Prior teaching and learning experiences. They were followed by Job security and Time for family, both highly rated. Factors Job transferability and Social influence have ratings above the scale midpoint, while fall-back career was perceived as unimportant. The obtained hierarchy of career choice factors is concordant with the hiererchies obtained previously in Western European countries by FIT-Choice scale. In comparison with previous findings in Serbia, fall-back as a motive lost its significance. Relying on the results exploring the connection of teacher career choice motivation and the career characteristics, we should expect future teachers to be more devoted, more agile in their professional development with less attrition intensions, in comparison to the currently employed teachers, in case that social and economic conditions do not place constraints.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"236 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72745833","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}
N. Melnyk, N. Bidyuk, A. Kalenskyi, B. Maksymchuk, N. Bakhmat, O. Matviienko, T. Matviichuk, V. Solovyov, N. Golub, I. Maksymchuk
Comparative pedagogical analyses were obtained on the basis of the generalised theoretical results. The aim of the study is to discover theoretical, methodological, didactic principles of a professional training of preschool teachers in the context of socio-political, economic, socio-cultural and pedagogical determinants in some European Union countries in order to justify the possibilities of introduction of an innovative European experience in preschool teachers? professional training in Ukraine and other countries. The results of comparative pedagogical research on professional development of preschool teachers? in some countries of the European Union are generalised; models were characterised; organisational and pedagogical support for the professional development of preschool teachers in some countries of the European Union was specified; the influence of European integration processes on the modernisation of professional development of preschool teachers in Ukraine and the comparative analysis of systems of professional development of preschool teachers in some countries of the European Union and Ukraine were studied; promising directions were described in the implementation of innovative ideas of the European experience in the vocational education system in Ukraine.
{"title":"Models and organisational characteristics of preschool teachers’ professional training in some EU countries and Ukraine","authors":"N. Melnyk, N. Bidyuk, A. Kalenskyi, B. Maksymchuk, N. Bakhmat, O. Matviienko, T. Matviichuk, V. Solovyov, N. Golub, I. Maksymchuk","doi":"10.2298/zipi1901046m","DOIUrl":"https://doi.org/10.2298/zipi1901046m","url":null,"abstract":"Comparative pedagogical analyses were obtained on the basis of the generalised theoretical results. The aim of the study is to discover theoretical, methodological, didactic principles of a professional training of preschool teachers in the context of socio-political, economic, socio-cultural and pedagogical determinants in some European Union countries in order to justify the possibilities of introduction of an innovative European experience in preschool teachers? professional training in Ukraine and other countries. The results of comparative pedagogical research on professional development of preschool teachers? in some countries of the European Union are generalised; models were characterised; organisational and pedagogical support for the professional development of preschool teachers in some countries of the European Union was specified; the influence of European integration processes on the modernisation of professional development of preschool teachers in Ukraine and the comparative analysis of systems of professional development of preschool teachers in some countries of the European Union and Ukraine were studied; promising directions were described in the implementation of innovative ideas of the European experience in the vocational education system in Ukraine.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"2016 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73832167","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}
The paper starts from the point of view on the necessity and importance of continuous improvement of the school counsellor competences for the effective counselling in schools. In this framework, a survey was conducted aimed at examining the opinions of school teachers on their own advisory competencies and resources for their improvement. By using the semi-structured interview, 81 elementary school pedagogues were examined, and the obtained results were analysed using a qualitative thematic analysis. It was found that respondents recognised the necessity and the importance of a continuous development of competences for the effective counselling. Competences that were recognised as sufficiently developed by the respondents were predominantly personal qualities and social-communication competences, and as underdeveloped they emphasised professional competences related to the application of modern methods and techniques of counselling. The respondents perceive the possibility of improving of the counselling competences through the prism of raising the quality of different aspects - from initial education to the conditions of school work and adequate professional development, with special emphasis on the quality of professional development programmes in this field. It was concluded that the development of counselling competences implies systematically based and continuous support, both in the process of improving professional competencies, as well as in the process of personal growth and the development of experts/counsellors.
{"title":"Counselling competences from the perspective of school pedagogues","authors":"Sladjana Zuković, S. Slijepcevic","doi":"10.2298/ZIPI1901198Z","DOIUrl":"https://doi.org/10.2298/ZIPI1901198Z","url":null,"abstract":"The paper starts from the point of view on the necessity and importance of continuous improvement of the school counsellor competences for the effective counselling in schools. In this framework, a survey was conducted aimed at examining the opinions of school teachers on their own advisory competencies and resources for their improvement. By using the semi-structured interview, 81 elementary school pedagogues were examined, and the obtained results were analysed using a qualitative thematic analysis. It was found that respondents recognised the necessity and the importance of a continuous development of competences for the effective counselling. Competences that were recognised as sufficiently developed by the respondents were predominantly personal qualities and social-communication competences, and as underdeveloped they emphasised professional competences related to the application of modern methods and techniques of counselling. The respondents perceive the possibility of improving of the counselling competences through the prism of raising the quality of different aspects - from initial education to the conditions of school work and adequate professional development, with special emphasis on the quality of professional development programmes in this field. It was concluded that the development of counselling competences implies systematically based and continuous support, both in the process of improving professional competencies, as well as in the process of personal growth and the development of experts/counsellors.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"24 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90770725","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}
The aim of this paper is to define what creative transformational leadership means in the context of higher education exploring some of the challenges and opportunities of being an educational leader in institutions which are internationalising and competing in a global market. The authors explore some previous studies which have suggested that ?transformational leadership? is the most effective model of leadership, especially in a business context, whereas many educational papers focus on ?creative leadership? This paper suggests that creative transformational leadership might be the ideal approach, analysing what constitutes creative transformational leadership from the perspective of higher education leaders and how they perceive these approaches using in-depth e-interviews. A sample of international academics was recruited from the authors? professional online networks and an online link to a list of ten interview questions was emailed to participants. The sample consisted of Rectors, Vice Rectors, Deans, Heads of Departments and Heads of Programmes (Bachelors and Masters) in Higher Education. There were 28 respondents from 15 countries, but some of the academics were working in an institution in a country which was not their country of origin and several had experience of teaching in more than one country, so the sample was truly international. The findings reveal that the contextual dimension of leadership in higher education plays an important role, especially the rapidly changing social and technological environment, which affects both staff performance and student needs. Other challenges include institutional constraints and lack of resources. However, both the theoretical and empirical research suggest that creative transformational leadership could offer an important approach for the future of higher education in this dynamic, global environment.
{"title":"Towards creative transformational leadership in higher education: Challenges and opportunities","authors":"M. Smith, Vilmos Vass","doi":"10.2298/zipi1901238s","DOIUrl":"https://doi.org/10.2298/zipi1901238s","url":null,"abstract":"The aim of this paper is to define what creative transformational leadership means in the context of higher education exploring some of the challenges and opportunities of being an educational leader in institutions which are internationalising and competing in a global market. The authors explore some previous studies which have suggested that ?transformational leadership? is the most effective model of leadership, especially in a business context, whereas many educational papers focus on ?creative leadership? This paper suggests that creative transformational leadership might be the ideal approach, analysing what constitutes creative transformational leadership from the perspective of higher education leaders and how they perceive these approaches using in-depth e-interviews. A sample of international academics was recruited from the authors? professional online networks and an online link to a list of ten interview questions was emailed to participants. The sample consisted of Rectors, Vice Rectors, Deans, Heads of Departments and Heads of Programmes (Bachelors and Masters) in Higher Education. There were 28 respondents from 15 countries, but some of the academics were working in an institution in a country which was not their country of origin and several had experience of teaching in more than one country, so the sample was truly international. The findings reveal that the contextual dimension of leadership in higher education plays an important role, especially the rapidly changing social and technological environment, which affects both staff performance and student needs. Other challenges include institutional constraints and lack of resources. However, both the theoretical and empirical research suggest that creative transformational leadership could offer an important approach for the future of higher education in this dynamic, global environment.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"29 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83313786","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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