INSCENIRANJE STVARNOSTI: KONSTRUKTIVISTIČKI NAČINI POUČAVANJA I UČENJA

New constructivist concepts in the field of didactics of foreign languages have been based on the fundamental postulations of modern psychology of knowledge. The starting point is the fact that knowledge is constructed according to prior knowledge, perceptions, context, and individual affects. Acquiring of knowledge is based on the situation, it is socially conditioned, and it must have a particular sense and meaning. When it comes to productive knowledge mediation, it must be taken into consideration that teaching does not mean learning as well. Knowledge gained by mere learning by heart is left ‘inert’ and inapplicable. Accordingly, teaching and learning of a foreign language should be placed in as realistic situation as possible, in order to jointly try to find a solution (for a particular problem) through cooperation and on the basis of specific individual experiences. The didactic presumptions concerning the knowledge construction have been carried out on the basis of two methodical forms of a procedure in the elementary school, where there was discussed their effectiveness.Nove konstruktivističke koncepcije na području didaktike stranog jezika zasnivaju se na osnovnim pretpostavkama moderne psihologije znanja. Pri tome se polazi od činjenice da se znanje konstruiše u zavisnosti od predznanja, opažanja, konteksta i afekata pojedinca. Sticanje znanja se odvija situativno, socijalno je uslovljeno i mora imati određeni smisao i značenje. Kada je reč o produktivnom posredovanju znanja, moramo biti svesni da poučavanje ne znači i učenje. Znanje, koje je stečeno pukim učenjem napamet, ostaje „tromo“ i neprimenljivo. Iz toga sledi da bi poučavanje i učenje stranog jezika, trebalo postaviti u što realniju situaciju, da bi se time kroz saradnju na osnovu specifičnih pojedinačnih iskustava, zajednički moglo naći rešenje (za određeni problem). Ove didaktičke pretpostavke u vezi konstrukcije znanja spovedene su na osnovu dva metodička načina postupka u osnovnoj školi i diskutovana je njihova uspešnost

Direktori (škola) uče drugačije. (Kako uče direktori škola)

School principals do not perform the profession/function for which they have been educated for. They have attained their qualification to be the managers in education in many different ways and detours. Nowadays, permanent and lifelong learning helps them the most in overcoming the current problems at work. A life long learning, as a leading educational principle, requires essentially new approach to education, instruction, training, professional growth and development, as well as to education and raising in general. In principle, the life-long learning rests on the universal essence of knowledge and skills, which should facilitate active participation in a contemporary society for all the people. From the point of view of active mobility and participation, the lifelong learning is attained through development of generic or existential skills, such as: feeling for the team work, mastering skills and learning dispositions, permanent reinforcement of professional competencies and skills, taking over responsibility in further professional work and progress. An essential issue analyzed in the paper is the following: What is a role of the school principal in the educational institutions in all the social turmoil, applying to both essential and existential changes? Are there different offers of forms and ways of training, which correspond to the needs and learning opportunities for the school principals? Learning styles, specific conditions for learning, working conditions of the school principals represent central ideas related to the development of their competencies.Direktori škola ne bave se profesijom/funkcijom za koju su se školovali. Mnogim putevima i zaobilaznicama su stigli do kvalifikacije za menadžera u obrazovanju. Danas im u savladavanju aktuelnih problema na poslu najviše pomaže permanentno i doživotno učenje. Doživotno učenje kao vodeći obrazovni princip zahteva fundamentalno novi pristup obrazovanju, nastavi, obuci, profesionalnom rastu i razvoju, školovanju uopšte. Suštinski, doživotno učenje počiva na univerzalnom jezgru znanja i veština koje bi trebalo svima da omoguće aktivno učestvovanje u savremenom društvu, a sa stanovišta aktivne mobilnosti i participativnosti to će se postići razvijanjem generičkih ili životnih veština: osećanjem za timski rad, ovladavanjem veštinama i dispozicijama učenja, permanentnim jačanjem profesionalnih kompetencija i snaga, preuzimanjem odgovornosti u daljem profesionalnom radu i napredovanju. Osnovno pitanje koje se u radu analizira jeste: Koju ulogu pridaju sebi direktori u institucijama obrazovanja u svim ovim društvenim perturbacijama, esencijalnim i egzistencijalnim promenama? Da li postoje ponude oblika i načina usavršavanja koje odgovaraju potrebama i mogućnostima za učenje direktora škola? Stilovi učenja, specifični preduslovi za učenje, radni uslovi direktora škole su u središtu razmišljanja o razvoju njihovih kompetencija

Vergleich von Führungsqualitäten, professionellen Eigenschaften und Persönlichkeiten der Beschäftigten an den Schulen in Kroatien und Serbien

Cilj predstavljenog istraživanja jest utvrđivanje statistički značajnih razlika u strukturi i izraženosti liderskih osobina, profesionalnih karakteristika i osobina ličnosti ovisno o sociodemografskim karakteristikama zaposlenih u odgojno-obrazovnom sustavu Hrvatske i Srbije te ovisno o državi u kojoj žive i rade. Uzorak istraživanja, provedenog 2011. godine, čine osnovne i srednje škole na teritoriju Hrvatske i Srbije. Populaciju čine 237 ravnatelja, učitelja, nastavnika i stručnih suradnika u Hrvatskoj te 252 u Srbiji. Prikupljeni podaci obrađivani su statističkim procedurama deskriptivne statistike, analize glavnih komponenti i kanoničke diskriminativne analize te zatim kvantitativnom i kvalitativnom analizom. Najveća zanimljivost ove studije jest to da ispitanici iz Hrvatske pokazuju razlike u liderskim karakteristikama, osobinama ličnosti i profesionalnim odlikama ovisno o sociodemografskim kriterijima. Ispitanici iz Hrvatske dali su različite odgovore prema svim sociodemografskim kriterijima, osim kad je riječ o ustanovi u kojoj rade, a srpski postižu statističke značajne razlike prema dva kriterija: spolu i dobi. Praktične implikacije rezultata ovog istraživanja su: sagledavanje liderskih, profesionalnih i osobnih svojstava nužnih u oblikovanju kriterija izbora te briga za osobni i profesionalni razvoj zaposlenih u odgojnim i obrazovnim institucijama u Hrvatskoj i Srbiji. Intencija je na prepoznavanju i jačanju kompetencija odgojno-obrazovnog djelovanja koje usmjeravaju obrazovanje prema viziji inovacijskih institucija budućnosti.Th e aim of the research presented here was to establish the statistically relevant diff erences in the structure and prominence of leadership, professional and personality traits of professionals employed in the education systems of Croatia and Serbia with respect to their socio-demographic characteristics and to the respective countries in which they live and work. Th e sample of this study, conducted in 2011, consisted of primary and secondary schools on the territory of Croatia and Serbia and the population of the survey included 237 principals, teachers, lecturers and specialist staff in Croatia and 252 in Serbia. The collected data were analysed by the methods of descriptive statistics, principal component analysis and canonical discriminant analysis, followed by the quantitative and qualitative analysis. The most interesting feature of this study is reflected in the fact that the survey subjects from Croatia show differences in their leadership and professional characteristics and personality traits with respect to the socio-demographic criteria. They gave diff erent answers according to all criteria, except for the criterion of the institution of employment, while the Serbian respondents achieved statistical signifi cant differences according to two criteria: those of age and gender. Practical implications of this research include an understanding of leadership, professional and personal competencies and characteristics needed in forming the criteria of choice, and a concern for the individual and professional growth of employees in the educational institutions of Croatia and Serbia. The intention is to recognize and strengthen the competencies involved in educational activities which direct education towards the vision of innovative institutions of the future.Das Ziel der dargestellten Untersuchung war es, statistisch relevante Unterschiede in der Struktur und Ausprägung von Führungsqualitäten, professionellen Eigenschaft en und Persönlichkeitsmerkmalen bei den Beschäft igten im kroatischen und serbischen Bildungssystem im Hinblick auf ihre soziodemographischen Merkmale sowie den Staat, in dem sie leben und arbeiten, festzustellen. Das Untersuchungsmuster der 2011 durchgeführten Befragung bestand aus Grund – und Mittelschulen auf dem Gebiet von Kroatien und Serbien. Befragt wurden 237 Schulleiter, Grund –und Mittelschullehrer sowie fachliche Mitarbeiter in Kroatien sowie 252 in Serbien. Die erhobenen Daten wurden mit den statistischen Verfahren der deskriptiven Statistik, Analyse der Hauptkomponenten und kanonischer diskriminativer Analyse sowie durch quantitative und qualitative Analyse ausgewertet. Das interessanteste Ergebnis dieser Studie ist, dass die Befragten aus Kroatien Unterschiede in den Führungsqualitäten, Persönlichkeitsmerkmalen und professionellen Eigenschaften in Abhängigkeit von soziodemographischen Kriterien aufweisen. Die Befragten aus Kroatien gaben verschiedene Antworten nach allen soziodemographischen Kriterien, mit Ausnahme der Einrichtung, an der sie beschäft igt sind, während die serbischen Befragten statistisch relevante Unterschiede nach zwei Kriterien aufweisen: nach dem Geschlecht und dem Alter. Praktische Implikationen dieser Untersuchungsergebnisse sind: Bewusstmachung von notwendigen Führungsqualitäten, professionellen und persönlichen Eigenschaften für die Bestimmung von Auswahlkriterien sowie Sorge um die persönliche und professionelle Entwicklung der Beschäft igten in den Bildungseinrichtungen in Kroatien und Serbien. Das Ziel ist, Erkennung und Förderung von Kompetenzen für die erzieherische Bildungstätigkeit, die bahnbrechend für die innovativen Bildungsinstitutionen der Zukunft sind

Inclusion of socially marginalized individuals in the light of human rights education

In the work Inclusion of socially marginalized individuals in the light of human rights education, Olivera Gajić, Milica Andevski, Spomenka Budić and Biljana Lungulov consider possibilities for inclusion of socially marginalized individuals and groups in an institutional framework and a local community in the context of human rights education. The authors consider the context of social inclusion and human rights education in order to collect qualitative indicators concerning the existing knowledge, interest, and recognition of social inclusion and human rights with the purpose of shedding light on this problem by protagonists of the education process, as well as the wider community, which forms the basis of strategic decisions and guidelines of education in a democratic society. Finally, the authors conclude that a well organized support network for workers in this area, who are required to ensure conditions for the fulfilment of human rights on the principles of accessibility, participation and equality.Collection name : Library „PEDAGOŠKA TEORIJA I PRAKSA” 4

A schematic sampling protocol for contaminant monitoring in raptors

Birds of prey, owls and falcons are widely used as sentinel species in raptor biomonitoring programmes. A major current challenge is to facilitate large-scale biomonitoring by coordinating contaminant monitoring activities and by building capacity across countries. This requires sharing, dissemination and adoption of best practices addressed by the Networking Programme Research and Monitoring for and with Raptors in Europe (EURAPMON) and now being advanced by the ongoing international COST Action European Raptor Biomonitoring Facility. The present perspective introduces a schematic sampling protocol for contaminant monitoring in raptors. We provide guidance on sample collection with a view to increasing sampling capacity across countries, ensuring appropriate quality of samples and facilitating harmonization of procedures to maximize the reliability, comparability and interoperability of data. The here presented protocol can be used by professionals and volunteers as a standard guide to ensure harmonised sampling methods for contaminant monitoring in raptors

A review of constraints and solutions for collecting raptor samples and contextual data for a European Raptor Biomonitoring Facility

The COST Action ‘European Raptor Biomonitoring Facility’ (ERBFacility) aims to develop pan-European raptor biomonitoring in support of better chemicals management in Europe, using raptors as sentinel species. This presents a significant challenge involving a range of constraints that must be identified and addressed. The aims of this study were to: (1) carry out a comprehensive review of the constraints that may limit the gathering in the field of raptor samples and contextual data, and assess their relative importance across Europe; and (2) identify and discuss possible solutions to the key constraints that were identified. We applied a participatory approach to identify constraints and to discuss feasible solutions. Thirty-one constraints were identified, which were divided into four categories: legal, methodological, spatial coverage, and skills constraints. To assess the importance of the constraints and their possible solutions, we collected information through scientific workshops and by distributing a questionnaire to stakeholders in all the countries involved in ERBFacility. We obtained 74 answers to the questionnaire, from 24 of the 39 COST participating countries. The most important constraints identified were related to the collection of complex contextual data about sources of contamination, and the low number of existing raptor population national/regional monitoring schemes and ecological studies that could provide raptor samples. Legal constraints, such as permits to allow the collection of invasive samples, and skills constraints, such as the lack of expertise to practice necropsies, were also highlighted. Here, we present solutions for all the constraints identified, thus suggesting the feasibility of establishing a long-term European Raptor Sampling Programme as a key element of the planned European Raptor Biomonitoring Facility.This paper is based on work from COST Action European Raptor Biomonitoring Facility (COST Action CA16224) supported by COST (European Cooperation in Science and Technology), including a grant for a short-term scientific mission awarded to the lead author. COST is funded by the Horizon 2020 Framework Programme of the European Union. Silvia Espín was financially supported by Ministerio de Ciencia, Innovación y Universidades (Juan de la Cierva-Incorporación postdoctoral contract, IJCI-2017-34653).Peer reviewe

A review of constraints and solutions for collecting raptor samples and contextual data for a European raptor biomonitoring facility

The COST Action ‘European Raptor Biomonitoring Facility’ (ERBFacility) aims to develop pan-European raptor biomonitoring in support of better chemicals management in Europe, using raptors as sentinel species. This presents a significant challenge involving a range of constraints that must be identified and addressed. The aims of this study were to: (1) carry out a comprehensive review of the constraints that may limit the gathering in the field of raptor samples and contextual data, and assess their relative importance across Europe; and (2) identify and discuss possible solutions to the key constraints that were identified. We applied a participatory approach to identify constraints and to discuss feasible solutions. Thirty-one constraints were identified, which were divided into four categories: legal, methodological, spatial coverage, and skills constraints. To assess the importance of the constraints and their possible solutions, we collected information through scientific workshops and by distributing a questionnaire to stakeholders in all the countries involved in ERBFacility. We obtained 74 answers to the questionnaire, from 24 of the 39 COST participating countries. The most important constraints identified were related to the collection of complex contextual data about sources of contamination, and the low number of existing raptor population national/regional monitoring schemes and ecological studies that could provide raptor samples. Legal constraints, such as permits to allow the collection of invasive samples, and skills constraints, such as the lack of expertise to practice necropsies, were also highlighted. Here, we present solutions for all the constraints identified, thus suggesting the feasibility of establishing a long-term European Raptor Sampling Programme as a key element of the planned European Raptor Biomonitoring Facility

Leadership characteristics of schools' employees in Serbia

The aim of this study is to determine the presence of leadership characteristics and skills of the employed in public schools in Serbia desirable for the efficient school operation. In this paper the surveying and scaling techniques, the instruments in the form of questionnaires and scales of attitudes are applied. The research population consisted of primary and secondary schools on the territory of Serbia, while the research sample included 252 respondents consisting of school principals, deputy principals, teachers, professors, professional staff (pedagogues and psychologists). The obtained data have been analyzed in the statistical package SPSS (descriptive analysis and latent structure analysis of the questionnaire measuring area, the factor scores on extracted Promax dimensions and factors inter-correlation matrix), and they indicate the presence of leadership qualities in the employed in educational institutions of Serbia