- Author:
Jovana J. Milutinović
- E-mail:
jovanajm@ff.uns.ac.rs
- Institution:
University of Novi Sad
- Author:
Aleksandra K. Anđelković
- E-mail:
aleksandraa@ucfak.ni.ac.rs
- Institution:
University of Niš
- Year of publication:
2018
- Source:
Show
- Pages:
239-249
- DOI Address:
https://doi.org/10.15804/tner.2018.53.3.20
- PDF:
tner/201803/tner5320.pdf
Theoretical framework within which this paper is set is the conception of teachers’ epistemological beliefs. The author’s attention is focused on the classification of teachers’ beliefs in the realistic, contextual and relativistic approach. The question that permeates this study is whether the teacher’s beliefs are consistent with their work in practice. A questionnaire was made for the purpose of the research and the sample encompasses 420 teachers in Serbia. Results show that the subjects mostly estimate that they belong to a constructivist profile. However, their answers indicate that their acting is different from their self-assessment. Research findings imply a need for an awakening of teachers with regards to personal epistemologies.
- Author:
Jolanta Gałecka
- E-mail:
jolanta01@msn.com
- Institution:
University of Gdańsk, Poland
- ORCID:
https://orcid.org/0000-0003-1525-8912
- Year of publication:
2020
- Source:
Show
- Pages:
80-93
- DOI Address:
https://doi.org/10.15804/kie.2020.04.05
- PDF:
kie/130/kie13005.pdf
Many professions have some identified features or performance rules that are considered characteristic of an expert. However the standards and expectations regarding teachers’ work might not have been clear to the majority of the teachers. The attributes that are demanded or expected from teachers are very diversified and span many fields of expertise. One of the reasons behind it may be the co-existence of multiple paradigms in the social sciences. Those paradigms cannot be applied simultaneously since the disparities between them are often insurmountable. Yet they define the role of a teacher and hence are crucial to the assertion of expertise in teaching. Therefore I come to the conclusion that understanding paradigms and their consequences for the role of a teacher may provide the necessary criteria of performance and a path to becoming an expert teacher. Without the knowledge and understanding of the basic concepts and the meaning of what it is that the teacher is trying to achieve through their performance, the teacher will not be able to work deliberately on their development or to critically reflect on it.
- Author:
Valentina Gavranović
- E-mail:
vgavranovic@singidunum.ac.rs
- Institution:
Singidunum University, Belgrade, Serbia
- ORCID:
https://orcid.org/0000-0002-3011-8769
- Author:
Slavko Alčaković
- E-mail:
salcakovic@singidunum.ac.rs
- Institution:
Singidunum University, Belgrade, Serbia
- ORCID:
https://orcid.org/0000-0003-4062-7214
- Year of publication:
2023
- Source:
Show
- Pages:
201-211
- DOI Address:
https://doi.org/10.15804/tner.23.73.3.15
- PDF:
tner/202303/tner7315.pdf
This study focuses on teachers’ professional development practices in the Republic of Serbia, presenting the results obtained from questionnaires of mixed research conducted to investigate teachers’ attitudes towards different forms of professional development programmes, how often teachers participate in them, and why. The results show a high degree of correlation between their positive attitudes and the frequency of participation when teachers are externally motivated, and no correlation if they self-direct their professional development. The research draws attention to the need to re-examine the existing teacher professional development policies considering the needs of teachers and their teaching practices.
- Author:
Sabina Koczoń-Zurek
- Institution:
University of Silesia
- Year of publication:
2007
- Source:
Show
- Pages:
231-238
- DOI Address:
https://doi.org/10.15804/tner.07.11.1.17
- PDF:
tner/200701/tner1117.pdf
The author of the article aims to present in short the results of the empirical verification of R. Kwaśnica’s concept concerning teachers’ professional development. The first part of the article deals with theoretical matters: the understanding of professional development and burnout syndrome. These terms are presented as opposing. Ch. Maslach’s theory on burnout along with Kwaśnica’s views were the basis of the research. The research was done from 2000 – 2002 on the sample of 257 teachers from different schools in different parts of Poland. In the second part of the article chosen results are referred: a diagnosis of professional development phases: preconventional, conventional, postconventional and the states of teachers’ professional activity: expanding from not disturbed activity, through first symptoms of burnout to burnout syndrome. Some essential conclusions can be drawn from the research. First of all, professional development can protect teachers from experiencing burnout, mainly due to growing professional competences, job adaptation and increasing creativity in teachers’ attitude. Moreover, it turned out that, depending on the phase of professional development, different factors stimulate teachers’ growth- these factors must be strengthened to prevent from burnout.