Journal of Department of Pedagogy

PEN theory of personality in modern upbringing and education

Lajoš Genc — Thu, 21 Nov 2024 07:34:24 +0000

The paper considers the possibility of applying the PEN personality theory of H. J. Eysenck and his associates in modern upbringing and education. The acronym PEN refers to the dimensions or factors of psychoticism, extraversion, and neuroticism along which the levels of these personality traits can be arranged. After presenting the theory and questionnaires that operationalized the theory in various stages of its formation, certain possibilities of application of this theory by today^'s actors in educational work are described. Theoretical explanations are also given regarding the emergence of conscience and self-discipline, obsessive-compulsive reactions and phobias, as well as regarding school achievement and some aspects of teaching that are derived from the PEN theory. In the concluding remarks, additional specific features of the formulation of this theory were highlighted in relation to today^'s highly influential five-factor and other multi-factor models of personality derived from them.

THE STUDENT BURNOUT SYNDROME – A HISTORICAL PERSPECTIVE

Simona Bekić — Thu, 21 Nov 2024 07:39:02 +0000

Professional and student burnout are well-known phenomenons in contemporary scientific circles. Thousands of books, dissertations and articles indicate how important this topic is, both in Serbia and worldwide. Since the term burnout was first coined 50 years ago, the conceptualization of the burnout syndrome has changed drastically. Today, it encompasses the entire spectrum of social groups and relationships outside the context of helping professions – athletes, activists, spouses and students can all go through burnout. Due to the lack of literature summarizing the knowledge of this area, the aim of this paper is to provide an overview of the historical context of the development of student burnout. In order to achieve this goal, the concepts of burnout syndrome and academic burnout were defined. Also, the historical development of research on these two constructs is presented in this paper, as well as the instruments used over the years to measure academic burnout. At the end of the paper, we present the direction of research that should be taken in order to improve both theoretical and practical action when it comes to burnout syndrome among students.

Communication of Preschool Teachers with Parents and Children During the Pandemic

Maja Hmelak, Tamara Kaučevič, Moris Baša — Thu, 21 Nov 2024 07:41:37 +0000

This paper presents the results communication relations of preschool teachers with parents and children during the COVID-19 pandemic. In the theoretical part, we present the importance of cooperative relations between preschool teachers and parents, the increasing use of ICT technology and the ways in which preschool teachers communicate with parents and children during distance education. In the empirical part, we present the results of a survey conducted on a sample of 100 preschool education professionals from all over Slovenia. We found that most respondents attribute significant importance to communication and cooperation with parents. However, there are also some for whom these relationships are not necessary. We also found that during the closure of kindergartens, preschool teachers most often communicated with children once or twice a month. At the same time, they point out that this way of interaction with children is inappropriate and incomparable to live interaction. Additionally, we found that preschool teachers continued to communicate with parents in similar ways as before the pandemic, with increased communication via phone conversations, e-mail and the kindergarten's website. In contrast, the frequency of parental meetings, office hours and information on bulletin boards decreased.

Academic Emotions in Extracurricular Activities and Academic Achievement of Students

Tatjana Mihajlović, Jasna Skrobonja, Nemanja Vukanović, Želimir Dragić — Thu, 21 Nov 2024 07:46:28 +0000

The aim of the research is to examine the relationship between students' self-assessments of the presence of pleasant and unpleasant emotions in extracurricular activities with overall academic achievement and academic achievement in specific subjects, and to determine if there is a correlation between students' evaluations and self-assessments of the values of extracurricular activities with overall academic achievement and academic achievement in specific subjects. The Extracurricular Activities in School Questionnaire (EASQ) was used as an instrument, as well as record lists for noting final grades and overall academic achievement. The research results indicate the following correlations: a positive relationship between overall academic achievement and pleasant emotions, a negative relationship between overall academic achievement and unpleasant emotions, and a positive relationship between students' evaluations and self-assessments of the values of extracurricular activities with overall academic achievement, and a largely positive relationship with academic achievement in specific subjects. The research findings indicate the need for higher-quality extracurricular activity programs to encourage the full potential of students' personalities, meet their needs and interests in the desire for self-actualization. Future research should apply various cooperative models, social-emotional learning programs intended for students, and experimentally verify their effectiveness in educational work in schools.

The Motivation of Elementary School Teachers for the Implementation of the Distance Learning Concept

Vera Stojanovska, Angela Ikonomoska — Thu, 21 Nov 2024 07:49:09 +0000

At the center of this research is the motivation of the teaching staff for the overall organization and implementation of the distance learning concept in elementary schools. This study's sample consists of 252 teachers, 118 of whom are class teachers and 134 of whom are subject teachers from 11 elementary schools. A questionnaire was used to obtain information about teachers' motivation for implementing the distance learning concept. The data obtained from the research was processed using a descriptive and quantitative method. The chi-square test was used to assess the existence or non-existence of a difference in teachers' answers. Based on the obtained results, it was concluded that a large percentage of the teachers were motivated to realize the concept of distance learning, but also that there is a difference in motivation between teachers with different work experience but not between class and subject teachers.

ICT integration in Teaching: A Review of Factors at the Teacher and School Level

Marijana Momčilović — Thu, 21 Nov 2024 08:00:02 +0000

Integration of information and communication technologies (ICT) in teaching can significantly contribute to better student achievement. Considering the numerous initiatives in the form of technological innovations emerging in education, mastering the skills for the best possible use of ICT in teaching presents a significant challenge for teachers. Factors within the school environment, such as school policies, school support for using ICT, and adequate ICT resources, also influence teachers' efforts to implement ICT. Researchers interpret the most significant factors and their interrelationships differently. This raises the question of a comprehensive understanding of the factors that affect the pedagogical implementation of ICT in teaching. The aim of this research was to identify, through an analysis of relevant literature, the factors that impact the use of ICT in teaching. Teacher and school factors that contribute to the application of ICT in teaching were identified. Teacher factors act as mediating factors between institutional factors and the integration of ICT in teaching, with teachers' beliefs about ICT self-efficacy standing out as a significant determinant. The paper concludes with theoretical and practical implications for future research.

Work Methodology of the School Pedagogue in Undergraduate Academic Studies of Pedagogy at The Faculty of Philosophy

Daliborka Škipina, Vesna Cvjetinović — Thu, 21 Nov 2024 08:06:36 +0000

The paper presents a comparative analysis of the syllabus for the subject Work Methodology of the School Pedagogue in the first cycle of studies at the Faculty of Philosophy in East Sarajevo, Novi Sad, Niš, Kosovska Mitrovica, Belgrade and Nikšić. The aim of the paper is to examine the alignment of the syllabuses for the subject Work Methodology of the School Pedagogue at the selected faculties. The research method used in the paper is theoretical analysis, and the technique is content analysis of the syllabuses for the mentioned subject. The comparative analysis was carried out based on the following units of analysis: the status of the subject, the year of study and the semester in which the subject is taken, the number of ECTS/ESPB credits, the number of hours (lectures and exercises), the aim of the subject, prerequisites, teaching methods, subject content (areas: planning and programming of school work, cooperation of the pedagogue with teachers, students, parents, analytical-research work) and the assessment and grading of students' knowledge. The research results showed that, concerning the examined units of analysis, there are certain differences and that the degree of alignment of the syllabus content for the subject Work Methodology of the School Pedagogue varies in relation to the examined areas. A higher level of alignment was achieved in the domain of subject status, year of study and semester in which the subject is taken, number of ECTS/ESPB credits, number of hours (lectures and exercises), subject aim, subject content, while partial alignment was noted in other examined units of analysis.

Understanding Creativity through Education Theories and Teaching of Foreign Languages

Arijana Midžić, Jasmina Tockić-Ćeleš — Thu, 21 Nov 2024 08:11:08 +0000

The paper explains the phenomenon of creativity through various implicit and explicit definitions and three theories of education through the most important characteristics of the theories and their most significant representatives. With the aim of better familiarization with the concept of creativity, the „position" of creativity in the critical-rationalist empirical, critical and spiritual theory of education is explained, and the understanding of creativity through the areas of the aforementioned theories of education is presented. The paper presents the relationship between pedagogy and creativity and highlights the importance of creativity in the field of teaching work. The need for creativity in educational work and the importance of developing creativity in that context and in the teaching of foreign languages were especially discussed. Given that educational theories talk about the empirical justification of pedagogical facts through critical-rationalist empirical theory, then about the developmental aspects of society and the way society influences scientific knowledge through critical theory and the understanding of human activity through spiritual scientific theory, it is justified to talk about the representation of creativity in the areas of activity of all three educational theories.

Music Education in the Context of School Modernization in Croatia during the 19th century

Tomislav Košta — Thu, 21 Nov 2024 08:19:36 +0000

The aim of this paper is to demonstrate to what extent the legislative efforts for the modernization of the school system in Croatia during the 19^th century influenced the development of music education in elementary schools. The need for the state to regulate education became increasingly pronounced during the 18^th and 19^thcenturies, leading to the enactment of key legislative documents during the period that had a considerable effect on the school system, and as such served as a foundation upon which the modern education as we know it today was built. The importance of the documents analysed is observed not only through the lens of shaping the school system but also in the context of music education. This opened the door for music educators of various profiles to strive for the improvement of music teaching. Initially, music education was limited to singing activities, but soon debates emerged about whether singing was sufficient and whether other elements of music education should be incorporated into the curriculum. These debates are followed through publications in professional journals, as well as through the analysis of textbooks and teaching materials that were created and used in music education during the 19^th century.

Student Self-Assessment: An Essential Guide for Teaching, Learning and Reflection at School and University

Ines Hraste — Thu, 21 Nov 2024 08:55:02 +0000

Creativity in the classroom: Schools of curious delight

Abdulah Omeragić — Thu, 21 Nov 2024 08:58:16 +0000

Creativity in teaching is a very important topic that is starting to be discussed more and more intensively in the pedagogical scientific discourse. The future of our world is uncertain, and if we want the new generations to be ready to respond adequately to its challenges, we need to pay more attention to education for creativity. This article offers a review of the book Creativity in the Classroom: Schools of Curious Delight (2021) by Alane J. Starko, professor of educational psychology in the Department of Teacher Education at Eastern Michigan University in USA. In the book, the author considers the theoretical concepts of creativity as well as their practical application in teaching. She reflects on previous understandings of this phenomenon, new insights from neuroscience, revolutionary teaching methods, but also some positive well-established practices that we have been following for years. In her book, professor Starko explicitly claims that creativity is developed and learned, and that we all have the potential to be creative. She promotes the idea that creativity is not limited to arts, which is why she offers advice on how to develop it in all subject areas. This book review should serve as an inspiration to all teachers, and especially to all educators to start exploring creativity in teaching more intensively.