ЈЂ

Јелена Ђерманов

University of Novi Sad

Author Statistics

Papers

Citation

H-Index

i-10 index

Research Trends

Author Order

Document Type

Co-Authors

Marijana Kosanović

University of Novi Sad

Milka Djukic

МП

Маја Пердан Илић

University of Novi Sad

Jelena Pavičić Vukičević

Institute of Ethnology

СМ

Сања Милић

Nataša Tančić

University of Novi Sad

Senka Slijepčević

University of Novi Sad

M. Djukic

Mara Djukic

Institut za filozofiju

Tamara Oblaković

Cooperative Institutions

University of Novi Sad

Institut za filozofiju

Institute of Ethnology

Dubrovnik International University

University of Zagreb

Ministry of Construction and Physical Planning

Stanford University

University of California, San Francisco

Nottingham Trent University

Author Statistics

Papers

Citation

H-Index

i-10 index

Research Field

INCLUSIVE EDUCATION SYSTEM IN SERBIA BETWEEN THEORY AND PRACTICE

EDULEARN15 Proceedings (2015)

Milka Djukic Јелена Ђерманов Marijana Kosanović

Source

Cite

Citations (0)

NEW FORMS OF COMMUNICATION AS CONSTITUENTS OF LITERACY: IMPLICATIONS FOR EDUCATION

PEOPLE International Journal of Social Sciences (2017)

Јелена Ђерманов Svetlana Kostović Marijana Kosanović Jelena Vukičević

New technologies, combining aspects of communication through mass media and direct "face to face" interaction, have brought new challenges to the theory of communication (and to human existence in general). The attempts to synthesize and classify visions of many theorists according to the dominant principles of their paradigms result in two respectable groups of claims, which could also be expressed by the two perspectives: utopian and dystopic. One of the most relevant issues in the discourse of these perspectives and different scientific disciplines is how the potential of new technologies is used for the development of abilities, knowledge and skills necessary for full participation in contemporary society. Following this question, the paper first analyzes the impact of developments in technology and communication on the transformation of social practices, which, in addition to undoubted high advantages, has its weaknesses. In the second part of the paper, the implications of new information and communication practices for the existing education concept are derived. As literacy is one of the key outcomes of the educational process and as it can be defined as generic communicative competence, the need to expand the concept of literacy in a time of expansion of ICT is understandable. The authors conclude that, for a successful and quality life in today's global and digital society, we need a wide range of skills - the new forms of literacy that enable effective communication and participation in the new e-culture.

10.20319/pijss.2015.s11.709723

Cite

Citations (2)

INDICATORS OF GENDER EQUALITY AS AN ASPECT OF EDUCATION EVALUATION

INTED2015 Proceedings (2015)

Јелена Ђерманов M. Djukic Jelena Pavičić Vukičević

Source

Cite

Citations (0)

СПЕЦИФИЧНОСТИ ОРГАНИЗАЦИЈЕ РАДА У КОМБИНОВАНОМ ОДЈЕЉЕЊУ У ШКОЛАМА РЕПУБЛИКЕ СРПСКЕ ИЗ УГЛА НАСТАВНИКА

НАША ШКОЛА (2022)

Маја Пердан Илић Јелена Ђерманов Сања Милић

Код нас и у свијету заступљен је велики број школа са комбинованим одјељењима, гдје један наставник ради са ученицима из два, три и више разреда. Ова одјељења деценијама егзистирају махом у сеоским срединама и сусрећу се са различитим изазовима у организацији васпитно-образовног рада. Проблематика комбинованог одјељења се посљедњих година у свијету све више афирмише, али у нашој земљи и у региону стагнира, и из тог разлога одлучили смо да кроз теоријску анализу релевантне литературе и емпиријско истраживање, првенствено, освијетлимо непосредна искустава и очекивања наставника о раду у комбинованом одјељењу у Републици Српској. Емпиријско истраживање реализовано је примјеном квали- тативне методологије, те су вођеним интервјуом испитане перцепције, иску- ства и очекивања 15 наставника на подручју општине Бијељина који су радили у комбинованом одјељењу. Из анализе резултата истраживања добијено је да су основне специфичности рада у комбинованом одјељењу: адаптација наставних садржаја, израда распореда часова, смјена директног и индиректног рада, рас- поред сједења ученика у учионици, интеракција и комуникација, праћење и вођење ученичког досијеа, избор метода провјеравања и оцјењивања и начин добијања повратне информације. У завршном дијелу рада су, уз интерпретацију резултата истраживања, дате препоруке наставницима, засноване на сличним искуствима наставника из других земаља, које могу бити путоказ за успјешну наставну прак- су у комбинованом одјељењу и поуздан ослонац за њихове професионалне напоре да унаприједе властити рад и учење својих ученика.

10.7251/nsk2202121p

Cite

Citations (0)

Towards a humane school in modern knowledge society: Antique guidelines

Zbornik Matice srpske za drustvene nauke (2012)

Mara Djukic Јелена Ђерманов

This article discusses the concept of humane schools in the context of contemporary knowledge society, from pedagogical aspect. The authors specifically indicate that the knowledge society achieves its true meaning and proper importance as well as full pedagogical potential, only when the values on which it is based are defined, and what kind of knowledge it implies. The basic features of humane school are discussed, their interdependence explained and major paradoxes that may occur in this regard perceived. Listening to the voices of some ancient thinkers that can be clearly heard, the authors discover deep roots and distant traces of important arguments in favor of the implementation of a school of thought in a new way, that is authentic humane school. Accordingly, it is concluded that on the uncertain and laden with contradictions road towards European knowledge society for the 21st century and the humane school in it, we need solid guidelines. By all accounts, these guidelines may be sought and found in the creatively transformed and newly assumed ideas of ancient Greek philosophers and in their global application on lifelong education for all people, i.e. for each man as a conscious and self-responsible human being.

Contemporary society

Knowledge Society

10.2298/zmsdn1241607d

Cite

Citations (0)

PERSONALIZED INSTRUCTION IN THE INCLUSIVE SCHOOL: WHAT, WHY, AND HOW

ICERI2014 Proceedings (2014)

Milka Djukic Јелена Ђерманов Marijana Kosanović

Source

Cite

Citations (0)

THE EVALUATION - MISSING DIMENSION OF TEACHER EDUCATION PROGRAMS IN SERBIA

INTED proceedings (2020)

Јелена Ђерманов Nataša Grbović Nataša Tančić

The social context of the contemporary education process has significantly changed in last years. Technological development, orientation on educational outcomes, inclusiveness, flexibility, fairness and accessibility of education, led to changes in the educational goals, the way of teaching, which requires the enrichment of traditional professional roles and development of the teacher’s competences. Teachers today are expected not only to create (plan, implement and evaluate) the academic, social and physical environment of teaching and learning, but also to adapt it to the diverse individual characteristics and needs of students. In contemporary pedagogical theory, the teacher is positioned as a main factor of an inclusive holistic concept of education, whose professional development is increasingly moving from the subject-content, to the interaction-communication dimension of the teaching process (Kostović, 2005). This change implies the development of competencies for supporting student development, then, communication competences, competencies for collaboration, teamwork, continuous learning and reflection of one's own practice, but it also raises the question of the teacher's ability to respond to these demands.If we want to create coordinated system of teacher’s education, in accordance with desire changes, it’s important to be aware of the necessity and importance of teacher professional development, as well as normative, political and professional support. Development of each educational policy has three stages: creating policy (conceptualization, definition of priorities), implementation and evaluation. In the context of professional development of teachers (PRN), one of the biggest problem is evaluation of the program, through monitoring the effects that program had on the students, and thus on the quality of student learning (Garet, MS, Porter, A., Desimone, L., Birman, B. F. & Yoon, K. S, 2001; Ingvarson, L., Meiers, M., & Beavis, A., 2003). In other words, evaluation is an unjustifiably neglected component, although the success of any professional development activity depends of a systematic evaluation, especially when it comes to long-term effects on student learning (Guskey, 2000).In Republic of Serbia educational authorities have paid the highest attention to the normative regulation, creation and accreditation of the INSET system (Standards of competences for the teaching profession and professional development, 2011; Rulebook on Continuing Professional Development of Teachers, 2017; Strategy for the Development of Education in Serbia, 2020), so the quality of these programs becoming an important question that requires specific research. This paper analyzes the evaluative dimension of accredited programs in the field of supporting children development (Catalog 2018/19). Guskey & Yoon, 2009 - criteria for evaluating program effectiveness were applied in the analyzes. The results obtained are presented according to the quantitative aspect - the scope of the program (number, method of realization, duration) and content aspect (thematic diversity, goals, outcomes, logical consistency). The final part of the paper highlights the importance of evaluation as an integral component of INSET, and the use of multiple program evaluation models to provide more complete information not only on the shortcomings and benefits of programs, but also on the ways of their adaptation and revision, according to the needs of teachers in practice.

10.21125/inted.2020.2500

Cite

Citations (1)

PEDAGOGICAL ASSISTANT AS A VITAL PART OF ADDITIONAL SYSTEMATIC SUPPORT FOR EDUCATIONAL INCLUSION IN REPUBLIC OF SERBIA

INTED proceedings (2020)

Јелена Ђерманов Senka Slijepčević Tamara Oblaković

Introduction:In this paper we depict the practice of inclusive education in Serbia through analysis of the position and responsibilities of pedagogical assistants as external associates in schools. A pedagogical assistant as a job position in elementary schools was established in 2011 by the Ministry of Education, as an institutionalized upgrade from Roma assistants. Their purposes are providing assistance and additional support to children with special needs and children at risk. It is important to note that the area of work of these associates extends to working with children, teachers, school counselors, and parents. This area is not precisely defined in the educational laws, which can lead to arbitrariness in interpretation of their roles and responsibilities. However, it is possible to extract some general forms of support they provide: for the students it is psycho-social support, support in learning, providing materials and administrative support; for the colleagues it is helping with the administrative work, class preparation and classroom management, organizing and conducting curricular activities, participating in extracurricular activities; for the parent or legal guardians it is helping in development of parental competencies, mediating their collaboration with the school, advocating for the academic success of every student in the parental community and beyond. The complexity of work, as well as a broad and undefined area of responsibilities of pedagogical assistants implies to the need for examination of their position and status in school context.Objectives:This study aims at determining how teachers and school counselors evaluate the role and contribution of pedagogical assistants in advancement of inclusive education practices. Methods:Qualitative research design was used in this study with semi-structured interview as a research technique involving twenty teachers and school counselors.Results:The results show that respondents have a very superficial knowledge about the role of pedagogical assistant and that they confuse it with other job profiles, but they recognize positive effects of their work not only for the special needs children but for the all subjects of school life. Major problems that pedagogical assistants encounter in their practice are also discussed. Conclusions:The status of pedagogical assistants is quite low (small compensation for work, low presence in schools across country, and lack of recognition). On the other hand, respondents, state that the contribution of these associates is indisputable and that without them it would be very difficult to work. Therefore it is necessary to work on overall improvement of the position, expertise and status of pedagogical assistants. Acknowledgement: This paper was created on the project “Digital media technology and socio-educational changes” (47020) that is financed in the period from 2011 to 2019 by the Ministry of Education, Science and Technological development of Republic of Serbia.

Position (finance)

Christian ministry

10.21125/inted.2020.1504

Cite

Citations (0)