PEDAGOGICAL SOCIETY OF SERBIA

Journal of Education

UDK 37

UDK 37

ISSN 0547-3330

Belgrade

JE Year LV

No. 2. p. 107-236

2006.

. LV

ISSN 0547-3330

2. . 107-236

2006.

EDITORIAL BOARD
Ljubomir Koci, Ph.D.
Dragica Trivi, Ph.D.
Sneana Marinkovi, Ph.D.
Nataa Matovi, Ph.D.
Emina Hebib, Ph.D.
Iskra Maksimovi, M.A.
Saa Dubljanin, M.A.
Mirjana Bojani

EDITOR-IN-CHIEF
Gordana Zindovi-Vukadinovi, Ph.D.

Language editor: Tatjana Dogdibegovi

Translator:
Anelka Ignjaevi, Ph.D.

Secretary
Milena oki

Design and typeset:

Predrag Vuini

For the publisher: Sonja arkovi

: BODEX,

Printing: BODEX Belgrade

.

.

Financial Assistance:
Ministry of Science and Environment
Protection
Pedagogical Society of Serbia

Subscriptions: account 125-456-89

125-456-89
:
, 26, 11000
/: 011/ 2687-749
www.pedagog.org.yu;
e-mail: pds_bgd@eunet.yu

Address: Pedagogical Society of Serbia ,

Terazije 26, 11000 Belgrade
l/fx: 011/ 2687-749
www.pedagog.org.yu;
e-mail: pds_bgd@eunet.yu


UDK 37
. LV

ISSN 0547-3330
2. . 107-236

2006.

:
..................................................................109
:
.......................................................................................122
, :
...............................................................................136
, : ................155

: ...........................169

: .....182
: ? ...........................199

: .....210

-:
1945. 1958. .....................221

: .......232
.........................................................................235

Journal of Education
UDK 37

ISSN 0547-3330

Belgrade

JE Year LV

No. 2. p. 107-236

2006.

CON T EN TS
TEACHING AND LEARNING
Alla Stepanovna Sidenko, Ph.D.: On innovative and traditional teaching
models .......................................................................................................109
Radovan Antonijevi, Ph.D.: Possibilities and prerequisites of connecting
knowledge in the teaching process .........................................................122
Nikoleta Miloevi, .., Ivana Lukovi: Learning context and achievement
in physics ..................................................................................................136
Rajka Studen, Ivana Djeri: Educational problems of Roma children ..............155
DISTANCE EDUCATION
eljko Stankovi: Development of distance learning technology ......................169
TEACHING PERSONNEL
Budislav Sua, Ph.D.: Factors of teachers professional efficiency ...................182
Nedeljko Trnavac, Ph.D.: School pedagogues in Serbia - who are they? ..........199
PRE-SCHOOL EDUCATION
Vesna Coli, Ph.D.: Functions of adult speech in preschools.............................210
HISTORY OF EDUCATION
Emina Kopas-Vukainovi, PhD: Pre-school education in Serbia in the
period from 1945-1958..............................................................................221
REVIWES AND REFLECTIONS
Jelena Maksimovi: Introduction to the methodology of pedagogical
research ....................................................................................................232
Notes for contributors ........................................................................................235

UDK-37.025 (159.953.5)

.LV.2.2006
: 10. IV 2006.

1


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ON INNOVATIVE AND TRADITIONAL TEACHING MODELS

The paper discusses the characteristics and the scope of innovative and
traditional teaching models with a special emphasis on the educational
development model by B.B Davidov, B.D. Elkonin, L.V. Zankov, and
associates. It is an issue of different philosophical approaches to education, of different
conceptual paradigms for shaping the learning environment, of different views on what is
necessary to develop in the student and how it should be achieved. A number of dilemmas
arise from this, all seeking the answer to one question: can all forms of teaching be labelled
developmental? The answer of the Russian psychology school is that learning develops
only in specific conditions, meaning that the pedagogues duty is to create a teaching
process of the developmental type by using various developmental approaches. Furthermore,
it is possible to define some basic characteristics of the development-aimed learning
environment which takes account of the fact that the problem of why and how to teach must
be solved in different ways when planning the innovative model of the teaching process,
depending upon which psychological-pedagogical concepts are chosen as basic, and which
conditions for planning and realization of the educational environment are selected to be
applied.
Keywords: developmental teaching, innovative teaching model, traditional teaching
model, approach to development, approach to education.
Abstract

109

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121

UDK-376.02 (159.953.5)

.LV.2.2006
: 16. III 2006.

.
.
,
- ,
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.
,
(a)
, (b) , (c)
(d) ,
, .
: , , , , .

POSSIBILITIES AND PREREQUISITES OF CONNECTING KNOWLEDGE

IN THE TEACHING PROCESS
The development of a complete and logically consistent system of knowledge
of students in all areas of teaching is one of the essential aims of modern
teaching. Hence, it is important whether and how teaching enables students
to link different concepts and knowledge. For knowledge connecting in the teaching process
and the development of the system of interrelated knowledge it is crucial that the students
develop the operations of theoretical scientific thinking which, according to the theory of
developmental teaching, is possible to be started even in the initial years of primary school
by selecting adequate teaching contents. In order to stimulate the students development of
the knowledge system by teaching contents it is necessary that these enable students a) to
approach the matter of cognition as a complete and functional system, b) to discover the
internal essence of the cognition matter, c) to find out complex internal interrelations and
d) to detect the developmental origin of the cognition matter, i.e. to discover internal
conditions of its originating, development and transformation.
Keywords: teaching, process of cognition, knowledge interrelatedness, theoretical
scientific knowledge, knowledge system.
Abstract

122

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Wertsch, J.V. (1984): The zone of proximal development: some conceptual issues; in B. Rogoff &
J.V. Wertsch (eds.): Childrens learning in the zone of proximal development (7-18).
San Francisco: Jossey-Bass.

135

UDK-37.031 (371.853)

.LV.2.2006
: 24. IV 2006.

.
2003. 149 .
4.296 , 879 149 .
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LEARNING CONTEXT AND ACHIEVEMENT IN PHYSICS

The paper presents partial findings of an extensive international project
aimed at studying the trends in achievement of primary school students in
the fields of mathematics and natural sciences. In Serbia, the research was
carried out in May, 2003 and included 149 primary schools. The participants were 4.296
eighth grade students, 879 teachers and 149 principals. The basic question was: how is
physics taught in our primary schools? Generally speaking, the results indicate that our
students are not trained well enough to: a) connect knowledge from related fields, b)
connect concepts into systems, c) apply theoretical knowledge in practical situations, or
when solving new problems. Such low performance of our students in the stated domains is
attributed to professional characteristics of their teachers, personal resources of the
students, and the context in which the knowledge is acquired.
Keywords: physics learning context, educational achievement, teacher, student.
Abstract

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149001 (2006-2010),
.

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Vol. 45, 1017-1028.
Bandura, A. (1997): Self-efficacy: The exercise of control. New York: Freeman.
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89-92.
Butler, R. (1986): The role of generalised expectancies in determining causal attributions for
success and failure in two social classes, British Journal of Educational Psychology,
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Bybee, R. W. & E. Stage (2005): No country left behind, Issues in Science and Technology, Vol.
21, No. 2, 69-75.
Cooper, S.E. & D.A.G. Robinson (1991): The relationship of mathematics self-efficacy beliefs to
mathematics anxiety and performance, Measurment and Evaluation in Counseling
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Dall Alba, G. (1993): The role of teaching in higher education: enabling students to enter a field of
study and practice, Learning and Instruction, Vol. 3, No. 4, 299-313.
Daniels, H. & S. Zemelman (2003): Out with textbooks, in with learning, Educational Leadership,
Vol. 61, No.4, 36-40.
Ganzach, Y. (2000): Parents` education, cognitive ability, educational expectations and educational
attainment: interactive effects, British Journal of Educational Psychology, 70, 419441.
Grobler, A.C., A.A. Grobler & K.G.F. Esterhuyse (2001): Some predictors of mathematics
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pedagoka istraivanja.
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153

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154

UDK-376.74

.LV.2.2006
: 7. IV 2006.

.
110 7. 8. 61
.
,
.
.
.
,
,
.
.
: , ,

EDUCATIONAL PROBLEMS OF ROMA CHILDREN

The aim of the research was to examine and analyse the educational problems
of primary school Roma children. The sample comprised 110 Roma children
of the seventh and eighth grades and 61 class and subject teachers in four
primary schools in Belgrade. The data were gathered by the use of two different
questionnaires, one for the students and another one for their teachers. The results show
that Roma students encounter various difficulties connected with studying the curricular
contents and have various other problems that hamper their studying. Especially acute is
the problem of inadequate conditions for study in the home. Few Rom students understand
lecturing due to insufficient knowledge of the language, poor prior subject knowledge, lack
of motivation for knowledge acquisition, and social and economic problems. Presented are
some measures, suggested by both the students and teachers, for overcoming the mentioned
difficulties.
Keywords: Roma children, teachers, educational problems, inclusion
Abstract

.
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168


. . .

UDK-374.72

.LV.2.2006
: 20. V 2006.

,
, e-mail, banking, -commerce, -learning .
. , ,
. - , ,
. (-)
W
.
W
.
,
.
.
: , , -, ,
.

DEVELOPMENT OF DISTANC LEARNING TECHNOLOGY

It is becoming more and more frequent that, of lately, one encounters words
with the prefix e- in daily press, periodicals and professional literature, like
e-mail, e-banking, e-commerce, e-learning, etc. What they all have in
common is that they are computer services which enable the performance of narrowly
specialized jobs. For instance, E-mail enables sending and receiving mail by using
computers connected in a network. E-banking is specialized for banking, e.g. checking the
balance of ones bank accounts. Electronic learning (e-learning) enables the user to attend
one of the offered courses which can be found on the websites of educational institutions.
The article reviews the development of distance learning, the predecessor of the Web
oriented learning, in the technologically most developed countries. The process of the
development of the technologies that followed this type of learning is also described and
adequately illustrated. In addition, some of the most significant terms linked with distance
learning via modern technology are presented and explained
Keywords: distance learning, electronic learning, e-Learning, education,
communication technologies.
Abstract

169

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, (-mail).

(browser, Microsoft Explorer, Netscape Mozila Firefox)
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DL),
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(, , )

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170




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1873.

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, 1998. 44
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50
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90%
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CD ROM

1997

1998

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2002

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, .

. .

.
.

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.

Berg & Randall Collins, 1995.

Saettler, P. (1968). A history of instructional technology. New York: McGraw-Hill.
Gerrity, T.W. (1976). College-sponsored correspodence instruction in the Unitet States, Teachers
College, Columbia University.
Carol Fallon, and Sharon Brown, (2003). e-Learning Standards, CRCpress.
Keegan, D. (1986). The foundations of distance education, London, Croom Helm.
Valery, O.K., Volodymir, M.K., Olexanndr P.S. (2002). Distance Learning, Lifelong Learning in
Europe 2, (pp 114-119).
Perraton, H. (1988). A theory for distance education. In D. Sewart, Keegan, D. & Holmberg,
B. (Eds.), Distance education: International perspectives (pp. 95-113). New York:
Routledge.
Murray Turoff. (1995). Designing a Virtual Classroom, Department of Computer and Information
Science, New Jersey Institute of Technology, Newark NJ, 07102, USA.

181

UDK-371.12(371.213.3)

.LV.2.2006
: 12. IV 2006.

,
.
: ,
- ()
. 258 ,

.
.
: , , ,
.

FACTORS OF TEACHERS PROFESSIONAL EFFICIENCY

The paper presents a portion of the results of an empirical research on the
problem of professional efficiency of teachers as viewed by the teachers of
the Military Academy. In the research, three dimensions of the teachers
efficiency were analysed: expertness, didactic-methodical dimension, and character
qualities. The sample comprised 258 respondent teachers who evaluated the importance of
each dimension for an efficient performance of the teaching process. The factor analysis
was used to single out and describe the factors for each dimension of the professional
efficiency of teachers.
Keywords: teacher, teachers efficiency, factor analysis, teacher efficiency factors.
Abstract

,
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.
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of College Teaching Effectiveness, Journal of Educational Psychology, V.77.
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198

UDK-371.125

.LV.2.2006
: 25. V 2006.

?
(19582008) :
) ( );
) () ; ) ()
( ) .
: , ,
( ), ,
, ,
.
, ,
.
,
.

: , ,
, .

SCHOOL PEDAGOGUES IN SERBIA - WHO ARE THEY?

In anticipation of the fiftieth anniversary of the establishment of the profession
of school pedagogues in Serbia (1958-2008) an extensive research was
undertaken in order to get answers to three questions: a) who are school
pedagogues in Serbia (identity card of school pedagogues); b) what are the conditions
(ambience) in which the pedagogues work; and c) what (programmes) and how (method
problems) do pedagogues work? The paper presents an account of the first part of the
research regarding: age and gender structure, work experience, pedagogue parents
education (social background), family, financial situation, housing, self-evaluation of
personal and professional abilities, motives that drove them to choose the profession of a
school pedagogue, and their further education and advancement. This is a case of a
relatively young line of profession, of a group of people regularly educated, self-confident
and dedicated to children and their vocation. It is a group of experts not without problems
in their field of work, yet still full of enthusiasm and inspiration.
Abstract

Keywords: school pedagogue, professional development, vocational choice, work

experience.

199

.

,
(1936; 1953)
(1958. ).
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) ,
.


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).
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.

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, 2003. 2005. ,
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16 , ,
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1958. . 35
1960. 1969. , 12 1949. . :
60 35 .
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.

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).
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12%

28%

35%

25%

( 1949)

(1950-1959)

(1960-1969)

(1970-1979)

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1970. . - 57
1959. , -
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,

.
, (34,4%)
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: 63,3 ,
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.
2:
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203

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209

UDK-372.36

.LV.2.2006
: 9. V 2006.

.
, , ,
(),
,
,

.
,
.
,
.
,

. ,
,
,
. ,

.
: , , , /
, .

FUNCTIONS OF ADULT SPEECH IN PRESCHOOLS

The importance of speech communication for the development of the child
has been indisputable for a long time. In the same way, no one denies the
importance of preschool institutions as a specific and desirable environment
for living and growing up of modern children. Due to its structure and organization and by
creating this specific environment, the preschool institution conditions both the adults and
the children to behave and communicate in a determined way. The article attempts to shed
light on the functions of the speech of adults in the preschool institution, which can be
taken as an indication of not only the provision of adult speech model for the child, but can
also indicate to the nature of the adult-child relationship, to the position the child is put in
by the adults in the preschool institution, and to the values which are being transmitted. In
other words, we have tried to detect the adults socialization intentions from the functions
that the adult speech has in nurseries.
Keywords: adult speech, speech functions, educational group, nurse-educator,
children of early age.
Abstract

210

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2.
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(, /Halliday/, : ,
1976; /Dore/, /McShane/, /Snow/, :
1996),
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(, 1989, ,
1987, , 2000, , 1986).
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(, 1989),

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211

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212



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, 2005.

:
, . (1989): , : .
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(1987): , :
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, ., , . (2000): , :
.
, . (1986):
, : ,
.
Ninio, A., Snow, C. E. (1996): Pragmatic Development, Westview Press, A Division of Harper
Collins Publichers.
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.
, . (1976): , : .
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220


-
o

UDK-372.3 (497.11)

.LV.2.2006
: 15. V 2006.

1945. 1958.


,
a ,
1958. . ,
. ,
. , ,
.

. ,
.
: , , ,
.

PRESCHOOL EDUCATION IN SERBIA IN THE PERIOD FROM 1945-1958

Having previously presented the curricula of preschool education in Serbia
at the time of its establishment, and those used in the period between World
War I and World War II, it is our intention now to continue reviewing the
basic curricular concepts in the subsequent period, i.e. from the end of the WWII to 1958.
The historical-pedagogical context is discussed first, followed by a presentation of the then
valid programme documents. Based on the Instructions for Preschool Teachers, a document
which had been translated from Russian, a description and explanation of the aims,
objectives, contents and activities are presented, after which the ideas of the pedagogic
theorists of the time about producing Supplements on preschool educational methodology
are discussed. These were either translated from Russian or modelled after them.
Keywords: kindergarten, instructions for work, educational methodology, preschool
age.
Abstract

221

. -

1945.
.

,
.
, .

.
-
,
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,
,
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, .

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,
-
:
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222

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1996; , 2000).
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.
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(, 2001: 875).
:
;

223

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, 149001 (2006-2010),
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231

UDK-376.36

.LV.2.2006
: 22. V 2006.

, , ,
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236