Studies in Teaching and Education is a journal published by the Pedagogical Society of Serbia and the Institute of Pedagogy and Andragogy of the Faculty of Philosophy, University of Belgrade. The first issue of the journal was printed on March 1st 1952. Since its establishment, Studies in Teaching and Education has been open for contributions from the country and abroad. It publishes research papers related to different levels of education, teaching and learning.
Pedagoško društvo Srbije i Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu
Улога педагога у реконципирању приправничко- менторске праксе у предшколској установи: приказ акционог истраживања
У светлу покушаја конципирања улоге педагога у предшколској установи као лидерске улоге у процесу увођења и одржавања промене, рад приказује деловање педагога у домену подршке професионалном развоју васпитача и то кроз приказ реконципирања приправничко менторске праксе у Установи. Професионални развој васпитача који обухвата и процес увођења у посао одвија се у заједници и обликован је културом установе док са друге стране, може утицати на промену културе. Рад приказује акционо истраживање покренуто од стране практичара педагошкиње, спроведено у Предшколској установи „Др Сима Милошевић“ у Земуну, у периоду од септембра 2022. до маја 2025. године. Предмет истраживања јесу програм и пракса увођења приправника васпитача у посао као окосница успостављања и развијања рефлексивне праксе у заједници учења у установи. Истраживање осветљава изазове у имплементацији Програма оријентисаног ка успостављању рефлексивне праксе у заједници учења и указује на могуће стратегије за превазилажење изазова. Закључци указују да постигнуте промене у систему знања, умења и вредности, како на нивоу појединаца, тако и на нивоу заједнице доприносе унапређивању квалитета реалног програма. Реефинисање улога практичара и односа моћи у Програму и у истраживању продубили су осећај оснажености код васпитача као однос поверења и подршке између стручних сарадника и васпитача. Реконципирање приправничко менторске праксе, као плански уведена промена у образовну праксу поставило је темеље за даље развијање рефлексивне праксе у заједници учења у Установи. Одрживост покренуте промене зависиће од континуираног одржавања квалитета али и даљих тежњи ка системском утемељењу кроз институционализацију нових образаца рада и ширење у систему кроз даљу дисеминацију и умрежавање са другим установама и праксама.
Cross-Linguistic Influences in the Simultaneous Learning of French and English Among Algerian Primary School Third Graders
Multilingual reforms increasingly place young learners in classrooms where two new languages are taught side by side. Yet little is known about how such contexts shape cross-linguistic influence (CLI) at the very start of formal instruction. This study examines Algerian Grade 3 pupils’ simultaneous acquisition of French and English following the 2022 reform that introduced English alongside French in primary schools. A mixed-methods design combined diagnostic tests with 372 pupils, questionnaires with 48 teachers, and interviews with 60 parents to capture both transfer patterns and the conditions in which they arise. The findings show that CLI is systematic rather than random. Pupils consistently defaulted to French, producing predictable lexical (32%), phonological (28%), and orthographic (22%) transfers. These patterns reflected structural overlap between the languages but were also reinforced by French’s entrenched dominance in Algerian education. Teachers frequently relied on French to scaffold instruction, while parents, lacking English competence, provided support mainly in French. The study advances theory by showing that CLI is not only cognitive but also socially conditioned. Pedagogically, it highlights the need for teacher training in multilingual methods and contrastive pedagogy, while at the policy level it underlines that symbolic promotion of English requires sustained investment in resources and teacher development.
A ROUTE TO UNDERSTANDING SYMBOLS IN ALGEBRA: FROM REAL-LIFE SITUATIONS TO SYMBOLIC LANGUAGE
In this paper, the authors present a learning framework for introducing letters as symbols for the unknown and variable that is based on real-life situations, their modeling and translation into algebraic language. In the empirical part of the paper, we conducted research with the aim of investigating the effects of such an approach on the development of algebraic symbolism in the minds of the students in the lower grades of primary school. The research was conducted on a sample of 257 fourth-grade students of primary school in the Republic of Serbia, by using an experimental method with parallel groups. The research results show positive effects of the implemented approach on a better understanding of symbolic notation and a greater degree of algebraic generalization. These results confirm the hypothesis that introducing algebraic symbols through real-life problems and context-related activities can significantly improve students’ ability to correctly interpret and use algebraic notation.
IDENTIFYING WEAKNESSES IN READING LITERACY AMONG THE TOP-RANKING PRIMARY SCHOOL STUDENTS IN LITERATURE IN THE REPUBLIC OF SERBIA
The results of international assessments, such as PIRLS (2021) and PISA (2022), indicate that primary school students in the Republic of Serbia achieve significantly lower results than the international average when it comes to advanced levels of reading literacy. Therefore, a study was conducted to identify weaknesses in the reading literacy of seventh- and eighth-grade students who achieve the best results in the field of literature. The sample included 410 students who participated in the 2024 National Literature Competition Literary Olympiad. In order to identify their weaknesses in reading literacy, the study was based on the following research tasks: 1. Determine the types of tasks used to assess reading literacy in the National Literature Test; and 2. Analyze students' success in solving these tasks. To achieve the first research task, a content analysis method was applied to the measuring instrument (official tests from the National Competition). Tasks were identified (five per grade level), followed by an analysis of content elements, task types, and specific learning outcomes related to reading literacy. To assess students’ success in solving these tasks, descriptive statistical measures and a nonparametric chi-square test were used. The obtained results show that final-year primary school students who excel in literature perform worse in understanding scientific and technical texts compared to literary texts, as well as in understanding literary texts whose context (historical, social) is unfamiliar to them. This finding has pedagogical implications, highlighting the importance of promoting various reading strategies and motivation as a predictor of reading literacy success.
Curriculum Theorycide! Calling for an Itinerant Curriculum Theory
The curriculum field faces a ‘theorycide’, which is not necessarily the absence of a theory, but the yoke of a ‘non-theory theory’ momentum which has worsened, especially in the last half of the last century. Drawing on a critical, anticolonial, and decolonial theoretical framework, my aim in this essay is to examine the hegemonic and counter-hegemonic Eurocentric debates in our field, but within the context of modernity and its eugenic coloniality, the Prosperous reason, thus framing the epistemicidal nature of the field. In so doing, the essay dissects the contemporary theoretical hemorrhage we face as a field, what I have called ‘curriculum involution’ and ‘curriculum imparity.’ A lethal theoretical void has emerged from the epistemological civil war within and between dominant and counter-dominant traditions, triggering what I call the theorycide. The article advocates a way out of such ‘involution’ through an itinerant curriculum theory, a non-derivative anti-colonial and de-colonial approach responsive to the world’s epistemological difference, and diversity. The essay frames ICT as a declaration of epistemological independence against the scientific monumentalism of Eurocentrism that egregiously dehumanizes the legitimacy of Caliban’s reason.
Analysis of Seventh-Grade Students’ Performance in National Mathematics Competitions by Topic and Task Type: A Comparison of Specialized and Regular Classes
Mathematics competitions are increasingly attracting the researchers’ attention in the field of mathematics education, as they offer numerous benefits to students — from deepening and broadening their knowledge to developing problem-solving skills. Given that seventh-grade students in the Republic of Serbia have, for many years had, the opportunity to attend specialized classes for mathematically gifted students (SM classes), the question arises whether grouping these students in homogeneous classes affects their performance in national mathematics competitions. The aim of this paper is to make a detailed comparison of the performance of students from SM and regular classes in the national competitions and to analyze the tasks in which the two groups statistically significant differences. The analysis of students’ performance in 50 competition tasks showed that SM students achieved statistically significantly better results in 23 tasks,while the students from the regular class only performed better in one task. Greatest differences in favor of SM students were observed in number theory, followed by geometry and combinatorics, with the smallest differences in algebra tasks. SM students were significantly more successful in solving proof-based tasks than their peers from regular classes. A detailed analysis of tasks content suggests that the differences in performance may be due to the broader and deeper mathematical education that SM students have, as well as their superior ability to synthesize various mathematical concepts and statements in the problem-solving process. The results of this study can serve as a guide for both teachers and students in preparing for mathematics competitions.
Literature Teachers’ Views on Ecocritical Pedagogy: A Preliminary Study in Serbia
The paper explores teachers’ perspectives on the presence and relevance of ecocritical pedagogy in literature education within Serbian elementary and secondary schools. Despite the growing global recognition of the educational potential of ecocriticism – defined as an interdisciplinary study of the relationship between literature and the environment – its application in Serbian curricula remains limited and underexamined. The study aimed to investigate potential differences across education levels (lower and upper grades of elementary school and secondary school), teaching experience, and teachers’ perceptions of the possibilities and challenges regarding the integration of ecocritical pedagogy. A mixed-methods approach was employed using both quantitative and qualitative survey data from 213 teachers. Findings indicated that teachers generally lack familiarity with ecocriticism and perceived ecocritical pedagogy, on average, as more relevant than it is currently represented in education. Statistically significant differences emerged by education levels: teachers of lower elementary grades scored highest on both presence and relevance subscales. Most teachers, however, valued the development of critical thinking as a central outcome of ecocritical pedagogy and expressed willingness to integrate it into practice. No significant differences were observed by teaching experience. The results highlight the need for structured support to bridge the gap between theoretical potential and classroom implementation, as teachers recognize literature’s capacity to contribute to holistic, interdisciplinary environmental education, encouraging critical thinking, empathy, and student engagement with contemporary, real-world issues.
The relationship between student engagement and teachers’ disciplinary techniques: significance for prevention practice
Modern prevention practice relies heavily on interventions aimed at strengthening protective factors, of which the importance of student engagement is increasingly emphasized in the school context. School engagement, as a multidimensional construct that includes behavioral, emotional, and cognitive components, is associated with a range of positive developmental outcomes that can be used to prevent various types of behavior problems in students. Accordingly, further scientific efforts aim to identify predictors of school engagement. Therefore, the main objective of this study is to examine the effects of disciplinary techniques used by teachers on student engagement. The sample consisted of 860 students of both genders from six secondary schools in the area of the city of Belgrade. Two scales were used for data collection - the Student Engagement Scale and the Positive and Punitive Disciplinary Techniques Scale, which are part of the Delaware School Climate Scale comprehensive instrument. The results suggest that students' engagement varies as a function of disciplinary techniques, i.e., a strong correlation was found between the use of positive disciplinary techniques and higher student engagement (r = 0.603, p < .001) and a slightly weaker correlation was found between punitive disciplinary techniques and lower student engagement (r = -0.25, p < .001). In addition, disciplinary techniques were found to have a significant impact on student engagement. In accordance with the findings obtained, it can be concluded that it would be justified to implement professional training programs for teachers that would influence the increase in the level of school engagement by strengthening positive disciplinary techniques, improving teachers' knowledge and skills, which would consequently prevent various types of student behavior problems.
Attitudes of parents of children with communication disorders toward augmentative and alternative communication
Parents' attitudes play a key role in the successful application of Augmentative and Alternative Communication (AAC) in children with communication disorders. The aim of the research was to examine parents' attitudes about AAC, including their awareness, readiness for implementation, barriers to using AAC, as well as emotional and social factors that influence the perception and use of AAC. 50 parents of children with communication disorders participated in the research. A specially constructed attitude scale was used. Analysis of the results showed that parents have a positive attitude towards AAC (M = 3.83, SD = 0.76). However, it was determined that the respondents have a moderate level of information and awareness about AAC methods, as well as that there is a need for additional education. Also, it was shown that lack of time for training and uncertainty about where to start with education were the most pronounced barriers to the implementation of AAC. Parents of girls had more positive attitudes towards AAC compared to parents of boys, while parents of children with autism perceived more barriers compared to parents of children with other diagnoses. Research results point to the need for additional parent education and better systemic support to facilitate the implementation of AAC. Further research should examine the influence of other factors on parents' attitudes and willingness to use AAC.
Responding to TESOL’s 6 Principles for Exemplary Teaching of Young English Learners: Review of Recent Research in Serbia
Teaching English as a foreign or additional language (L2) at ever-younger ages has become a growing trend in the 21st century. Given the rapidly changing world and technology development, early language learning (ELL) and teaching has experienced a significant paradigm shift that highlights postmethod pedagogy, multilingualism, multiliteracies, whole-child approach, integrated curriculum, intercultural communication, and the implementation of a number of innovative approaches that can prepare children to thrive as global citizens in an uncertain future. The aim of the study was to determine how well the Serbian L2 context had responded to the paradigm shift. We reviewed recent ELL research in Serbia, and mapped the results onto the framework of TESOL Association’s The 6 Principles for Exemplary Teaching of English Learners (The 6 Principles), the most comprehensive global guidelines for bridging the gap between the challenges posed by the new paradigm and high-quality L2 education. Our survey dataset comprised 29 empirical studies, written in English and published in the last 10 years. The findings indicated that all studies were embedded in a theory, dealt with L2 learning in pre-primary (2 studies) and primary contexts (27 studies), a majority focusing on teacher perspectives and competencies, a minority investigating learner skills and perspectives, and only two studies examining both teachers’ and learners’ views. Our meta-study showed that The 6 Principles’ requirements had partly been met in ELL and teaching in Serbia, but it also pointed to some huge steps already made in that direction. Implications for future studies are suggested.
Encouraging social acceptance of students with developmental disabilities in vocational school classes
The aim of this study is to examine how vocational high school teachers promote and enhance the social acceptance of students within the context of inclusive education. The sample consisted of 50 teachers from seven vocational high schools in Serbia, covering various fields of work. A questionnaire was used whereby the teachers were asked to describe the ways they encourage and improve the social acceptance of students with developmental difficulties. Qualitative thematic content analysis was used in the data processing, focusing on the following themes: the teachers' positive attitudes, support in the learning process, and the sensitisation of students. The findings indicate that the teachers recognise the importance of the social component of inclusive education, that their practices align with the key principles of this process, and that they successfully find solutions to the various challenges posed by inclusive teaching in order to achieve the desired outcomes. They nurture positive relationships with their students by unlocking their hidden potential, creating opportunities for learning and progress, and demonstrating a willingness to engage in professional development and collaboration. The teachers dedicate attention to student sensitisation through the development of social skills and the encouragement of prosocial behaviour. They apply cooperative learning, individualisation, and various motivational strategies in their teaching practice so as to stimulate cognitive progress and the social acceptance of individuals. It would be beneficial for schools and the educational system as a whole to encourage teachers to regularly share their experiences and tried-and-tested solutions in the inclusive education process through various forms of professional development, such as collaborative learning and cooperation. Future research in this field should involve a larger number of teachers, apply other qualitative methods such as interviews and focus groups, and include diverse stakeholders in order to gain a more comprehensive insight into teaching practices.
Student Engagement in the Lithuanian EFL Classroom
This article presents the results of a qualitative and quantitative study that utilised an online questionnaire to research Lithuanian university EFL students’ self-perceived engagement. It assesses the role of engagement in the EFL classroom through the following research questions: 1) what engages students studying English as a foreign language? 2) what disengages students studying English as a foreign language? 3) how do students describe their own engagement while learning English as a foreign language? The findings suggest that the students are engaged by classroom activities (mostly speaking), long-term personal goals, classroom atmosphere, their own mood, and other factors that may differ from student to student. Disengagement is mostly caused by early lecture time, students themselves, other students, reading tasks, and homework tasks. The students also reflected on their own engagement while studying English, which helped to see the bigger picture regarding their (dis)engagement, as particular challenges, experienced outside the classroom, could also contribute significantly.
PRETEND PLAY, FANTASY AND CREATIVE PROCESSES WITH PRESCHOOL CHILDREN
The paper is about the importance of the influence od pretend play and fantasy on creative, cognitive processes, emotional connestion and building relationships with others. In order to observe creativity, cognitive, affective and interpersonal relationships, pretend play anda fantasy are analysed in the paper. By analysing the narrative stories of children"s play, divergent thinking, flexibility od reality, fluidity and originality of ideas, symbolism, fantasy, non-patterned behaviour and intellectual initiative were observed, which affect the child"s creativity and better preparedness for new life situations. The paper points out the importance of creating conditions for the development of pretend play and fantasy by adults. The results highlight how important developing the practice of supporting children"s play is for strengthening creativity, sognitive processes, emotions and relationships that are built among participants in the game.
Immersed in the realm of possibility: An encounter with digital technologies in early childhood education?
In a world involving many, education can be understood as an encounter that presupposes their repositioning and overcoming of various binaries (such as nature-culture, real-virtual, adult-child, and others) that reflect and support power relations where the first in a dyad has power/dominance over the other. In this context, understanding education as a humanizing practice needs to be deconstructed and deterritorialized. Starting from the question of what and whom we are educating in the moment we live in, thinking with different posthumanist and poststructuralist ideas and concepts as lines of liberation, and examples of encounters with digital technologies, and many around and beyond them, this paper aims to explore the contours of preschool education that fall outside predefined (humanistic) frameworks, and to point to digital micro-moments in and outside the early childhood center, which remain overshadowed by dominant understandings and practices constructed by adults (particularly researchers). Such reflections with (beings, processes, objects, ideas...) indicate the need to recognize and appreciate unpredictability as a value in the educational process, to develop the capacity for joint action, and to move the use of digital technologies out of frameworks that assume their understanding as tools subordinated to human purpose, thereby excluding other materialities, rather than being inseparably intertwined with them.
THE IMPORTANCE OF HIGHER EDUCATION INSTITUTIONS FOR IMPROVING KEY COMPETENCES IN THE 21ST CENTURY IN THE REPUBLIC OF SERBIA
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The authors aimed to identify crucial competencies for the 21st century that should be actively developed in higher education institutions. The objective of this study was to identify key competencies that are targeted, planned, and systematically implemented in the education system. The research sample consisted of 137 participants from two private universities in the Republic of Serbia. The study found a strong correlation between certain competencies developed during studies and those developed independently of studies. Additionally, students with developed research skills exhibited greater information management skills. Factor analysis results supported the division of skills into two component groups. The first group, associated with static competencies, refers to an individual's innate cognitive ability to effectively manage and understand various behaviors. The second group, associated with dynamic competencies, depends on external influences to ensure their effective application.
GIFTED STUDENTS ABOUT EFFECTIVE SCHOOL PRACTICES: LESSONS LEARNED FROM EMERGENCY REMOTE EDUCATION
This study investigates the educational experiences and perspectives of gifted students in Serbia during emergency remote education (ERE). Gifted students were selected based on recommendations from school counselors due to their exceptional abilities and achievements. The sample included 19 students from elementary schools and 11 from secondary schools, purposefully chosen to ensure homogeneity. Through semi-structured interviews, the research explores various aspects of students' lives during the pandemic, but in this paper we are focusing specifically on qualitative analysis of effective and ineffective school practices. Thematic analysis uncovered six themes highlighting effective and engaging practices such as additional educational support, video conferencing, and the use of learning management systems (LMS). Conversely, eight themes identified disengaging factors, including traditional teaching methods, limited interaction, inadequate educational support, challenges with assessment monitoring, adherence to epidemiological measures, and insufficient individualization in regular classes. Despite these challenges, many students showed understanding towards teachers and did not express negative feelings regarding the lack of enrichment and support. Notably, students valued teachers' responsiveness when initiating contact. Younger students received familial support, whereas secondary school students developed enhanced self-regulation and adopted new learning strategies. The study concludes that gifted students were not sufficiently recognized as a vulnerable group during ERE, often needing to self-organize amidst the educational disruptions caused by the pandemic. Findings underscore the necessity of ongoing teacher education in implementing engaging teaching methods across all student groups and supporting gifted students in virtual, hybrid, and traditional learning settings.
Digital video creation: An alternative improving oral performance in teaching English as a Foreign Language
This paper reports the findings from an action-based case study conducted with a convenience sample including 42 students encouraged by their teacher to create digital videos as an additional practice tool to improve their oral performance in English as a Foreign Language. The students recorded themselves giving a 10-minute talk following their teacher’s instructions. The comparison of the students’ oral performance between the oral exam at the end of the fourth semester and the oral exams at the end of the previous three semesters provided evidence of improvement in the students’ oral performance in the fourth semester due to the digital videos the students created. The students also completed a questionnaire focusing on their opinions about the additional tool to practice their oral performance. The analyses of the obtained results indicate a positive effect of digital videos created by students both on their oral performance as well as their attitude to digital video creation. The pedagogical implications of this study suggest three main applications of digital videos: a) practice tool to help students improve their oral performance in English, b) feedback tool to help teachers provide students with feedback on areas that need improvement and c) assessment tool to help teachers evaluate their students’ speaking skills.
Presence of music elements in teaching Spanish as a foreign language
This article aims to analyze the presence of musical elements as well as the importance of the use of music in the process of learning a foreign language (FL) with a focus on the teaching Spanish as a foreign language at the Faculty of Philosophy of the University of Novi Sad (FFUNS). Music and language have numerous common characteristics that are recognizable through rhythm, melody, intonation, dynamics and represent a form of continuous mutual communication. Music stimulates the activity of the right hemisphere of the brain, thus encouraging creativity and imagination as key motivators in the learning process. In foreign language teaching, music can provide lexical and cultural input. Our research deals with the analysis of the presence of elements related to music in the textbooks used in the teaching Spanish as a foreign language at FFUNS. The quantitative analysis of the corpus identified examples that represent musical content or refer to musical elements within the teaching. The aim of this research is to identify which musical content is present in the textbooks and at what level of learning Spanish as a FL (A1-B2) and which language competences and skills develop with the help of found content. This research has confirmed that musical content can be used for the purpose of practicing and improving language skills, and for the purpose of developing and enriching students' lexical, grammatical and intercultural competence.
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Therefore, we view it as multiple literacies with numerous dimensions—linguistic, mathematical, scientific, political, economic, media-related, and so on. However, multiple literacies can only be achieved through the development of linguistic literacy, which serves as the mediator and moderator of all other literacies. The most researched aspect of linguistic literacy is reading comprehension. The aim of this paper is to categorize and systematize various pedagogical interventions that contribute to the development of reading comprehension, which is the foundation of all meaningful learning. The analysis and organization of empirical findings, programs, and practical endeavors were based on two criteria: who is the primary actor or most responsible for a particular type of intervention, and what is the focus of the intervention to be implemented. Our analysis identified six different types: psychological-pedagogical-linguistic interventions on the text itself; support for the development of students' cognitive competencies related to reading; support for the development of students' personality and affective competencies; innovations in teaching/learning methods; interventions in the learning environment; and interventions in the domain of educational policies. The paper provides descriptions and examples for each type of pedagogical intervention and concludes that the synergy of all is the most effective way to develop literacy in children and youth.
Who is Lying and Who is Telling the Truth?
By developing social skills, we can enable individuals to ensure that their behavior is socially acceptable and not harmful to others. For children, what is good and bad does not necessarily align with what society deems acceptable. Our research investigates whether upper elementary and adolescent children view lying in the same way as adults or if they perceive various lying situations and elements of lying differently. In our work, we present the developmental process of children's moral values and the factors characteristic of prototypical lies that influence their perception of lying. Our research question focuses on whether adolescent children view lying in the same way as adults or if they perceive various lying situations and elements of lying differently. In our study, we replicated Coleman and Kay's experiment on lying using their measurement tool adapted to the Hungarian language. The study was conducted among upper elementary students who are native Hungarian speakers in Serbia. The results show that children think differently from adults regarding their perception of lying and their evaluation of the complex elements that constitute lies. Our research highlights the crucial role of institutional education in shaping moral values and developing social competence.
The Legislative Framework of Career Guidance and Counselling in Serbia
Over the past few decades, the concept of a career has undergone significant transformation. It has become less linear and more heterogeneous and multifaceted, often marked by frequent changes and numerous parallel and lateral paths. Within this context, career guidance and counselling have emerged as leading concepts in various sectoral polities, both in the European Union and in Serbia, and are undoubtedly at the forefront of educational polities. To effectively manage career guidance and counselling (CGC) and optimize the expected outcomes from this phenomenon and activity, a consistent and carefully designed legislative framework is necessary. Using a qualitative research approach, we conducted a study to understand how the phenomenon of career guidance and counselling is perceived in the legislative documents of the Republic of Serbia. We operationalised the main research question by examining seven elements of CGC: understanding the concept, objectives, programmes, activity holders, career practitioners, target groups, and outcomes. Our methods included descriptive and comparative analysis, as well as a review of 19 documents from the sectors of youth, education (from primary to adult education), and employment. This was done with the aim of covering all ages and life roles in which CGC may play a role. The research results indicate that CGC, as a cross-sectoral activity, is unevenly articulated across different polity sectors. There is a predominant orientation towards youth, the educational sector, and the service of informing about career, out of the three areas of CGC services. The study highlights the need for the adoption of an integrative document and the establishment of a coordinating body for this activity, as well as the mandatory application of existing CGC standards.
School space as a "safe space" and a "secured space": educational and architectural challenges
Following the unfortunate event of school shooting in Belgrade, the dominant topic in the Serbian public, society and educational domain, in recent months, is the topic of school safety and security, i.e. safety and security in the school area. On the other hand, no relevant scientific sources regarding this phenomenon can be found in domestic literature. If we look at the relevant international publications, we come across different definitions of this term. First, this paper focuses on theoretical considerations related to the complex discourse of "safe space" and "secured space" in the educational system. Based on these considerations, it was concluded that this problem requires an interdisciplinary approach, i.e., from a cultural, psychosocial, and architectural point of view. Finally, an overview of international experience in designing safe school premises, as well as existing legal solutions for security measures in school buildings in Serbia, is given.
Intercultural Sensitivity of Teachers in a Culturally Heterogeneous Context in Serbia: Accepting Cultural Differences or Overrating One’s Intercultural Sensitivity?
The subject of this article is intercultural sensitivity of teachers in a culturally heterogeneous context in Serbia, defined in accordance with the Developmental Model of Intercultural Sensitivity of Milton Bennett. The main objective of this research was to determine the following: a) average developmental orientation and perceived orientation scores of the teachers; b) frequency of participants in different stages of developmental orientation; c) whether there are significant differences between the developmental and the perceived orientation of teachers; d) whether the gap between the perceived and the developmental orientation varies across the developmental continuum in line with the supposition of the Dunning–Kruger effect. The sample consisted of 76 elementary school teachers from Vojvodina and South Serbia. Furthermore, the Intercultural Development Inventory (IDI®), used in this research, is based on the theoretical foundations of the selected model of intercultural sensitivity. The results indicate that the mean developmental orientation of teachers is in the range of minimization, while they perceive themselves as more interculturally sensitive, in alignment with the ethno-relativistic orientation of acceptance. Differences between the perceived and the developmental orientation are significant. The gap between the perceived and the developmental orientation decreases with higher intercultural sensitivity, meaning that those teachers who are interculturally sensitive are more objective in assessing their own intercultural sensitivity in comparison with those who are less interculturally sensitive. Implications of the obtained results, when it comes to the professional roles of teachers and their development as reflexive practitioners, are further discussed in this article.
The accelerated development of technology has led to the creation of the ChatGPT artificial intelligence model, which enables text generation based on user queries. Although it represents an innovation in the domain of artificial intelligence, this model has not yet been sufficiently explored through empirical studies. Therefore, research has been conducted to delve deeper into the perceptions and attitudes of students regarding the usage of ChatGPT in higher education, aiming to gain a better insight into their awareness, attitudes, and expectations regarding this model. The sample included 200 students from the University of Novi Sad, and the data were analyzed using the SPSS program and measures of descriptive statistics. The research results indicate that students extensively use ChatGPT for academic purposes, recognizing benefits such as time savings and personalized learning experiences. However, the results also indicate concerns among students regarding potential decreases in creativity and critical thinking, as well as risks to user privacy. Additionally, the majority of students lacked experience with educational workshops or courses focused on the usage of ChatGPT in an academic context. Based on these findings, it is concluded that there is a need for educating students about more efficient and responsible usage of ChatGPT in higher education. Furthermore, the importance of further research and development of resources is emphasized to provide students with adequate support and training regarding this technological tool.
Analysis of the Relationship Between Peer Bullying and Boredom in Schools in Serbia: PISA 2022
This paper examines the relationship between forms of peer bullying and the presence of boredom in the school environment in the Republic of Serbia, based on data obtained from the PISA 2022 survey. The consequences of experienced peer bullying are highly negative and long-lasting, affecting all aspects of students' lives, including academic, psychological, health, and social domains. Therefore, it is crucial to explore the factors associated with bullying in order to mitigate and prevent all forms of aggression in schools, including peer violence. Recent research has shown a positive association between the feeling of boredom and peer bullying. This study utilizes data from the PISA survey conducted in the Republic of Serbia, with a sample of 6,413 students from 181 schools. Two groups of statements were selected from the student questionnaire: one measuring the frequency of bullying and the other assessing the feeling of boredom. Through factor analysis, two factors of bullying were identified: relational bullying and physical bullying combined with verbal abuse. Similarly, two factors related to boredom were identified: distraction and disengagement from tasks and interests. Further analysis revealed a significant positive correlation between these factors, particularly between boredom and physical/verbal bullying. These findings suggest that the educational system must recognize students exhibiting higher levels of boredom, as they are at increased risk of displaying aggression and engaging in peer bullying. Additionally, it is advisable to integrate and apply various methods and approaches that have proven effective in reducing boredom among students into educational strategies.
School climate as a predictor of teacher self-efficacy in schools for students with developmental disabilities
Teacher self-efficacy is important for the quality and outcomes of education and positively influences the well-being of students and teachers in the school environment. Among the numerous factors that are linked to teacher self-efficacy, school climate plays an important role. The aim of this research is to determine the relationship between school climate and the self-efficacy of teachers working in schools for students with developmental disabilities. The sample consists of 150 teachers from five secondary schools for students with disabilities from different cities in Serbia. Data were collected using the Revised School Level Environment Questionnaire (Revised SLEQ) and the Ohio State Teacher Efficacy Scale (OSTES). The results show that the regression model is significant and explains 13.0% of the variance (R2 = 0.13, F (4, 139) = 5.19, p = 0.001). Relationships with students were identified as the only significant predictor of teacher self-efficacy (β = 0.24, p = 0.004). The findings contribute to understanding the relationship between individual domains of school climate and teacher self-efficacy. The implications of these findings for professional development of teachers in schools for students with disabilities are discussed in the discussion.
Foreign language teaching anxiety of in-service teachers in Serbia – the importance of recognising and alleviating it
Foreign language teaching anxiety (FLTA) is a characteristic of non-native FL teachers, which prevents them from using language-intensive activities and spontaneous communication in the classroom, thus reducing the effectiveness of teaching. It increases foreign language learning anxiety (FLLA), which is considered to have the most detrimental effect on FL learning of all affective factors. As there are no studies about FLTA in the Republic of Serbia, this paper aims to identify the level of FLTA experienced by Serbian in-service teachers, to find out whether they are familiar with the phenomenon, whether the familiarity with FLTA can help to alleviate it, and whether good methodological instruction and practical training can help future teachers overcome the problem. Mixed methods research was performed using the questionnaire designed for its purpose, which elicited both quantitative and qualitative data. A total of 585 in-service FL teachers participated. The results show that the respondents experience FLTA to a moderate degree. However, the majority of the respondents are not aware that FLTA is studied as a specific and common phenomenon in international literature. According to the obtained results, FLTA can be reduced by raising FL teachers’ awareness of it, and the faculties of philology can contribute to this by providing future teachers with high-quality methodological and practical training. If they overcome FLTA, FL teachers will be able to create a relaxed atmosphere in the classroom, boost learners’ self-confidence, and reduce FLLA. Consequently, the target language usage and learner engagement, as well as teaching efficiency, would be maximised.
The Academic Discourse Among Undergraduates : The Organizational Structure of Biology Students’ Laboratory Reports
The academic discourse serves as a platform for the systematic communication of scientific findings, within laboratory reports being a primary type employed by researchers and students. These reports follow specific conventions and formats, ensuring clarity and credibility in the scientific communication. This study investigates the organizational structure of English-language Biology laboratory reports, focusing on students’ adherence to the Introduction, Methods, Results, And Discussion (IMRAD) model. After compiling a corpus of fifty Biology students’ laboratory reports from Ouargla University, Algeria, the researchers adopted a qualitative approach and a thematic analysis to data. The results revealed overall adherence to the IMRAD format, with minor variations, notably variations in subheadings within the Methods section, transitions between sections, and the structure of the Discussion section, reflecting disciplinary norms. These findings propose opportunities for teachers to explicitly address the nuances of IMRAD structure and writing conventions within Biology domain. By comprehending how students apply this model, instructors can design more effective lessons and writing instruction that foster clarity and disciplinary understanding in laboratory report writing. This study emphasizes the importance of exploring the impact of explicit instruction on student writing quality and understanding of IMRAD conventions. These variations are recommended to be further explored in order to enhance the comprehension of students’ communication skills, thereby improving their writing quality in the academic landscape. Additionally, this research stresses the importance of exploring the impact of explicit instruction on student writing quality and understanding of IMRAD conventions. Keywords: academic discourse, Biology, disciplinary norms, IMRAD model, laboratory reports, variations.
Social Class and Gender in an Equation of Students’ Mathematics Identity
Addressing the achievement gap in mathematics across social class and gender is essential, as mathematics is widely seen as a pathway to social mobility and a tool for breaking cycles of inequality. Using a Bourdieusian perspective and the concept of mathematical identity, this study investigates the hindering and supporting processes in disadvantaged students’ identification with mathematics. Six disadvantaged fourth and fifth graders were interviewed to explore and describe their mathematical identities. The findings reveal that students from disadvantaged backgrounds face systemic challenges in school mathematics as soon as they encounter school mathematics, resulting in low confidence and negative self-perceptions. These students recognize the societal importance of mathematics, while they feel personally and academically disconnected from it, creating tensions in their relationship with the subject. The students don’t follow the institutional requirements for mathematics success, as they are focused on fulfilling short-term academic goals. Boys appear to have a slight advantage, as aspects of their mathematical identities can be reinforced by their gender identities, though this comes with additional pressures and responsibility. In contrast, girls from disadvantaged families lack any foundation for basing their mathematical identity on. Improving mathematics education for disadvantaged students requires teachers to recognize and address systemic barriers, including implicit taken-for-granted rules, biases and implicit messages, while creating opportunities for all students to feel competent and find mathematics meaningful. However, true equity demands systemic change, starting with curriculum developers and teacher education programs, to dismantle traditional barriers and redesign mathematics as an inclusive and accessible domain for all.
What does "Teaching Philosophy" mean? A case study: Professor X teaching philosophy
In higher education, teaching philosophy is a crucial tool for conducting and assessing teaching quality. Yet, there is limited focus on exploring its essence. Teaching philosophy can be interpreted as a strategy in education and pedagogy, depicting how teachers tackle the teaching process. This involves both pedagogical and educational aspects. A different perspective on teaching philosophy is to view it as the direct conveyance of philosophical knowledge from teacher to students. The qualitative study in higher education is explored by looking at Professor X social and educational background, teaching in different settings, professor’s methodology of teaching philosophy from basics as well as teacher’s broader academic work, which includes writing, research, and public presentations. The research investigates teacher’s self-reflection on philosophy and the development of a "teaching philosophy from scratch," exploring how it supports X dedication to pushing philosophy beyond conventional academic environments and a particular teaching philosophy. The findings suggest that there is a connection between teaching methods and research and publication endeavors. The outcomes extend beyond the typical association to explore the essence of the link between research and teaching. This deepens our insight into the meaning of "teaching philosophy" as a diverse process that includes teaching, writing, academic endeavors, and public contributions.