Univerzitet u Novom Sadu, Pedagoški fakultet u Somboru
Preschool children's play in the natural environment – pedagogical aspects and learning opportunities
From a theoretical point of view, the paper discusses the pedagogical aspects of play, natural play environments, as well as current practices worldwide and in Serbia regarding the learning opportunities of preschool children through play in nature. It starts from the fact that in the domain of structuring spatial units as stimulating environments for play, various structures can be found outdoors, which should above all be a safe environment for children. Outdoor play spaces can be equipped with various materials, equipment and toys. When attention is focused on learning through play in a natural environment, with natural materials, stimulating spaces for children can be: a kindergarten yard, a park, a meadow, etc., with the supervision and support of a teacher, whether it is learning through open, extended or guided play. Examples of different contexts of children's play and learning through play in nature are presented, with a special emphasis on the support of educators in play, based on the Foundations of the Preschool Education Program "Years of Ascent". The proposed possibilities for supporting educators in the construction of play in nature can contribute to efforts to ensure that children's exploration takes place in a creative way and to encourage the development of learning dispositions.
Integrated curriculum as the content of educational work in the younger grades of primary schools
The integrated curriculum represents a modern approach in the lower grades of elementary school that overcomes traditional disciplinary fragmentation and promotes the holistic development of students of younger school age. The paper analyzes the theoretical foundations, structure and implementation of the integrated curriculum, with a focus on thematic, problematic and project models of integration. The key values of the approach are emphasized - development of personal and social identity, creativity, responsibility, cooperation, autonomy and experiential learning based on constructivist principles and Kolb's experiential learning cycle. The importance of interdisciplinary planning, connecting areas, thematic organization of content, project-oriented activities and the role of the teacher as a facilitator is particularly emphasized. The paper considers the dynamism of planning (from learning outcomes to evaluation), indicators of success and effects on students' motivation, critical thinking and social competence. At the same time, limitations and challenges are pointed out: rigid schedule, priority of traditional subjects, lack of resources, insufficient preparation of teachers, institutional resistance and inequalities in implementation. In conclusion, the integrated curriculum shows a significant potential for improving the quality of education in lower grades, but its effective implementation requires systemic support, continuous professional development of teachers, flexible policies and cooperation with the family and community, thus responding to the requirements of the modern European and national educational context.
Early generalizations as a source of mathematical misconceptions: examples of zero and fractions
The subject of this paper is early generalizations as a possible source of mathematical misconceptions in early mathematics education, with particular emphasis on the concepts of zero and fractions. The aim of the paper is to show how intuitive rules, formed on the basis of a limited number of examples and experiences with natural numbers, may become problematic when uncritically transferred to new numerical contexts. By applying a theoretical-analytical approach and reviewing relevant literature, the paper analyzes the relationship between procedural and conceptual knowledge, as well as typical forms of students’ reasoning. The results of the analysis indicate that locally valid rules may develop into stable misconceptions if the conditions of their application are not specified. It is particularly emphasized that understanding zero and fractions requires a reexamination of early intuitive rules, as well as the use of counterexamples, different representations, and the critical use of digital tools in developing conceptual understanding.
Mentorship support in the professional practice of future educators and teachers
*]:pointer-events-auto scroll-mt-[calc(var(--header-height)+min(200px,max(70px,20svh)))]" dir="auto" tabindex="-1" data-turn-id="request-WEB:e04981e9-be06-4610-8280-9fcf1b8778c6-62" data-testid="conversation-turn-126" data-scroll-anchor="true" data-turn="assistant"> Mentorship support in the professional practice of future preschool teachers and school teachers represents a significant factor in the process of initial education, within which theoretical knowledge is connected with practical experiences in a real educational context. Special attention is devoted to the role of mentorship in the planning, organization, and implementation of professional practice, as well as to its contribution to the development of students’ professional competencies. The role of the mentor is reflected in defining learning goals and outcomes, structuring and guiding practical activities, as well as providing continuous support to students throughout the practice process. An important segment of mentoring work relates to providing feedback, encouraging a reflective approach, and fostering the development of professional autonomy. It is concluded that mentorship support contributes to a higher-quality connection between theory and practice, the development of independence and responsibility, as well as the formation of the professional identity of future preschool teachers and school teachers.
Attitudes toward bullying and bullying perpetration in Belgrade secondary schools
This paper presents the results of a cross-sectional study examining the association between students’ attitudes toward bullying and bullying perpetration, as well as differences in these attitudes by sex, grade level, and students’ role in bullying. The study was conducted during the 2020/2021 school year on a sample of 2,008 students from grades 1–4 attending 19 secondary schools in Belgrade. The findings showed that higher levels of bullying perpetration were associated with greater approval of bullying. Girls showed lower levels of approval of bullying than boys, while no grade-level differences were found. With regard to bullying roles, bullies and bully-victims showed greater approval of bullying, whereas uninvolved students and victims expressed the strongest opposition to such behavior. The findings highlight the importance of preventive activities targeting bullies and bully-victims, particularly through challenging beliefs that justify or normalize bullying and promoting socio-emotional competencies.
Quality of the teaching process from the perspective of music educators
The subject of this paper is the analysis of the extent to which the prescribed quality standards in the area of Teaching and Learning are achieved from the perspective of music educators. The study is based on teacher self assessment and aims to examine the degree to which the indicators of these standards are implemented in music schools. For the purposes of the research a questionnaire with a Likert type scale was designed covering the indicators of standards 2.1 , 2.3 , 2.4 and 2.5. The instrument demonstrated high reliability (α = 0.86). The sample consisted of 65 teachers from 20 music schools. The results show that teachers highly value the prescribed standards. The highest ratings were given to standards 2.5 Every student has the opportunity to be successful; 2.1 The teacher effectively manages the learning process; 2.3 Students acquire knowledge, adopt values and develop skills and competencies; 2.4 Assessment procedures support further learning. Using parametric statistical techniques, statistically significant differences (p < 0.05) were identified regarding the teachers’ gender, type of teaching and competition related experience in pedagogical practice. These differences were particularly evident in the context of pedagogical optimism and the degree of choice available in the teaching process. The findings highlight the importance of teachers professional experience especially in relation to standards that recognize students’ individual characteristics, promote mutual respect, encourage pedagogical optimism and emphasize the value of quality feedback as an effective approach to achieving long term educational goals in which teachers play a central role.
The role of educational biography in the development of professional competencies of pedagogy students
The aim of this study was to examine how pedagogy students understand the role of their own educational experiences in shaping key competencies for their future professional roles. The research was conducted within a qualitative framework, and data were collected through a written semi-structured interview on a sample of 25 third-year undergraduate students of pedagogy. The collected data were analyzed using thematic analysis. The results indicate that the process of writing an educational biography contributes to the development of self-understanding, that is, self-concept, as it enables students to recognize their own traits, values, and learning patterns, as well as to reinterpret their educational trajectories. In the domain of professional competencies, students identified empathy, patience, communication skills, professional knowledge, and readiness for continuous learning as key elements of their future pedagogical role. These competencies are perceived by the participants as being directly related to their personal experiences and reflection on their own educational development. The findings suggest that the educational biography represents an important reflective tool in higher education for future pedagogues, as it connects experiential learning, self-understanding, and the development of professional competencies. In this way, it contributes to a deeper understanding of the process of professional identity formation during studies.
Application of NTC Techniques and Games in Teaching Mathematical Content in Primary Education
The development of mathematical literacy in early education represents a key factor for children’s cognitive development and later academic achievement. This paper presents the results of applying games, techniques, and activities from the NTC learning system in teaching mathematics to students from grades 1 to 4. The focus is on the game “ Add a Color to the Number” for practicing arithmetic operations, the board game “Multiplier” for mastering the multiplication table, and the technique of illogical stories for learning Roman numerals. The results show that the use of games and associative learning enables children to acquire knowledge not only mechanically, but through active, meaningful, and emotionally engaging experiences. Particularly significant effects were noticed in learning the multiplication table, where students demonstrated high motivation, success, and the development of strategic thinking. Activities such as addition through associations and learning Roman numerals with illogical stories contributed to creativity and easier mastery of the material.
Children’s Play and Learning About the Environment
School of Romology at the University of Novi Sad: 2004-2015
Although Romology is not formally taught as a distinct interdisciplinary subject at state universities in the Republic of Serbia, the School of Romology operated at the University of Novi Sad from 2004 to 2015 as an alternative educational platform. The program was designed to engage both Roma and non-Roma students, aiming to integrate the discipline into the broader academic environment. The curriculum employed an interdisciplinary approach to Roma studies, utilizing interactive methodologies such as discussion, mentoring, research, and project work. Furthermore, the program maintained networks with similar academic initiatives in Manchester and Graz. The aim of this paper is to present the School of Romology as a successful case study of higher education in an alternative academic space. It further argues for the necessity and benefits of institutionalizing Romology as a scientific discipline within Serbian faculties and universities. The empirical analysis is based on 43 evaluation forms completed by participants (2004-2015) and interviews with five former students. The study concludes that providing the Roma community with the opportunity to study their language, culture, and history is essential. It is recommended that similar or identical programs be re-established and sustained at higher education institutions within the University of Novi Sad.
Didactization of Cultural Content in Foreign Language Instruction
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SemiHidden="false" Name="Medium Grid 3 Accent 6" ></w:LsdException> <w:LsdException Locked="false" Priority="99" SemiHidden="false" Name="Dark List Accent 6" ></w:LsdException> <w:LsdException Locked="false" Priority="99" SemiHidden="false" Name="Colorful Shading Accent 6" ></w:LsdException> <w:LsdException Locked="false" Priority="99" SemiHidden="false" Name="Colorful List Accent 6" ></w:LsdException> <w:LsdException Locked="false" Priority="99" SemiHidden="false" Name="Colorful Grid Accent 6" ></w:LsdException> </w:LatentStyles></xml><![endif]--> The focus of this paper is the didacticization of cultural content (as defined by Jean-Claude Beaco) using authentic materials in foreign language instruction. Since learning a foreign language implies the acquisition of intercultural competencies, and as communicative competence is incomplete without appropriate intercultural competence, this paper promotes the significance of incorporating cultural phenomena in language teaching. Three instances of didactic approaches to cultural content in two foreign languages—Italian and English—are presented, suitable for implementation in classes at various levels of proficiency. Within the framework of discursive linguo-pragmatics (based on Claus Altmayer's theory), and utilizing authentic materials, cultural phenomena from Italian and Serbian cultures were addressed through four stages: topic visualization, factual documentation, personalization, and linguistic analysis. In their foreign language classes, Serbian-speaking students expand their understanding of key concepts typical of the Italian-speaking world (such as mafia and coffee) and Serbian culture (including "Česhljanka," Serbian poetry, and The Battle of Kosovo). The application of authentic materials facilitates direct exposure to the authentic language and culture for students. This contemporary approach to foreign language teaching methodology fosters students' research interests, team spirit, curiosity, and motivation for learning.
Methodological Approaches to Learning Traditional Singing and Playing: A Case Study from the Faculty of Education in Sombor
This paper examines the methodological approaches used in teaching the course Choir and Orchestra at the Faculty of Education in Sombor, with a particular focus on the role of traditional singing and instrumental performance in the development of students’ performance and pedagogical competencies. Through the analysis of teaching practice and course content, the study highlights the importance of integrating elements of intangible cultural heritage into the educational process with the aim of enhancing musical literacy, expressiveness, and methodological preparedness of future teachers. The theoretical framework is based on contemporary music pedagogy models that emphasize experiential learning and cultural context. The findings indicate that such approaches not only enrich music instruction but also contribute to the preservation of cultural identity and the improvement of the overall quality of music education.
Teachers' Attitudes Toward Integrated Teaching Based on Visual Arts as a Prerequisite for the Development of Student Competencies for the 21st Century
This research examines teachers’ attitudes toward the integration of content from various subjects within visual arts classes and its impact on educational outcomes and the development of 21st-century competencies. The study also explores the extent to which teachers apply the didactic principles of integrated teaching within their visual arts pedagogy. A quantitative research method was employed, with data collected via a non-standardized electronic questionnaire (rating scale). The voluntary sample consisted of 100 primary school teachers from the North, South, and Central Banat districts of the Republic of Serbia during the 2019/20 school year. The research revealed that teachers hold exceptionally positive attitudes toward visual arts-based integrated teaching regarding learning outcomes, problem-solving skills, divergent thinking, lifelong learning, and functional knowledge. The study concludes that fundamental principles of integrated teaching are observable in visual arts practice and that this approach effectively fosters essential student competencies for the future.
The hidden curriculum of gender in Serbian textbooks
Many documents in the Republic of Serbia mention gender equality as one of the key concepts and goals of education. However, the literature draws attention to the school as the place of gender inequality reproduction. Textbooks are primary instruments for transmitting both formally prescribed content, as well as implicit messages, including those related to gender. Among other things, various gender stereotypes and inequalities can be reinforced and maintained in this way. The implicit content conveying gender messages is referred to as the hidden curriculum of gender, which, although implicit, can influence students’ behavior and the development of their attitudes toward men and women. The aim of this paper is to provide a systematic review of contemporary research of gender sensitivity in textbooks for primary and secondary schools. To determine the presence of implicit gender messages in Serbian textbooks, a literature analysis of papers written in the period 2006-2025 was conducted. The analysis included six studies about textbooks for primary and secondary schools which focus on the gender dimension, and the data were categorized with regard to the textual or visual representations. The analyzed material reveals a lower representation of women (visually and thematically) in textbooks, a clear stereotyping of the roles of women through the family sphere and men through the professional sphere, as well as a general lack of gender-sensitive language. The authors emphasize the importance of textbooks as soruces of gender (in)equality and provide recommendations for further research.
Game „Escape room“ as innovative teaching material
Modern teaching requires students to be active participants in their education. One of the challenges that teachers face is motivating students to learn. A game, as an activity that is close to children, can be an excellent didactic tool if it is adapted to the goals of teaching and learning. Escape room is a popular game based on teamwork, discovering clues and solving puzzles in order to escape from a locked room in a limited amount of time, with a certain dose of mystery and immersion into the story. It can be created in a room, but also in a digital form. Teachers around the world have recognized the possibilities of applying this game in education and its benefits. The aim of this paper is to present the concept of the game itself, as well as those benefits if it is used correctly in teaching, relying on literature. In addition, it will be given examples of using this game in classes that are presented in the relevant literature. Besides requiring cooperation and teamwork since it is played in a group, it also affects the development of skills such as problem solving, logical and critical thinking, creativity, data analysis. Also, due to the story that is an integral part of this game, it develops imagination, but it can also imitate real-life situations and require students to navigate them. What could be an obstacle for teachers to use it in their classes is the time needed to create the game and puzzles, as well as the resources that are most often provided by the teachers themselves. An insight into the relevant literature led to the conclusion that this topic has not been sufficiently researched in our country, despite all the potential that this game offers, and this paper can be a starting point for future research.
Public awareness of the field of speech-language pathology
Speech-language therapists are specialists who focus on the prevention, detection, assessment, diagnosis, therapy, counseling, and scientific research of communication and swallowing disorders in individuals of all ages. While the speech therapy profession is legally recognized in the Republic of Serbia, its regulatory framework and institutional support are still insufficiently developed, and professionals in the field encounter a range of challenges. The main objective of this research is to examine public awareness of the field of speech therapy. The sample consisted of 207 respondents of various ages. For the purposes of this research, an online questionnaire was created and distributed via informal groups and social media. The majority of respondents indicated that they received most of their information about speech therapy from friends, and they also gathered information from personal experience. In addition, most respondents believed that children with articulation disorders are the most common users of speech therapy services, while a small number of respondents thought that children with fluency disorders require treatment. Most respondents believed that a child should be taken to a speech therapist if they have not spoken by 18 months of age, and it was proven that there is no statistically significant difference between the awareness of employees in institutions with and without a speech therapist, nor between respondents of different educational levels.
Factors influencing children's readiness for school entry
Starting school represents an important milestone in every child's development, and school readiness is determined by a combination of various factors. It does not only involve acquiring certain knowledge and skills but also implies the child's overall preparedness for the school environment. The aim of this paper is to identify and analyze the key factors influencing school readiness through a narrative review of empirical and review studies. The theoretical framework of the paper is the Ecological Systems Theory, which enables a comprehensive understanding of the reciprocal influences of various systems on child development. Literature was gathered using the Google Scholar, PubMed, and Web of Science databases. Both empirical and review studies were included in the analysis. The literature review showed that there are numerous factors that can have either a positive or negative impact on school readiness, relating to the child, the family, and the school system. The analyzed results indicate that school readiness cannot be viewed in isolation but rather as an outcome of multiple interrelated factors—from the child’s cognitive and emotional abilities, through parental involvement and the family’s socio-economic status, to the support offered by the school system through prepared teachers and a stimulating environment. These findings can serve as guidelines for improving policies and practices related to preparing children for school, enabling a smoother transition and better conditions for success in the school setting. This underscores the importance of coordinated action by all stakeholders involved in the process of early education and development.
erception of preschool teachers of educational computer games and the development of socio-emotional competencies in preschool children
Previous research regarding the effects of educational computer games on the socio-emotional development of preschool-aged children has mostly focused on the use of digital tools in older school-age children or adolescents, with fewer studies dedicated to preschool-aged children. The aim of this study is to examine teachers' perceptions of the impact of computer games on emotional regulation, social skills, as well as cooperation and teamwork skills in preschool-aged children. The study involved 188 teachers from Serbia, whose perceptions were analyzed in relation to their age, years of work experience, workplace, and level of education. Based on the results, it can be concluded that due to the inability to implement computer games because of the lack of digital equipment in institutions and the lack of experience, teachers are primarily indecisive, and then disagree when evaluating the positive effects of playing educational computer games on the social and emotional development of preschool-aged children. The cross-analysis of independent variables established that the only statistically significant determinant influencing teachers' views on the topic is their age, with older teachers generally having a more positive perception of the effects of educational games compared to younger teachers in the study sample.
Evaluation of an intercultural exchange program: an example of the experience of elementary school students and their parents
This paper presents an analysis of the influence of an intercultural student exchange program on the participants and their families, regardless of whether they come from small or large communities. The aim of this paper is to highlight the importance of student intercultural exchanges for identifying individual needs and fostering identity disclosure, developing intercultural empathy, overcoming stereotypes and prejudice, and training students for teamwork with people from diverse cultural backgrounds. Enabling youth to share their positive experiences with their surroundings, thereby creating a broader social impact, fostering inclusivity, and contributing to the development of a more diverse and open world, are of particular importance. For the purpose of this research, a sample of 42 project participants (seventh-grade students) and 36 parents was used. The results show that participants and their families understand the importance of intercultural exchanges and that they continue to advocate for their further implementation in formal education, regardless of the participants' background. However, some common opinions about particular aspects of intercultural exchanges can be observed among groups from similar backgrounds.
Historical genesis of the concept of number and number systems - possibilities of application in the initial teaching of mathematics (I)
The notion of natural number, as the basis of the entire further development of mathematics, appears as a result of gradual abstraction. The very notion of number has not been precisely defined and has changed throughout history, as has the way of recording. This paper aims to present the origin of natural numbers and their development to the present form. The essentially most important number systems that have evolved in parallel with the development of human consciousness, and which are guided by the need for man to record important events and facts, are discussed and presented. The importance of positional number systems, such as the Indo-Arabic number system we use today, was emphasized. Numerous studies show that the use of the history of mathematics in the teaching of mathematics can increase students ‘motivation and students’ interest in the subject. Based on a brief overview of existing research on the use of the history of mathematics in mathematics teaching, the paper presents examples of tasks for classroom teaching, which include elements of the history of natural numbers and number systems.
Гласови и тишине наслов је студије у којој Александра В. Јовановић кроз седам поглавља приказује развој најважнијих идеја енглеске књижевности двадесетог века. Осим описа друштвеног контекста у којем су ове идеје настале, споменути су и најважнији аутори британске књижевности тога времена.
Digital media and self-learning: the role of the library
The paper is about a role of digital media in developing a new culture of learning and the possibilities of connecting education with libraries as places of universal knowledge that are increasingly accessible through the internet. The first part of the paper deals with the acknowledgement of traditional teaching beginning with guided learning, through major transformations in the education system, to the introduction of a new culture of learning where self-learning is promoted. The teacher appears to be a mentor while students are active participants in accessing information and acquiring new knowledge. They are getting used to lifelong learning by using digital media which have incentive role in encouraging independent learning. It is necessary to incorporate digital media in children`s education from the earliest age, and all the way through education, as well as in professional education of young people and in the education of older people to encourage self learning and life long learning. The second part reveals the role of libraries in information and media literacy of students, which is extremely important for self-learning. In earlier decades, literacy ment learning to read and write and involved comprehension of content while today literacy is using of contemporary media and skills to seek and select information. The role of library in developing a new literacy lies upon its transformation from traditional to information centar which offers e books, all kinds of information and also free points to use internet.
The most commonly accepted definition of financial literacy is the one given by the OECD, which includes awareness, knowledge, skills, attitudes, and behaviours. The concept of financial literacy must be distinguished from the concepts of financial education, financial knowledge, and financial culture. The research results show that financial illiteracy is widespread, and it is generally necessary to pay more attention to this aspect of education. After defining the basic concepts, the paper presents experiences in organizing and monitoring the effects of financial education of three countries (Estonia, Finland, the Netherlands) whose students have achieved a high level of financial knowledge in international tests compared to other participating countries. The organisation of financial education in these countries is also presented, in order to assess how applicable their experiences are in our conditions. The experience thus far has shown that the best results are given by financial education beginning in high school, whose main characteristics are an interdisciplinary approach and constant support to teachers. Significant differences are also evident, that is to say, some groups of residents have a lower level of financial literacy, which indicates the need for different approaches in their education.
The significance of music-pedagogical work of Zorislava M. Vasiljević for Music Education in Lower Elementary School Grades
Zorislava M. Vasiljević (1923-2009) dedicated her professional path to noticing the deficiencies, to pursuing adequate scientific conformations and solutions, as well as to finding the appropriate procedures which can be used in working on the music literacy in Serbia. On that path, her guidance was the thought of her father, Miodrag A. Vasiljević (1903-1963). She improved and complemented his idea with important segments of other methods, thus forming a unique Combined functional method. This paper concerns the life of Zorislava Vasiljević, the Combined functional method with all its characteristics in the field of melody and rhythm, together with the impact that the life’s work of Zorislava Vasiljević has had on the curriculum of Music Education in the first to fourth grades. With a desire to talk about the significance of her music-pedagogical work for Music Education in Lower Elementary School Grades, we had to consider her author’s textbook literature, done with a lot of effort, as an unavoidable segment. Among the textbooks written by Professor Zorislava Vasiljević, the special attention was given to her publication Music Primer.
The effects of teacher expectations on student motivation to learn
Starting from the understandings that emphasize the importance of the Pygmalion effect in teaching, the paper presents an overview of research on the relationship between teachers’ expectations and students’ motivation to learn. The aim of this paper is to point out the different effects of expectations that teachers form on students’ motivation to learn. The findings of the presented relevant research indicate that high expectations of teachers can increase student motivation, but also that low expectations of teachers can lead to its reduction. Also, it was determined that teachers smile more often, communicate more, establish eye contact with students from whom they expect more. The labels that teachers assign to students lead to some students getting less motivating learning situations. The implications of this paper are reflected in the elucidation of the significance of this phenomenon and its reflection on educational practice. It has been found that high as well as low expectations of teachers largely reflect on the motivation of students to learn, which is why teachers should use their influence by encouraging and activating students.
Requirements and tasks of educators in the function of moral development and education of young children in preschool programs/curricula in the Republics of Serbia and the Republic of Croatia
The paper analyzes and compares the content of current preschool programs/curricula in the Republic of Serbia and the Republic of Croatia through a detailed presentation of the requirements and tasks of preschool teachers in the function of moral development and education of young children. The aim of our research is to determine whether and to what extent the programs/curricula of preschool education in the Republic of Serbia and the Republic of Croatia differ in terms of specifying the requirements and tasks of the teachers in relation to moral development and education of children. The descriptive and comparative methods and the procedure of analysis of the content of program documents are applied in the paper. The results of our research indicate that in the Republic of Serbia and the Republic of Croatia in preschool programs / curricula, the requirements and tasks of teachers are presented in the function of moral development and education of children, but in different ways. The analyzed programs/curricula recognize the same tasks related to moral development, and differ from each other when it comes to their concretization, and there are some differences in their formulation. Starting from concrete tasks, teachers, the creators of their own practice, have the opportunity to better understand the needs of children through them, but also to choose from clearly separated tasks what is most needed to encourage and develop children in a certain period of time, within moral development.
Jewish culture as a vital element of local identity trought history – mini project carried on Faculty of Education in Sombor
In this paper we presented the activities that we conducted within the mini project named Jewish culture as a vital element of local identity trough history, as well as the idea and the goals that stand behind the project. The project was conducted on Faculty of Education in Sombor. The main goal of this project was for students-future teachers, to acquire knowledge about the Jewish culture, religion and history, so they could develop skills for better understanding the specific local identity as part of Vojvodina, which is a unique multi-cultural and multi-confessional region, and also to improve their intercultural competences. The possibilities and methods for teaching and learning about the Holocaust are also examined. The project activities included lectures about the main characteristics of Jewish culture, and about local history and suffering of Jewish families from Sombor during the Holocaust. The plan included a visit to Jewish community in Sombor, and also a trip to Subotica, the city in the same region, in order to visit a restored synagogue.
21st Century Skills In Educational Standards For Lower Secondary Education In Slovakia
The aim of this theoretical study is to identify the 21st century skills in the curricular documents for lower secondary education in Slovakia, and to analyse the overlap between the 21st century skills and aims of national educational standards for lower secondary education (ISCED 2) in Slovakia. The main method of the study is document analysis. The analysis shows that the Slovak educational standards are primarily focused on the development of knowledge and cognitive skills. Significantly less represented is development of interpersonal and intrapersonal skills. The results show that there are overall not sufficiently many references to the 21st century skills within the educational standards. This yields a crucial problem, as majority of Slovak teachers still consider the educational standards to be the basic part of curriculum. In spite of certain natural limitations, the study provides new information on the insufficient representation of the 21st century skills in the educational standards in Slovakia.
Celebration of Saint Sava's Day in Serbian schools in the Salonica vilayet at the end of the 19th and beginning of the 20th century
Summary: This paper examines the celebrations of Saint Sava's Day in Serbian schools in the Salonica Vilayet at the end of the 19th and the beginning of the 20th century, as well as the impact of these celebrations on preserving tradition, raising national awareness, and maintaining the core spiritual values of the Serbian people in this region. The cultivation of national consciousness and keeping the tradition were the primary tasks of Serbian schools and churches in Old Serbia and Macedonia. In achieving these objectives, the celebration of Saint Sava’s Day in schools played a particularly significant role. Based on archival materials, reports from correspondents of Carigradski glasnik, and relevant literature, we attempt to describe the program and manner of celebrating this highly significant date in Serbian history. The reports indicate that the Saint Sava cult was exceptionally strong among the Serbian population in the Salonica Vilayet, as well as in the entirety of Old Serbia and Macedonia. Serbian consuls and national activists in Macedonia faced great challenges, as they encountered opposition not only from the Ottoman authorities but also from increasingly organized Bulgarian propaganda, operating through the Exarchate, and Greek propaganda, operating through the Patriarchate, both of which sought to suppress Serbian national-political and cultural-educational influence in the region. The pressure from all sides united the Serbs in their efforts to defend and preserve their customs. The celebrations of Saint Sava’s Day in the Salonica Vilayet took the form of quiet yet persistent resistance against all imposed hardships. In this context, the efforts of the Serbian people to honor this holiday with dignity should be understood. Keywords: Salonica, celebration, Saint Sava’s Day, Serbian schools, cake cutting, water blessing.