@article{
author = "Vasojević, Nena and Vučetić, Ivana and Kirin, Snežana",
year = "2021",
abstract = "Kvalitet nastavnog procesa u velikoj meri zavisi od nastavnika i njihovih kvalifikacija - uloga nastavnika je veoma značajna za uspešnu implementaciju novih nastavnih metoda. Ovaj rad je deo kvantitativne studije ispitivanja iskustva nastavnika osnovnih škola u Srbiji o radu u modelu onlajn nastave realizovanom tokom pandemije COVID-19, u poređenju sa tradicionalnim modelom nastave. Cilj rada je da se na osnovu iskaza i stavova nastavnika sagleda i definiše profil nastavnika u odnosu na izbor nastavnog modela koji im više odgovara za rad: profil nastavnika koji preferiraju isključivo tradicionalni model nastave i profil nastavnika koji preferiraju onlajn model nastave ili ne prave razliku u radu između ova dva nastavna modela. Pretpostavka je bila da će nastavnici koji imaju manje godina radnog staža, više stručnog usavršavanja i viši stepen obrazovanja preferirati onlajn model nastave. Za potrebe istraživanja konstruisan je onlajn upitnik iz dva dela. Prvi deo upitnika odnosio se na socio-demografske podatke, a drugi na karakteristike nastavnog procesa u zavisnosti od primenjenog modela. Za procenu uticprethodnih obuka na izbor preferiranog modela nastave korišćen je t-test nezavisnih uzoraka. Istraživanje je sprovedeno tokom januara i februara 2021. godine. Uzorak istraživanja činilo je 609 predmetnih nastavnika. Rezultati istraživanja pokazuju da izbor tradicionalnog ili onlajn nastavnog modela zavisi od toga koliko se nastavnik oseća kompetentnim za izvođenje onlajn nastave i od dužine trajanja prethodne obuke u okviru redovnog stručnog usavršavanja iz oblasti IKT-a. Rezultati istraživanja samo su delimično potvrdili početnu pretpostavku., The quality of the teaching process highly depends on teachers and their qualifications, and the teacher's role plays a very important part in the implementation of the new teaching methods. The results presented in this paper are part of the quantitative study which investigated the primary teachers' perception of the online teaching model that has been realized in Serbia during the COVID-19 pandemic, in comparison to the traditional teaching model. The paper aims to define and present the teachers' profiles, based on their preference for a certain teaching model: the profile of the teachers who prefer working in the traditional teaching model, and the profile of the teachers who prefer working in the online teaching model, or do not make any difference between the two, based on the professional data and their statements and attitudes regarding the comparison of traditional and online teaching models. It was assumed that the teachers with less work experience, more professional training and higher education level would generally prefer the online teaching model. For the research purposes, the specialized two-part questionnaire was designed. The first part included questions concerning the socio-demographic background, while the second part investigated the teachers' attitudes towards the characteristics of the teaching process in both traditional and online teaching models. The independent-sample t-test was used to estimate the influence of previous training on the choice of the preferred teaching model. The research was conducted during January and February 2021. The research sample included 609 examinees. The research results showed that the choice of the preferred teaching model depends on the self-assessment of the teachers' competencies required for the online teaching model, as well as on the duration of the training in the field of Information and Communication Technologies, as a part of the regular professional improvement training. The initial assumption was only partially confirmed by the research results.",
publisher = "Univerzitet u Novom Sadu - Pedagoški fakultet, Sombor",
journal = "Norma",
title = "Profili nastavnika osnovnih škola u Srbiji prema opredeljenju za nastavni model tokom pandemije COVID-19, The Serbian primary school teachers' profiles regarding the preference for a teaching model during the COVID-19 pandemics",
pages = "38-27",
number = "1",
volume = "26",
doi = "10.5937/norma2101027V"
}
