TY  - CONF
AU  - Antić, Slobodanka
AU  - Mijatović, Luka
AU  - Strižak, Nevena
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3783
AB  - Uvod: Tokom perioda produžene krize javnog zdravlja doživljavamo različita negativna osećanja i primenjujemo široki spektar adaptivnih i maladaptivnih strategija prevladavanja. Najčešće manifestacije maladaptivnog prevlada- vanja su poricanje, povlačenje i zloupotreba supstanci sa ciljem redukovanja stresa. Od posebnog značaja je ispitivanje reakcija i maladaptivnih strategija kod studentkinja specijalne edukacije i rehabilitacije, s obzirom na to da se radi o budućim pružaocima profesionalne podrške osetljivim grupama.
Cilj: Cilj aktuelne studije je istraživanje prediktivne uloge maladaptivnih stra- tegija prevladavanja u doživljavanju različitih negativnih emocija tokom pan- demije COVID-19.
Metod: Učesnici u ovom onlajn istraživanju su studentkinje specijalne eduka- cije i rehabilitacije (N=222) na Univerzitetu u Beogradu. Podaci o doživljenom strahu, hostilnosti, krivici i tugi, dobijeni su putem skale osnovnih negativnih emocija Inventara za procenu pozitivnog i negativnog afekta (Positive and Negative Affect Schedule – Expanded Form). Maladaptivne strategije prevla- davanja (Upotreba supstanci, Poricanje i Povlačenje) procenjene su inventa- rom COPE.
Rezultati: Testirana su četiri linearna regresiona modela sa maladaptivnim strategijama prevladavanja kao prediktorima i negativnim emocijama (hostil- nost, strah, krivica i tuga) kao kriterijumskim varijablama. U prvom modelu, Hostilnost [F(3,218)=4,036; p<0,01] se predviđa putem Upotrebe supstanci (β=0,183; t=2,710; p<0,01); u drugom se Poricanje (β=0,203; t=2,831; p<0,01) izdvaja kao prediktor Straha [F(3,218)=4,215; p<0,01]; u trećem i Upotreba supstanci (β=0,262; t=4,072; p<0,001) i Povlačenje (β=0,149; t=2,142; p<0,05) predviđaju Krivicu [F(3,218)=12,255; p<0,001]; i u četvrtom modelu, Tugu [F(3,218)=5,222; p<0,01] takođe predviđaju Upotreba supstanci (β=0,165; t=2,466; p<0,01) i Povlačenje (β=0,144; t=1,992; p<0,05).
Zaključak: Rezultati potvrđuju pozitivnu vezu između intenziteta negativnih osećanja i korišćenja maladaptivnih strategija prevladavanja, ali i otkrivaju različite uloge maladaptivnih strategija u predikciji osnovnih negativnih emo- cija tokom pandemije COVID-19. Dobijeni nalazi mogu biti od značaja u pri- premi i obrazovanju studenata specijalne edukacije i rehabilitacije za njihove buduće profesionalne izazove.
AB  - Introduction: During the period of prolonged public health crisis, one can experience various negative emotional states and apply a wide range of different adaptive and maladaptive coping strategies. The most frequent maladaptive coping manifestations are denial, behavioral disengagement and substance abuse to reduce distress. Since they are the future supporters of the vulnerable, it is of particular interest to examine the reactions of special education students, and the strategies they use to cope with stress in a maladaptive way.
Aim: The aim of the present study was to explore predictive roles of maladaptive coping strategies in different negative emotional states throughout the COVID-19 pandemic.
Method: Participants in this online research were 222 special education and rehabilitation female students from the University of Belgrade. Data on fear, hostility, guilt and sadness was collected using negative emotion scales of Positive and Negative Affect Schedule ‒ Expanded Form. Maladaptive coping strategies (Substance use, Denial and Behavioral disengagement) were assessed by COPE Inventory.
Results: Four linear regressions were performed, with the maladaptive coping strategies as the predictor set, and negative emotional states (hostility, fear, guilt and sadness) as criteria. In the first one, Hostility (F(3,218)=4.036; p<.01) was predicted by Substance use (β=.183; t=2.710; p<.01); in the second, Denial (β=.203; t=2.831; p<.01) stood out as a predictor of Fear [F(3,218)=4.215; p<.01], in the third both Substance use (β=.262; t=4.072; p<.001) and Behavioral disengagement (β=.149; t=2.142; p<.05) predicted Guilt [F(3,218)=12.255; p<.001] and in the fourth Sadness [F(3,218)=5.222; p<.01] was also predicted by Substance use (β=.165; t=2.466; p<.01) and Behavioral disengagement (β=.144; t=1.992; p<.05).
Conclusion: The results confirm positive correlation between maladaptive coping strategies and negative emotions and reveal different roles maladaptive coping strategies have in predicting basic negative emotions during the COVID-19 pandemic. These findings could be of importance in preparing future special educators and rehabilitators for their professional challenges.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova - 11. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 29–30.10.2021.
T1  - Poricanje, povlačenje i (zlo)upotreba supstanci: prediktori negativnih emocija tokom pandemije covid-19
T1  - Denying, disengaging and substance (ab)use: predictors of negative emotions during the covid-19 pandemic
EP  - 248
SP  - 241
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3783
ER  - 

@conference{
author = "Antić, Slobodanka and Mijatović, Luka and Strižak, Nevena",
year = "2021",
abstract = "Uvod: Tokom perioda produžene krize javnog zdravlja doživljavamo različita negativna osećanja i primenjujemo široki spektar adaptivnih i maladaptivnih strategija prevladavanja. Najčešće manifestacije maladaptivnog prevlada- vanja su poricanje, povlačenje i zloupotreba supstanci sa ciljem redukovanja stresa. Od posebnog značaja je ispitivanje reakcija i maladaptivnih strategija kod studentkinja specijalne edukacije i rehabilitacije, s obzirom na to da se radi o budućim pružaocima profesionalne podrške osetljivim grupama.
Cilj: Cilj aktuelne studije je istraživanje prediktivne uloge maladaptivnih stra- tegija prevladavanja u doživljavanju različitih negativnih emocija tokom pan- demije COVID-19.
Metod: Učesnici u ovom onlajn istraživanju su studentkinje specijalne eduka- cije i rehabilitacije (N=222) na Univerzitetu u Beogradu. Podaci o doživljenom strahu, hostilnosti, krivici i tugi, dobijeni su putem skale osnovnih negativnih emocija Inventara za procenu pozitivnog i negativnog afekta (Positive and Negative Affect Schedule – Expanded Form). Maladaptivne strategije prevla- davanja (Upotreba supstanci, Poricanje i Povlačenje) procenjene su inventa- rom COPE.
Rezultati: Testirana su četiri linearna regresiona modela sa maladaptivnim strategijama prevladavanja kao prediktorima i negativnim emocijama (hostil- nost, strah, krivica i tuga) kao kriterijumskim varijablama. U prvom modelu, Hostilnost [F(3,218)=4,036; p<0,01] se predviđa putem Upotrebe supstanci (β=0,183; t=2,710; p<0,01); u drugom se Poricanje (β=0,203; t=2,831; p<0,01) izdvaja kao prediktor Straha [F(3,218)=4,215; p<0,01]; u trećem i Upotreba supstanci (β=0,262; t=4,072; p<0,001) i Povlačenje (β=0,149; t=2,142; p<0,05) predviđaju Krivicu [F(3,218)=12,255; p<0,001]; i u četvrtom modelu, Tugu [F(3,218)=5,222; p<0,01] takođe predviđaju Upotreba supstanci (β=0,165; t=2,466; p<0,01) i Povlačenje (β=0,144; t=1,992; p<0,05).
Zaključak: Rezultati potvrđuju pozitivnu vezu između intenziteta negativnih osećanja i korišćenja maladaptivnih strategija prevladavanja, ali i otkrivaju različite uloge maladaptivnih strategija u predikciji osnovnih negativnih emo- cija tokom pandemije COVID-19. Dobijeni nalazi mogu biti od značaja u pri- premi i obrazovanju studenata specijalne edukacije i rehabilitacije za njihove buduće profesionalne izazove., Introduction: During the period of prolonged public health crisis, one can experience various negative emotional states and apply a wide range of different adaptive and maladaptive coping strategies. The most frequent maladaptive coping manifestations are denial, behavioral disengagement and substance abuse to reduce distress. Since they are the future supporters of the vulnerable, it is of particular interest to examine the reactions of special education students, and the strategies they use to cope with stress in a maladaptive way.
Aim: The aim of the present study was to explore predictive roles of maladaptive coping strategies in different negative emotional states throughout the COVID-19 pandemic.
Method: Participants in this online research were 222 special education and rehabilitation female students from the University of Belgrade. Data on fear, hostility, guilt and sadness was collected using negative emotion scales of Positive and Negative Affect Schedule ‒ Expanded Form. Maladaptive coping strategies (Substance use, Denial and Behavioral disengagement) were assessed by COPE Inventory.
Results: Four linear regressions were performed, with the maladaptive coping strategies as the predictor set, and negative emotional states (hostility, fear, guilt and sadness) as criteria. In the first one, Hostility (F(3,218)=4.036; p<.01) was predicted by Substance use (β=.183; t=2.710; p<.01); in the second, Denial (β=.203; t=2.831; p<.01) stood out as a predictor of Fear [F(3,218)=4.215; p<.01], in the third both Substance use (β=.262; t=4.072; p<.001) and Behavioral disengagement (β=.149; t=2.142; p<.05) predicted Guilt [F(3,218)=12.255; p<.001] and in the fourth Sadness [F(3,218)=5.222; p<.01] was also predicted by Substance use (β=.165; t=2.466; p<.01) and Behavioral disengagement (β=.144; t=1.992; p<.05).
Conclusion: The results confirm positive correlation between maladaptive coping strategies and negative emotions and reveal different roles maladaptive coping strategies have in predicting basic negative emotions during the COVID-19 pandemic. These findings could be of importance in preparing future special educators and rehabilitators for their professional challenges.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - 11. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 29–30.10.2021.",
title = "Poricanje, povlačenje i (zlo)upotreba supstanci: prediktori negativnih emocija tokom pandemije covid-19, Denying, disengaging and substance (ab)use: predictors of negative emotions during the covid-19 pandemic",
pages = "248-241",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3783"
}

Antić, S., Mijatović, L.,& Strižak, N.. (2021). Poricanje, povlačenje i (zlo)upotreba supstanci: prediktori negativnih emocija tokom pandemije covid-19. in Zbornik radova - 11. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 29–30.10.2021.
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation., 241-248.
https://hdl.handle.net/21.15107/rcub_rfasper_3783

Antić S, Mijatović L, Strižak N. Poricanje, povlačenje i (zlo)upotreba supstanci: prediktori negativnih emocija tokom pandemije covid-19. in Zbornik radova - 11. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 29–30.10.2021.. 2021;:241-248.
https://hdl.handle.net/21.15107/rcub_rfasper_3783 .

Antić, Slobodanka, Mijatović, Luka, Strižak, Nevena, "Poricanje, povlačenje i (zlo)upotreba supstanci: prediktori negativnih emocija tokom pandemije covid-19" in Zbornik radova - 11. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 29–30.10.2021. (2021):241-248,
https://hdl.handle.net/21.15107/rcub_rfasper_3783 .

TY  - CONF
AU  - Antić, Slobodanka
AU  - Mijatović, Luka
AU  - Strižak, Nevena
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3693
AB  - Uvod: Tokom perioda produžene krize javnog zdravlja doživljavamo različita negativna osećanja i primenjujemo široki spektar adaptivnih i maladaptivnih strategija prevladavanja. Najčešće manifestacije maladaptivnog prevladavanja su poricanje, povlačenje i zloupotreba supstanci sa ciljem redukovanja stresa. Od posebnog značaja je ispitivanje reakcija i maladaptivnih strategija kod studentkinja specijalne edukacije i rehabilitacije, s obzirom na to da se radi o budućim pružaocima profesionalne podrške osetljivim grupama.
Cilj: Cilj aktuelne studije je istraživanje prediktivne uloge maladaptivnih strategija prevladavanja u doživljavanju različitih negativnih emocija tokom pandemije COVID-19.
Metod: Učesnici u ovom onlajn istraživanju su studentkinje specijalne edukacije i rehabilitacije (N=222) na Univerzitetu u Beogradu. Podaci o doživljenom strahu, hostilnosti, krivici i tugi, dobijeni su putem skale osnovnih negativnih emocija Inventara za procenu pozitivnog i negativnog afekta (Positive and Negative Affect Schedule - Expanded Form). Maladaptivne strategije prevladavanja (Upotreba supstanci, Poricanje i Povlačenje) procenjene su inventarom COPE.
Rezultati: Testirana su četiri linearna regresiona modela sa maladaptivnim strategijama prevladavanja kao prediktorima i negativnim emocijama (hostilnost, strah, krivica i tuga) kao kriterijumskim varijablama. U prvom modelu, Hostilnost [F(3,218)=4,036; p<0,01] se predviđa putem Upotrebe supstanci (3=0,183; t=2,710; p<0,01); u drugom se Poricanje (3=0,203; t=2,831; p<0,01) izdvaja kao prediktor Straha [F(3,218)=4,215; p<0,01]; u trećem i Upotreba supstanci (3=0,262; t=4,072; p<0,001) i Povlačenje (3=0,149; t=2,142; p<0,05) predviđaju Krivicu [F(3,218)=12,255; p<0,001]; i u četvrtom modelu, Tugu [F(3,218)=5,222; p<0,01] takođe predviđaju Upotreba supstanci (3=0,165; t=2,466; p<0,01) i Povlačenje (3=0,144; t=1,992; p<0,05). Zaključak: Rezultati potvrđuju pozitivnu vezu između intenziteta negativnih osećanja i korišćenja maladaptivnih strategija prevladavanja, ali i otkrivaju različite uloge maladaptivnih strategija u predikciji osnovnih negativnih emocija tokom pandemije COVID-19. Dobijeni nalazi mogu biti od značaja u pripremi i obrazovanju studenata specijalne edukacije i rehabilitacije za njihove buduće profesionalne izazove.
AB  - Introduction: During the period of prolonged public health crisis, one can experience various negative emotional states and apply a wide range of different adaptive and maladaptive coping strategies. The most frequent maladaptive coping manifestations are denial, behavioral disengagement and substance abuse to reduce distress. Since they are the future supporters of the vulnerable, it is of particular interest to examine the reactions of special education students, and the strategies they use to cope with stress in a maladaptive way.
Aim: The aim of the present study was to explore predictive roles of maladaptive coping strategies in different negative emotional states throughout the COVID-19 pandemic.
Method: Participants in this online research were 222 special education and rehabilitation female students from the University of Belgrade. Data on fear, hostility, guilt and sadness was collected using negative emotion scales of Positive and Negative Affect Schedule - Expanded Form. Maladaptive coping strategies (Substance use, Denial and Behavioral disengagement) were assessed by COPE Inventory.
Results: Four linear regressions were performed, with the maladaptive coping strategies as the predictor set, and negative emotional states (hostility, fear, guilt and sadness) as criteria. In the first one, Hostility (F(3,218)=4.036; p<.01) was predicted by Substance use (£=.183; t=2.710; p<.01); in the second, Denial (£=.203; t=2.831; p<.01) stood out as a predictor of Fear [F(3,218)= 4.215; p<.01], in the third both Substance use (£=.262; t=4.072; p<.001) and Behavioral disengagement (£=.149; t=2.142; p<.05) predicted Guilt [F(3,218)=12.255; p<.001] and in the fourth Sadness [F(3,218)= 5.222; p<.01] was also predicted by Substance use (£=.165; t=2.466; p<.01) and Behavioral disengagement (£=.144; t=1.992; p<.05).
Conclusion: The results confirm positive correlation between maladaptive coping strategies and negative emotions and reveal different roles maladaptive coping strategies have in predicting basic negative emotions during the COVID-19 pandemic. These findings could be of importance in preparing future special educators and rehabilitators for their professional challenges.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik rezimea – 11. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 29–30.10.2021.
T1  - Poricanje, povlačenje i (zlo)upotreba supstanci: prediktori negativnih emocija tokom pandemije covid-19
T1  - Denying, disengaging and substance (ab)use: predictors of negative emotions during the covid-19 pandemic
EP  - 97
SP  - 96
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3693
ER  - 

@conference{
author = "Antić, Slobodanka and Mijatović, Luka and Strižak, Nevena",
year = "2021",
abstract = "Uvod: Tokom perioda produžene krize javnog zdravlja doživljavamo različita negativna osećanja i primenjujemo široki spektar adaptivnih i maladaptivnih strategija prevladavanja. Najčešće manifestacije maladaptivnog prevladavanja su poricanje, povlačenje i zloupotreba supstanci sa ciljem redukovanja stresa. Od posebnog značaja je ispitivanje reakcija i maladaptivnih strategija kod studentkinja specijalne edukacije i rehabilitacije, s obzirom na to da se radi o budućim pružaocima profesionalne podrške osetljivim grupama.
Cilj: Cilj aktuelne studije je istraživanje prediktivne uloge maladaptivnih strategija prevladavanja u doživljavanju različitih negativnih emocija tokom pandemije COVID-19.
Metod: Učesnici u ovom onlajn istraživanju su studentkinje specijalne edukacije i rehabilitacije (N=222) na Univerzitetu u Beogradu. Podaci o doživljenom strahu, hostilnosti, krivici i tugi, dobijeni su putem skale osnovnih negativnih emocija Inventara za procenu pozitivnog i negativnog afekta (Positive and Negative Affect Schedule - Expanded Form). Maladaptivne strategije prevladavanja (Upotreba supstanci, Poricanje i Povlačenje) procenjene su inventarom COPE.
Rezultati: Testirana su četiri linearna regresiona modela sa maladaptivnim strategijama prevladavanja kao prediktorima i negativnim emocijama (hostilnost, strah, krivica i tuga) kao kriterijumskim varijablama. U prvom modelu, Hostilnost [F(3,218)=4,036; p<0,01] se predviđa putem Upotrebe supstanci (3=0,183; t=2,710; p<0,01); u drugom se Poricanje (3=0,203; t=2,831; p<0,01) izdvaja kao prediktor Straha [F(3,218)=4,215; p<0,01]; u trećem i Upotreba supstanci (3=0,262; t=4,072; p<0,001) i Povlačenje (3=0,149; t=2,142; p<0,05) predviđaju Krivicu [F(3,218)=12,255; p<0,001]; i u četvrtom modelu, Tugu [F(3,218)=5,222; p<0,01] takođe predviđaju Upotreba supstanci (3=0,165; t=2,466; p<0,01) i Povlačenje (3=0,144; t=1,992; p<0,05). Zaključak: Rezultati potvrđuju pozitivnu vezu između intenziteta negativnih osećanja i korišćenja maladaptivnih strategija prevladavanja, ali i otkrivaju različite uloge maladaptivnih strategija u predikciji osnovnih negativnih emocija tokom pandemije COVID-19. Dobijeni nalazi mogu biti od značaja u pripremi i obrazovanju studenata specijalne edukacije i rehabilitacije za njihove buduće profesionalne izazove., Introduction: During the period of prolonged public health crisis, one can experience various negative emotional states and apply a wide range of different adaptive and maladaptive coping strategies. The most frequent maladaptive coping manifestations are denial, behavioral disengagement and substance abuse to reduce distress. Since they are the future supporters of the vulnerable, it is of particular interest to examine the reactions of special education students, and the strategies they use to cope with stress in a maladaptive way.
Aim: The aim of the present study was to explore predictive roles of maladaptive coping strategies in different negative emotional states throughout the COVID-19 pandemic.
Method: Participants in this online research were 222 special education and rehabilitation female students from the University of Belgrade. Data on fear, hostility, guilt and sadness was collected using negative emotion scales of Positive and Negative Affect Schedule - Expanded Form. Maladaptive coping strategies (Substance use, Denial and Behavioral disengagement) were assessed by COPE Inventory.
Results: Four linear regressions were performed, with the maladaptive coping strategies as the predictor set, and negative emotional states (hostility, fear, guilt and sadness) as criteria. In the first one, Hostility (F(3,218)=4.036; p<.01) was predicted by Substance use (£=.183; t=2.710; p<.01); in the second, Denial (£=.203; t=2.831; p<.01) stood out as a predictor of Fear [F(3,218)= 4.215; p<.01], in the third both Substance use (£=.262; t=4.072; p<.001) and Behavioral disengagement (£=.149; t=2.142; p<.05) predicted Guilt [F(3,218)=12.255; p<.001] and in the fourth Sadness [F(3,218)= 5.222; p<.01] was also predicted by Substance use (£=.165; t=2.466; p<.01) and Behavioral disengagement (£=.144; t=1.992; p<.05).
Conclusion: The results confirm positive correlation between maladaptive coping strategies and negative emotions and reveal different roles maladaptive coping strategies have in predicting basic negative emotions during the COVID-19 pandemic. These findings could be of importance in preparing future special educators and rehabilitators for their professional challenges.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik rezimea – 11. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 29–30.10.2021.",
title = "Poricanje, povlačenje i (zlo)upotreba supstanci: prediktori negativnih emocija tokom pandemije covid-19, Denying, disengaging and substance (ab)use: predictors of negative emotions during the covid-19 pandemic",
pages = "97-96",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3693"
}

Antić, S., Mijatović, L.,& Strižak, N.. (2021). Poricanje, povlačenje i (zlo)upotreba supstanci: prediktori negativnih emocija tokom pandemije covid-19. in Zbornik rezimea – 11. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 29–30.10.2021.
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation., 96-97.
https://hdl.handle.net/21.15107/rcub_rfasper_3693

Antić S, Mijatović L, Strižak N. Poricanje, povlačenje i (zlo)upotreba supstanci: prediktori negativnih emocija tokom pandemije covid-19. in Zbornik rezimea – 11. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 29–30.10.2021.. 2021;:96-97.
https://hdl.handle.net/21.15107/rcub_rfasper_3693 .

Antić, Slobodanka, Mijatović, Luka, Strižak, Nevena, "Poricanje, povlačenje i (zlo)upotreba supstanci: prediktori negativnih emocija tokom pandemije covid-19" in Zbornik rezimea – 11. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 29–30.10.2021. (2021):96-97,
https://hdl.handle.net/21.15107/rcub_rfasper_3693 .

TY  - CONF
AU  - Mijatović, Luka
AU  - Strižak, Nevena
AU  - Antić, Slobodanka
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4074
AB  - Aktuelna zdravstvena kriza značajno je izmenila procese nastave i učenja i bitno uticala na svakodnevno funkcionisanje studentske populacije. Brojna istraživanja ističu negativne efekte zatvaranja fakulteta i prelaska na onlajn nastavu na mentalno zdravlje studenata. Na uzorku od 233 studenta specijalne edukacije i rehabilitacije ispitan je doživljaj akademskog stresa, kao cilj ovog istraživanja. Primenjena je Skala opaženog akademskog stresa kojom se procenjuje doživljen stres u vezi sa akademskom samopercepcijom, fa- kultetskim obavezama i ispitima i akademskim očekivanjima. Poređenjem sko- rova na supskalama ovog instrumenta, uočeno je da studentima najznačajniji izvor stresa predstavljaju fakultetske obaveze i ispiti i brige u vezi sa uspe- hom u ovim obavezama. Osim toga, na osnovu odgovora na pojedinim tvrdnjama, zapaža se rizik od građenja negativne akademske samopercepcije što ukazuje na neophodnost prevencije u ovom domenu.
AB  - Current health crisis has a significant impact on everyday lives of university students, and affected the processes of teaching and learning. Numerous studies indicate that closing the faculties and switching to online teaching had a negative impact on student’s mental health. The experience of academic stress was examined on a sample of 233 students of special education and rehabilitation. The Perceived Academic Stress Scale was applied to assess perceived stress in relation to academic self-perception, faculty obligations and exams, and academic expectations. Comparing the scores on the subscales of this instrument suggests that the most significant source of stress for students are the university obligations, exams and worries related to achieving results in them.
In addition, based on the answers to certain items, the risk of building a negative academic self-perception is noticed and the necessity of prevention in this domain is pointed out.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova - Nacionalni naučni skup "Specijalna edukacija i rehabilitacija u uslovima pandemije Covid 19", Beograd, Srbija, 23. decembar 2021. godine
T1  - Doživljaj akademskog stresa kod studenata specijalne edukacije i rehabilitacije tokom pandemije Kovid-19
T1  - Perception of academic stress among special education and rehabilitation students during Covid-19 pandemic
EP  - 110
SP  - 103
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4074
ER  - 

@conference{
author = "Mijatović, Luka and Strižak, Nevena and Antić, Slobodanka",
year = "2021",
abstract = "Aktuelna zdravstvena kriza značajno je izmenila procese nastave i učenja i bitno uticala na svakodnevno funkcionisanje studentske populacije. Brojna istraživanja ističu negativne efekte zatvaranja fakulteta i prelaska na onlajn nastavu na mentalno zdravlje studenata. Na uzorku od 233 studenta specijalne edukacije i rehabilitacije ispitan je doživljaj akademskog stresa, kao cilj ovog istraživanja. Primenjena je Skala opaženog akademskog stresa kojom se procenjuje doživljen stres u vezi sa akademskom samopercepcijom, fa- kultetskim obavezama i ispitima i akademskim očekivanjima. Poređenjem sko- rova na supskalama ovog instrumenta, uočeno je da studentima najznačajniji izvor stresa predstavljaju fakultetske obaveze i ispiti i brige u vezi sa uspe- hom u ovim obavezama. Osim toga, na osnovu odgovora na pojedinim tvrdnjama, zapaža se rizik od građenja negativne akademske samopercepcije što ukazuje na neophodnost prevencije u ovom domenu., Current health crisis has a significant impact on everyday lives of university students, and affected the processes of teaching and learning. Numerous studies indicate that closing the faculties and switching to online teaching had a negative impact on student’s mental health. The experience of academic stress was examined on a sample of 233 students of special education and rehabilitation. The Perceived Academic Stress Scale was applied to assess perceived stress in relation to academic self-perception, faculty obligations and exams, and academic expectations. Comparing the scores on the subscales of this instrument suggests that the most significant source of stress for students are the university obligations, exams and worries related to achieving results in them.
In addition, based on the answers to certain items, the risk of building a negative academic self-perception is noticed and the necessity of prevention in this domain is pointed out.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - Nacionalni naučni skup "Specijalna edukacija i rehabilitacija u uslovima pandemije Covid 19", Beograd, Srbija, 23. decembar 2021. godine",
title = "Doživljaj akademskog stresa kod studenata specijalne edukacije i rehabilitacije tokom pandemije Kovid-19, Perception of academic stress among special education and rehabilitation students during Covid-19 pandemic",
pages = "110-103",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4074"
}

Mijatović, L., Strižak, N.,& Antić, S.. (2021). Doživljaj akademskog stresa kod studenata specijalne edukacije i rehabilitacije tokom pandemije Kovid-19. in Zbornik radova - Nacionalni naučni skup "Specijalna edukacija i rehabilitacija u uslovima pandemije Covid 19", Beograd, Srbija, 23. decembar 2021. godine
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation., 103-110.
https://hdl.handle.net/21.15107/rcub_rfasper_4074

Mijatović L, Strižak N, Antić S. Doživljaj akademskog stresa kod studenata specijalne edukacije i rehabilitacije tokom pandemije Kovid-19. in Zbornik radova - Nacionalni naučni skup "Specijalna edukacija i rehabilitacija u uslovima pandemije Covid 19", Beograd, Srbija, 23. decembar 2021. godine. 2021;:103-110.
https://hdl.handle.net/21.15107/rcub_rfasper_4074 .

Mijatović, Luka, Strižak, Nevena, Antić, Slobodanka, "Doživljaj akademskog stresa kod studenata specijalne edukacije i rehabilitacije tokom pandemije Kovid-19" in Zbornik radova - Nacionalni naučni skup "Specijalna edukacija i rehabilitacija u uslovima pandemije Covid 19", Beograd, Srbija, 23. decembar 2021. godine (2021):103-110,
https://hdl.handle.net/21.15107/rcub_rfasper_4074 .

TY  - CONF
AU  - Antić, Slobodanka
AU  - Strižak, Nevena
AU  - Mijatović, Luka
AU  - Pešikan, Ana
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3875
PB  - Institut za psihologiju i Laboratorija za eksperimentalnu psihologiju
C3  - XXVII naučni skup Empirijska istraživanja u psihologiji [Knjiga rezimea]
T1  - Izazovi učenja u uslovima COVID-19 pandemije – percepcija studenata
SP  - 67
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3875
ER  - 

@conference{
author = "Antić, Slobodanka and Strižak, Nevena and Mijatović, Luka and Pešikan, Ana",
year = "2021",
publisher = "Institut za psihologiju i Laboratorija za eksperimentalnu psihologiju",
journal = "XXVII naučni skup Empirijska istraživanja u psihologiji [Knjiga rezimea]",
title = "Izazovi učenja u uslovima COVID-19 pandemije – percepcija studenata",
pages = "67",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3875"
}

Antić, S., Strižak, N., Mijatović, L.,& Pešikan, A.. (2021). Izazovi učenja u uslovima COVID-19 pandemije – percepcija studenata. in XXVII naučni skup Empirijska istraživanja u psihologiji [Knjiga rezimea]
Institut za psihologiju i Laboratorija za eksperimentalnu psihologiju., 67.
https://hdl.handle.net/21.15107/rcub_rfasper_3875

Antić S, Strižak N, Mijatović L, Pešikan A. Izazovi učenja u uslovima COVID-19 pandemije – percepcija studenata. in XXVII naučni skup Empirijska istraživanja u psihologiji [Knjiga rezimea]. 2021;:67.
https://hdl.handle.net/21.15107/rcub_rfasper_3875 .

Antić, Slobodanka, Strižak, Nevena, Mijatović, Luka, Pešikan, Ana, "Izazovi učenja u uslovima COVID-19 pandemije – percepcija studenata" in XXVII naučni skup Empirijska istraživanja u psihologiji [Knjiga rezimea] (2021):67,
https://hdl.handle.net/21.15107/rcub_rfasper_3875 .

TY  - CONF
AU  - Pešikan, Ana
AU  - Antić, Slobodanka
AU  - Ivić, Ivan
PY  - 2020
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3313
PB  - Scottsdale, Az: Information Age Publishing
T1  - Rural Education in Serbia: Conflict Between Rhetoric and Reality
EP  - 175
SP  - 145
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3313
ER  - 

@conference{
author = "Pešikan, Ana and Antić, Slobodanka and Ivić, Ivan",
year = "2020",
publisher = "Scottsdale, Az: Information Age Publishing",
title = "Rural Education in Serbia: Conflict Between Rhetoric and Reality",
pages = "175-145",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3313"
}

Pešikan, A., Antić, S.,& Ivić, I.. (2020). Rural Education in Serbia: Conflict Between Rhetoric and Reality. 
Scottsdale, Az: Information Age Publishing., 145-175.
https://hdl.handle.net/21.15107/rcub_rfasper_3313

Pešikan A, Antić S, Ivić I. Rural Education in Serbia: Conflict Between Rhetoric and Reality. 2020;:145-175.
https://hdl.handle.net/21.15107/rcub_rfasper_3313 .

Pešikan, Ana, Antić, Slobodanka, Ivić, Ivan, "Rural Education in Serbia: Conflict Between Rhetoric and Reality" (2020):145-175,
https://hdl.handle.net/21.15107/rcub_rfasper_3313 .

TY  - CONF
AU  - Pešikan, Ana
AU  - Jovanović, Olja
AU  - Antić, Slobodanka
AU  - Mićić, Katarina
PY  - 2020
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3258
C3  - Book of Abstracts: Coronavirus pandemic and the education of children vulnerable to exclusion: Critical lessons for practice and policy in an altered world
T1  - Education Equity in the Age of COVID-19: A Rural Lens
EP  - 7
SP  - 7
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3258
ER  - 

@conference{
author = "Pešikan, Ana and Jovanović, Olja and Antić, Slobodanka and Mićić, Katarina",
year = "2020",
journal = "Book of Abstracts: Coronavirus pandemic and the education of children vulnerable to exclusion: Critical lessons for practice and policy in an altered world",
title = "Education Equity in the Age of COVID-19: A Rural Lens",
pages = "7-7",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3258"
}

Pešikan, A., Jovanović, O., Antić, S.,& Mićić, K.. (2020). Education Equity in the Age of COVID-19: A Rural Lens. in Book of Abstracts: Coronavirus pandemic and the education of children vulnerable to exclusion: Critical lessons for practice and policy in an altered world, 7-7.
https://hdl.handle.net/21.15107/rcub_rfasper_3258

Pešikan A, Jovanović O, Antić S, Mićić K. Education Equity in the Age of COVID-19: A Rural Lens. in Book of Abstracts: Coronavirus pandemic and the education of children vulnerable to exclusion: Critical lessons for practice and policy in an altered world. 2020;:7-7.
https://hdl.handle.net/21.15107/rcub_rfasper_3258 .

Pešikan, Ana, Jovanović, Olja, Antić, Slobodanka, Mićić, Katarina, "Education Equity in the Age of COVID-19: A Rural Lens" in Book of Abstracts: Coronavirus pandemic and the education of children vulnerable to exclusion: Critical lessons for practice and policy in an altered world (2020):7-7,
https://hdl.handle.net/21.15107/rcub_rfasper_3258 .

TY  - CONF
AU  - Antić, Slobodanka
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3243
C3  - U: A. Pešikan i J.Stevanović, (Ur.), Udžbenik: Stara tema pred izazovima savremenog doba. Beograd: Institut za pedagoška istraživanja
T1  - Učenik i udžbenik: Interakcija u procesu nastave/učenja
EP  - 67
SP  - 53
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3243
ER  - 

@conference{
author = "Antić, Slobodanka",
year = "2019",
journal = "U: A. Pešikan i J.Stevanović, (Ur.), Udžbenik: Stara tema pred izazovima savremenog doba. Beograd: Institut za pedagoška istraživanja",
title = "Učenik i udžbenik: Interakcija u procesu nastave/učenja",
pages = "67-53",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3243"
}

Antić, S.. (2019). Učenik i udžbenik: Interakcija u procesu nastave/učenja. in U: A. Pešikan i J.Stevanović, (Ur.), Udžbenik: Stara tema pred izazovima savremenog doba. Beograd: Institut za pedagoška istraživanja, 53-67.
https://hdl.handle.net/21.15107/rcub_rfasper_3243

Antić S. Učenik i udžbenik: Interakcija u procesu nastave/učenja. in U: A. Pešikan i J.Stevanović, (Ur.), Udžbenik: Stara tema pred izazovima savremenog doba. Beograd: Institut za pedagoška istraživanja. 2019;:53-67.
https://hdl.handle.net/21.15107/rcub_rfasper_3243 .

Antić, Slobodanka, "Učenik i udžbenik: Interakcija u procesu nastave/učenja" in U: A. Pešikan i J.Stevanović, (Ur.), Udžbenik: Stara tema pred izazovima savremenog doba. Beograd: Institut za pedagoška istraživanja (2019):53-67,
https://hdl.handle.net/21.15107/rcub_rfasper_3243 .

TY  - CONF
AU  - Pešikan, Ana
AU  - Antić, Slobodanka
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3100
PB  - Ljubljana: Pedagoška fakulteta
C3  - U: S.Gaber i V. Tašner (Ur.). Misliti socijalne inovacije
T1  - Izobraževanje: od žrtvne družbenega dogajanja do dejavnika družbenih sprememb
EP  - 300
SP  - 294
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3100
ER  - 

@conference{
author = "Pešikan, Ana and Antić, Slobodanka",
year = "2019",
publisher = "Ljubljana: Pedagoška fakulteta",
journal = "U: S.Gaber i V. Tašner (Ur.). Misliti socijalne inovacije",
title = "Izobraževanje: od žrtvne družbenega dogajanja do dejavnika družbenih sprememb",
pages = "300-294",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3100"
}

Pešikan, A.,& Antić, S.. (2019). Izobraževanje: od žrtvne družbenega dogajanja do dejavnika družbenih sprememb. in U: S.Gaber i V. Tašner (Ur.). Misliti socijalne inovacije
Ljubljana: Pedagoška fakulteta., 294-300.
https://hdl.handle.net/21.15107/rcub_rfasper_3100

Pešikan A, Antić S. Izobraževanje: od žrtvne družbenega dogajanja do dejavnika družbenih sprememb. in U: S.Gaber i V. Tašner (Ur.). Misliti socijalne inovacije. 2019;:294-300.
https://hdl.handle.net/21.15107/rcub_rfasper_3100 .

Pešikan, Ana, Antić, Slobodanka, "Izobraževanje: od žrtvne družbenega dogajanja do dejavnika družbenih sprememb" in U: S.Gaber i V. Tašner (Ur.). Misliti socijalne inovacije (2019):294-300,
https://hdl.handle.net/21.15107/rcub_rfasper_3100 .

TY  - JOUR
AU  - Antić, Slobodanka
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1164
AB  - The aim of the qualitative study presented in this paper was to explore primary school students' perspectives on the use of textbooks. Using a questionnaire and semi-structured in-depth interviews, we examined several aspects of cognitive patterns in textbook study: the general approach and attitudes to highlighting text as the basic intellectual technique of studying a text, the attitude of students towards the structural components of textbooks, and the quality of students' metacognitive monitoring of the comprehension process during textbook study. The findings show that the majority of students' cognitive patterns when studying from textbooks are characterized by the following: there is no developed strategy of working with the text; textbooks tend to be viewed as a list of isolated pieces of information that should be memorized; students fail to recognize the utility of the structural components of textbooks designed to aid comprehension of the educational content. In addition, students show insufficiently developed metacognitive regulation of the text comprehension monitoring process. In order for a textbook to perform its educative functions, it is not enough (although it is a prerequisite) that it be designed as learning support - it is also necessary for students to recognize it as such. This leads us to conclude that a focus on textbooks themselves, as well as on strategies of textbook study, should become part of the regular teaching process in the school context.
AB  - Cilj kvalitativnog istraživanja koje je predstavljeno u ovom radu bio je da se predstavi perspektiva učenika osnovne škole u odnosu na korišćenje udžbenika. Primenom upitnika i polustrukturiranog dubinskog intervjua ispitivali smo nekoliko aspekata kognitivnih obrazaca rada na udžbeniku: opšti pristup i odnos prema podvlačenju teksta kao osnovnoj intelektualnoj tehnici rada na tekstu, odnos učenika prema strukturalnim komponentama udžbenika i kvalitet učeničkog metakognitivnog praćenja procesa razumevanja u toku učenja iz udžbenika. Nalazi pokazuju da kod većine učenika u njihovim kognitivnim obrascima rada na udžbeniku: nema izgrađene strategije rada na tekstu; dominira odnos prema udžbeniku kao prema listi izolovanih informacija koje treba memorisati; ne prepoznaju upotrebljivost strukturalnih komponenata udžbenika koje su konstruisane da im budu podrška u razumevanju sadržaja koji uče. Dodatno, učenici pokazuju nedovoljno razvijenu metakognitivnu regulaciju procesa praćenja razumevanja teksta. Da bi udžbenik mogao da ostvari svoje pedagoške funkcije, nije dovoljno (iako je preduslov) da bude konstruisan tako da bude podrška učenju, već je neophodno da ga učenici prepoznaju kao potporno sredstvo za izgradnju znanja. To vodi zaključku da je neophodno da sam udžbenik, kao i strategije rada na udžbeniku postanu deo redovnog nastavnog procesa u školskom kontekstu.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Students' cognitive patterns of textbook use in the learning process: The students' perspective
T1  - Učenički kognitivni obrasci upotrebe udžbenika u procesu učenja - perspektiva učenika
EP  - 234
IS  - 2
SP  - 219
VL  - 67
DO  - 10.5937/nasvas1802219A
ER  - 

@article{
author = "Antić, Slobodanka",
year = "2018",
abstract = "The aim of the qualitative study presented in this paper was to explore primary school students' perspectives on the use of textbooks. Using a questionnaire and semi-structured in-depth interviews, we examined several aspects of cognitive patterns in textbook study: the general approach and attitudes to highlighting text as the basic intellectual technique of studying a text, the attitude of students towards the structural components of textbooks, and the quality of students' metacognitive monitoring of the comprehension process during textbook study. The findings show that the majority of students' cognitive patterns when studying from textbooks are characterized by the following: there is no developed strategy of working with the text; textbooks tend to be viewed as a list of isolated pieces of information that should be memorized; students fail to recognize the utility of the structural components of textbooks designed to aid comprehension of the educational content. In addition, students show insufficiently developed metacognitive regulation of the text comprehension monitoring process. In order for a textbook to perform its educative functions, it is not enough (although it is a prerequisite) that it be designed as learning support - it is also necessary for students to recognize it as such. This leads us to conclude that a focus on textbooks themselves, as well as on strategies of textbook study, should become part of the regular teaching process in the school context., Cilj kvalitativnog istraživanja koje je predstavljeno u ovom radu bio je da se predstavi perspektiva učenika osnovne škole u odnosu na korišćenje udžbenika. Primenom upitnika i polustrukturiranog dubinskog intervjua ispitivali smo nekoliko aspekata kognitivnih obrazaca rada na udžbeniku: opšti pristup i odnos prema podvlačenju teksta kao osnovnoj intelektualnoj tehnici rada na tekstu, odnos učenika prema strukturalnim komponentama udžbenika i kvalitet učeničkog metakognitivnog praćenja procesa razumevanja u toku učenja iz udžbenika. Nalazi pokazuju da kod većine učenika u njihovim kognitivnim obrascima rada na udžbeniku: nema izgrađene strategije rada na tekstu; dominira odnos prema udžbeniku kao prema listi izolovanih informacija koje treba memorisati; ne prepoznaju upotrebljivost strukturalnih komponenata udžbenika koje su konstruisane da im budu podrška u razumevanju sadržaja koji uče. Dodatno, učenici pokazuju nedovoljno razvijenu metakognitivnu regulaciju procesa praćenja razumevanja teksta. Da bi udžbenik mogao da ostvari svoje pedagoške funkcije, nije dovoljno (iako je preduslov) da bude konstruisan tako da bude podrška učenju, već je neophodno da ga učenici prepoznaju kao potporno sredstvo za izgradnju znanja. To vodi zaključku da je neophodno da sam udžbenik, kao i strategije rada na udžbeniku postanu deo redovnog nastavnog procesa u školskom kontekstu.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Students' cognitive patterns of textbook use in the learning process: The students' perspective, Učenički kognitivni obrasci upotrebe udžbenika u procesu učenja - perspektiva učenika",
pages = "234-219",
number = "2",
volume = "67",
doi = "10.5937/nasvas1802219A"
}

Antić, S.. (2018). Students' cognitive patterns of textbook use in the learning process: The students' perspective. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 67(2), 219-234.
https://doi.org/10.5937/nasvas1802219A

Antić S. Students' cognitive patterns of textbook use in the learning process: The students' perspective. in Nastava i vaspitanje. 2018;67(2):219-234.
doi:10.5937/nasvas1802219A .

Antić, Slobodanka, "Students' cognitive patterns of textbook use in the learning process: The students' perspective" in Nastava i vaspitanje, 67, no. 2 (2018):219-234,
https://doi.org/10.5937/nasvas1802219A . .

TY  - JOUR
AU  - Antić, Slobodanka
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1159
AB  - By pointing to the significance of the concept of resistance to learning, the paper is aimed at enhancing understanding of the attitude of pupils/students towards teachers, the teaching/learning process, educational process in general, and, consequently, learning outcomes. The concept refers to all oppositional behaviours of an individual in the educational context. The paper provides an overview of different ways of demonstrating resistance to learning and systematically presents different sources of this phenomenon, which can be explained by the developmental characteristics of the age, the very nature of the learning process, the characteristics of the teaching/learning process, the nature of the relationship with the teacher and the relations within an institution (school/faculty), and the socio-cultural milieu from which the pupil/student comes. The interpretation of the phenomenon is placed within the social constructivist explanatory framework. The strategies and methods for overcoming resistance to learning have been proposed. The paper points to the necessity of an interdisciplinary approach and holistic understanding of pupils in the teaching process.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Resistance to learning as a relevant factor in the educational process
EP  - 24
IS  - 1
SP  - 7
VL  - 50
DO  - 10.2298/ZIPI1801007A
ER  - 

@article{
author = "Antić, Slobodanka",
year = "2018",
abstract = "By pointing to the significance of the concept of resistance to learning, the paper is aimed at enhancing understanding of the attitude of pupils/students towards teachers, the teaching/learning process, educational process in general, and, consequently, learning outcomes. The concept refers to all oppositional behaviours of an individual in the educational context. The paper provides an overview of different ways of demonstrating resistance to learning and systematically presents different sources of this phenomenon, which can be explained by the developmental characteristics of the age, the very nature of the learning process, the characteristics of the teaching/learning process, the nature of the relationship with the teacher and the relations within an institution (school/faculty), and the socio-cultural milieu from which the pupil/student comes. The interpretation of the phenomenon is placed within the social constructivist explanatory framework. The strategies and methods for overcoming resistance to learning have been proposed. The paper points to the necessity of an interdisciplinary approach and holistic understanding of pupils in the teaching process.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Resistance to learning as a relevant factor in the educational process",
pages = "24-7",
number = "1",
volume = "50",
doi = "10.2298/ZIPI1801007A"
}

Antić, S.. (2018). Resistance to learning as a relevant factor in the educational process. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 50(1), 7-24.
https://doi.org/10.2298/ZIPI1801007A

Antić S. Resistance to learning as a relevant factor in the educational process. in Zbornik Instituta za pedagoška istraživanja. 2018;50(1):7-24.
doi:10.2298/ZIPI1801007A .

Antić, Slobodanka, "Resistance to learning as a relevant factor in the educational process" in Zbornik Instituta za pedagoška istraživanja, 50, no. 1 (2018):7-24,
https://doi.org/10.2298/ZIPI1801007A . .

TY  - JOUR
AU  - Antić, Slobodanka
AU  - Filipović, Mirko
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1136
AB  - The crisis of formal education leads to constant reconsiderations, both at national and global level. It is considered that educational theory, practice and policy focus dominantly on the formal context of learning while they ignore learning in all other contexts, especially informal. Learning in informal contexts, whether it is intentional or coincidental, conscious or unconscious, is usually perceived as less significant and worthwhile. However, the constructivist and cognitivistic theories of the learning processes emphasize the necessity of recognizing and appreciating all the acquired knowledge and experiences that a person brings to the learning situation. In other words, the quality of formal education cannot be ensured with ignorance of students' knowledge and skills acquired through informal learning. The aim of this paper was to determine students' perspective on their own informal learning. Using qualitative approach, we analyzed students' written statements to determine which informal learning outcomes they were aware of. The second aim was to determine who or what supported those informal learning outcomes from students' perspective. By grouping statements by similarity, we got 13 different categories of learned knowledge and skills (the most common informal learning was the skill of practicing different types of art) and 13 types of support for those learning outcomes (the most common support were information and communication technologies (ICT)). The paper proposes directions for planned integration of students' informal learning into the formal context of studies.
AB  - Kriza formalnog obrazovanja vodi preispitivanjima kako na nacionalnom, tako i na globalnom nivou. Jedan od problema je što obrazovna teorija, praksa i politika zanemaruje učenje u svim drugim kontekstima, posebno informalnim. Učenja u informalnim kontekstima, bilo da su namerna ili slučajna, svesna ili bez svesnosti da se uči, opažaju se kao manje značajna i vredna. Međutim, konstruktivističko i kognitivističko razumevanje prirode saznajnog procesa ukazuje na neophodnost prepoznavanja i uvažavanja svih stečenih znanja i iskustva koje osoba sa sobom donosi u situaciju učenja. Drugim rečima, kvalitet formalnog obrazovanja se ne može osigurati ukoliko se ignoriše i ono što su učenici/studenti stekli kroz informalno učenje. Cilj ovog rada je da utvrdi perspektivu studenata prema vlastitom informalnom učenju. Kvalitativnim pristupom analizirali smo pisane iskaze studenata da bi utvrdili kojih učenja su svesni i ko ili šta su im bili podrške ili modeli za učenje. Grupisanjem iskaza po sličnosti dobili smo 13 različitih kategorija naučenih znanja i veština (od kojih je najzastupljenije učenje vezano za praktikovanje različitih vidova umetnosti) i 13 vidova potpore tim učenjima (od kojih su najzastupljenije informaciono-komunikacione tehnologije (IKT)). U radu se predlažu pravci planskog i osmišljenog integrisanja informalnog učenja studenata u formalni kontekst studija.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Specijalna edukacija i rehabilitacija
T1  - Informal learning from university students' perspective
T1  - Informalno učenje studenata iz njihove perspektive
EP  - 282
IS  - 3
SP  - 265
VL  - 17
DO  - 10.5937/specedreh17-17165
ER  - 

@article{
author = "Antić, Slobodanka and Filipović, Mirko",
year = "2018",
abstract = "The crisis of formal education leads to constant reconsiderations, both at national and global level. It is considered that educational theory, practice and policy focus dominantly on the formal context of learning while they ignore learning in all other contexts, especially informal. Learning in informal contexts, whether it is intentional or coincidental, conscious or unconscious, is usually perceived as less significant and worthwhile. However, the constructivist and cognitivistic theories of the learning processes emphasize the necessity of recognizing and appreciating all the acquired knowledge and experiences that a person brings to the learning situation. In other words, the quality of formal education cannot be ensured with ignorance of students' knowledge and skills acquired through informal learning. The aim of this paper was to determine students' perspective on their own informal learning. Using qualitative approach, we analyzed students' written statements to determine which informal learning outcomes they were aware of. The second aim was to determine who or what supported those informal learning outcomes from students' perspective. By grouping statements by similarity, we got 13 different categories of learned knowledge and skills (the most common informal learning was the skill of practicing different types of art) and 13 types of support for those learning outcomes (the most common support were information and communication technologies (ICT)). The paper proposes directions for planned integration of students' informal learning into the formal context of studies., Kriza formalnog obrazovanja vodi preispitivanjima kako na nacionalnom, tako i na globalnom nivou. Jedan od problema je što obrazovna teorija, praksa i politika zanemaruje učenje u svim drugim kontekstima, posebno informalnim. Učenja u informalnim kontekstima, bilo da su namerna ili slučajna, svesna ili bez svesnosti da se uči, opažaju se kao manje značajna i vredna. Međutim, konstruktivističko i kognitivističko razumevanje prirode saznajnog procesa ukazuje na neophodnost prepoznavanja i uvažavanja svih stečenih znanja i iskustva koje osoba sa sobom donosi u situaciju učenja. Drugim rečima, kvalitet formalnog obrazovanja se ne može osigurati ukoliko se ignoriše i ono što su učenici/studenti stekli kroz informalno učenje. Cilj ovog rada je da utvrdi perspektivu studenata prema vlastitom informalnom učenju. Kvalitativnim pristupom analizirali smo pisane iskaze studenata da bi utvrdili kojih učenja su svesni i ko ili šta su im bili podrške ili modeli za učenje. Grupisanjem iskaza po sličnosti dobili smo 13 različitih kategorija naučenih znanja i veština (od kojih je najzastupljenije učenje vezano za praktikovanje različitih vidova umetnosti) i 13 vidova potpore tim učenjima (od kojih su najzastupljenije informaciono-komunikacione tehnologije (IKT)). U radu se predlažu pravci planskog i osmišljenog integrisanja informalnog učenja studenata u formalni kontekst studija.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Specijalna edukacija i rehabilitacija",
title = "Informal learning from university students' perspective, Informalno učenje studenata iz njihove perspektive",
pages = "282-265",
number = "3",
volume = "17",
doi = "10.5937/specedreh17-17165"
}

Antić, S.,& Filipović, M.. (2018). Informal learning from university students' perspective. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd., 17(3), 265-282.
https://doi.org/10.5937/specedreh17-17165

Antić S, Filipović M. Informal learning from university students' perspective. in Specijalna edukacija i rehabilitacija. 2018;17(3):265-282.
doi:10.5937/specedreh17-17165 .

Antić, Slobodanka, Filipović, Mirko, "Informal learning from university students' perspective" in Specijalna edukacija i rehabilitacija, 17, no. 3 (2018):265-282,
https://doi.org/10.5937/specedreh17-17165 . .

TY  - JOUR
AU  - Antić, Slobodanka
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1115
AB  - The modern educational theory, policy and practice share the dominant interest for the formal learning contexts. However, if learning is defined as a transformation of participation in socio-cultural activities within the community, all learning situations become significant. This includes the learning contexts beyond the formal school environment, e.g. informal learning. If learning is defined as a dynamic, undetermined, contextual social construction, responsible for person's transformation but also for modifying the context of learning, various kinds of informal learning situations should be brought into focus. In the present paper, the relationship between learning in two contexts, formal and informal, is investigated. The most relevant aspects of these teachings/learning processes were compared with respect to their potentials and limitations in preparing the developing person for full participation in the society. Since each person transmits all of his/her experiences through learning contexts, the boundaries between these learning environments are not so clear and stable from the perspective of the one who learns. On the other hand, the boundaries are more visible and relevant for different providers of teaching practice. In the second part of the paper, we proposed some directions as to how to bridge the two contexts of learning effectively and in a planned way.
AB  - U radu se polazi od teze da savremenu obrazovnu teoriju, politiku i praksu karakteriše dominantno interesovanje za formalni kontekst za učenje. S druge strane, ako se učenje shvati kao transformacija participacije u sociokulturnim aktivnostima zajednice, kao socijalna konstrukcija, koja je dinamična, neodređena, kontekstualna, koja menja osobu ali menja i kontekst učenja, postaju značajne sve situacije učenja van formalne školske sredine, odnosno sva informalna učenja. U radu se dovode u vezu specifičnosti učenja u dva konteksta - formalnom i informalnom. Uporedićemo pojedine aspekte tih učenja, potencijale i ograničenja svakog od njih u odnosu na zahtev da se realizuju obrazovni i vaspitni ciljevi kojima se jedinka u razvoju priprema za ravnopravnu participaciju u društvu. Granice između tih okruženja, iz perspektive onoga ko uči, nisu tako jasne i stabilne jer svaka osoba prenosi sva svoja iskustva kroz sve kontekste u kojima uči, one su više vidljive za aktere koji planiraju i realizuju podučavanje. U drugom delu rada predložićemo pravce za plansko uključivanje informalnog učenja u formalni obrazovni kontekst, čime uslovi za razvoj jedinki postaju značajno podsticajniji.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd
T2  - Psihološka istraživanja
T1  - Informal learning seeks its place in formal education contexts
T1  - Informalno učenje traži svoje mesto u formalnim kontekstima obrazovanja
EP  - 60
IS  - 1
SP  - 41
VL  - 21
DO  - 10.5937/PsIstra1801041A
ER  - 

@article{
author = "Antić, Slobodanka",
year = "2018",
abstract = "The modern educational theory, policy and practice share the dominant interest for the formal learning contexts. However, if learning is defined as a transformation of participation in socio-cultural activities within the community, all learning situations become significant. This includes the learning contexts beyond the formal school environment, e.g. informal learning. If learning is defined as a dynamic, undetermined, contextual social construction, responsible for person's transformation but also for modifying the context of learning, various kinds of informal learning situations should be brought into focus. In the present paper, the relationship between learning in two contexts, formal and informal, is investigated. The most relevant aspects of these teachings/learning processes were compared with respect to their potentials and limitations in preparing the developing person for full participation in the society. Since each person transmits all of his/her experiences through learning contexts, the boundaries between these learning environments are not so clear and stable from the perspective of the one who learns. On the other hand, the boundaries are more visible and relevant for different providers of teaching practice. In the second part of the paper, we proposed some directions as to how to bridge the two contexts of learning effectively and in a planned way., U radu se polazi od teze da savremenu obrazovnu teoriju, politiku i praksu karakteriše dominantno interesovanje za formalni kontekst za učenje. S druge strane, ako se učenje shvati kao transformacija participacije u sociokulturnim aktivnostima zajednice, kao socijalna konstrukcija, koja je dinamična, neodređena, kontekstualna, koja menja osobu ali menja i kontekst učenja, postaju značajne sve situacije učenja van formalne školske sredine, odnosno sva informalna učenja. U radu se dovode u vezu specifičnosti učenja u dva konteksta - formalnom i informalnom. Uporedićemo pojedine aspekte tih učenja, potencijale i ograničenja svakog od njih u odnosu na zahtev da se realizuju obrazovni i vaspitni ciljevi kojima se jedinka u razvoju priprema za ravnopravnu participaciju u društvu. Granice između tih okruženja, iz perspektive onoga ko uči, nisu tako jasne i stabilne jer svaka osoba prenosi sva svoja iskustva kroz sve kontekste u kojima uči, one su više vidljive za aktere koji planiraju i realizuju podučavanje. U drugom delu rada predložićemo pravce za plansko uključivanje informalnog učenja u formalni obrazovni kontekst, čime uslovi za razvoj jedinki postaju značajno podsticajniji.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd",
journal = "Psihološka istraživanja",
title = "Informal learning seeks its place in formal education contexts, Informalno učenje traži svoje mesto u formalnim kontekstima obrazovanja",
pages = "60-41",
number = "1",
volume = "21",
doi = "10.5937/PsIstra1801041A"
}

Antić, S.. (2018). Informal learning seeks its place in formal education contexts. in Psihološka istraživanja
Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd., 21(1), 41-60.
https://doi.org/10.5937/PsIstra1801041A

Antić S. Informal learning seeks its place in formal education contexts. in Psihološka istraživanja. 2018;21(1):41-60.
doi:10.5937/PsIstra1801041A .

Antić, Slobodanka, "Informal learning seeks its place in formal education contexts" in Psihološka istraživanja, 21, no. 1 (2018):41-60,
https://doi.org/10.5937/PsIstra1801041A . .

TY  - BOOK
AU  - Arsenović Pavlović, Marina
AU  - Antić, Slobodanka
AU  - Jolić Marjanović, Zorana
PY  - 2017
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2669
AB  - Ovaj udžbenik namenjen je studentkinjama i studentima
Fakulteta za specijalnu edukaciju i rehabilitaciju
(koji se ranije zvao Defektološki fakultet) u Beogradu,
kao i studentima srodnih profila koji će se profesionalno
baviti vaspitanjem i obrazovanjem dece i odraslih. Naše
obrazovanje je u velikoj meri kurikulocentrično i zato ima
smisla pisati ovakve udžbenike, čak i kada su predmeti,
pa i fakulteti, u krizi. Nadamo se da će ovakav udžbenik
bar delimično uputiti studentkinje i studente na probleme
marginalnih grupa u obrazovnom sistemu. Neke od glavnih
tema ovog udžbenika mogle bi se koristiti u obrazovanju
i drugih profila budućih nastavnika i nastavnica, kao i
vaspitača i vaspitačica.
Pod sadašnjim uslovima dodiplomskog obrazovanja
prosvetnih kadrova može doći do njihove dekvalifikacije
i deprofesionalizacije. Ovaj udžbenik može da se koristi
i u radu sa postdiplomcima političkih nauka i lingvističkih
studija. Potrebno je da se u drušvenim naukama
stvori realna slika deteta i čoveka uopšte, da oni postanu vidljivi u obrazovnim programima i sadržajima
drugih medija. Potrebno je da, sem fakulteta, razne lokalne organizacije, centri, klubovi i nevladine
organizacije kroz školske i vanškolske projekte, u kojima će učestvovati i predstavnici manjinskih grupa,
obezbede istinski ozbiljne, uravnotežene i obuhvatne pristupe temama vezanim za žene, decu, starije
osobe, osobe sa različitim vrstama ometenosti. Izučavanjem ovih grupa, društvene nauke treba da sistematski
oblikuju javno mnjenje o njima i da vrše neprekidno medijsko opismenjavanje dece i odraslih.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
T1  - Pedagoška psihologija: udžbenik s priručnikom za vežbe
SP  - 598
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2669
ER  - 

@book{
author = "Arsenović Pavlović, Marina and Antić, Slobodanka and Jolić Marjanović, Zorana",
year = "2017",
abstract = "Ovaj udžbenik namenjen je studentkinjama i studentima
Fakulteta za specijalnu edukaciju i rehabilitaciju
(koji se ranije zvao Defektološki fakultet) u Beogradu,
kao i studentima srodnih profila koji će se profesionalno
baviti vaspitanjem i obrazovanjem dece i odraslih. Naše
obrazovanje je u velikoj meri kurikulocentrično i zato ima
smisla pisati ovakve udžbenike, čak i kada su predmeti,
pa i fakulteti, u krizi. Nadamo se da će ovakav udžbenik
bar delimično uputiti studentkinje i studente na probleme
marginalnih grupa u obrazovnom sistemu. Neke od glavnih
tema ovog udžbenika mogle bi se koristiti u obrazovanju
i drugih profila budućih nastavnika i nastavnica, kao i
vaspitača i vaspitačica.
Pod sadašnjim uslovima dodiplomskog obrazovanja
prosvetnih kadrova može doći do njihove dekvalifikacije
i deprofesionalizacije. Ovaj udžbenik može da se koristi
i u radu sa postdiplomcima političkih nauka i lingvističkih
studija. Potrebno je da se u drušvenim naukama
stvori realna slika deteta i čoveka uopšte, da oni postanu vidljivi u obrazovnim programima i sadržajima
drugih medija. Potrebno je da, sem fakulteta, razne lokalne organizacije, centri, klubovi i nevladine
organizacije kroz školske i vanškolske projekte, u kojima će učestvovati i predstavnici manjinskih grupa,
obezbede istinski ozbiljne, uravnotežene i obuhvatne pristupe temama vezanim za žene, decu, starije
osobe, osobe sa različitim vrstama ometenosti. Izučavanjem ovih grupa, društvene nauke treba da sistematski
oblikuju javno mnjenje o njima i da vrše neprekidno medijsko opismenjavanje dece i odraslih.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
title = "Pedagoška psihologija: udžbenik s priručnikom za vežbe",
pages = "598",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2669"
}

Arsenović Pavlović, M., Antić, S.,& Jolić Marjanović, Z.. (2017). Pedagoška psihologija: udžbenik s priručnikom za vežbe. 
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 598.
https://hdl.handle.net/21.15107/rcub_rfasper_2669

Arsenović Pavlović M, Antić S, Jolić Marjanović Z. Pedagoška psihologija: udžbenik s priručnikom za vežbe. 2017;:598.
https://hdl.handle.net/21.15107/rcub_rfasper_2669 .

Arsenović Pavlović, Marina, Antić, Slobodanka, Jolić Marjanović, Zorana, "Pedagoška psihologija: udžbenik s priručnikom za vežbe" (2017):598,
https://hdl.handle.net/21.15107/rcub_rfasper_2669 .

TY  - CONF
AU  - Antić, Slobodanka
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2514
C3  - Proceedings of the Conference Teaching and learning - Textbooks in the Function of teaching and Learning
T1  - Textbooks in the mosaic of perspectives
EP  - 34
SP  - 21
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2514
ER  - 

@conference{
author = "Antić, Slobodanka",
year = "2016",
journal = "Proceedings of the Conference Teaching and learning - Textbooks in the Function of teaching and Learning",
title = "Textbooks in the mosaic of perspectives",
pages = "34-21",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2514"
}

Antić, S.. (2016). Textbooks in the mosaic of perspectives. in Proceedings of the Conference Teaching and learning - Textbooks in the Function of teaching and Learning, 21-34.
https://hdl.handle.net/21.15107/rcub_rfasper_2514

Antić S. Textbooks in the mosaic of perspectives. in Proceedings of the Conference Teaching and learning - Textbooks in the Function of teaching and Learning. 2016;:21-34.
https://hdl.handle.net/21.15107/rcub_rfasper_2514 .

Antić, Slobodanka, "Textbooks in the mosaic of perspectives" in Proceedings of the Conference Teaching and learning - Textbooks in the Function of teaching and Learning (2016):21-34,
https://hdl.handle.net/21.15107/rcub_rfasper_2514 .

TY  - CONF
AU  - Poleksić, Vesna
AU  - Pešikan, Ana
AU  - Pekić Quarrie, Sofija
AU  - Antić, Slobodanka
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2500
C3  - Quality of university learning and teaching. Peer-reviewed Conference Proceedings
T1  - NaRA - an ICT platform for knowledge exchange: cooperation of subject and learning/teaching experts empowers agricultural knowledge in society
EP  - 122
SP  - 116
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2500
ER  - 

@conference{
author = "Poleksić, Vesna and Pešikan, Ana and Pekić Quarrie, Sofija and Antić, Slobodanka",
year = "2016",
journal = "Quality of university learning and teaching. Peer-reviewed Conference Proceedings",
title = "NaRA - an ICT platform for knowledge exchange: cooperation of subject and learning/teaching experts empowers agricultural knowledge in society",
pages = "122-116",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2500"
}

Poleksić, V., Pešikan, A., Pekić Quarrie, S.,& Antić, S.. (2016). NaRA - an ICT platform for knowledge exchange: cooperation of subject and learning/teaching experts empowers agricultural knowledge in society. in Quality of university learning and teaching. Peer-reviewed Conference Proceedings, 116-122.
https://hdl.handle.net/21.15107/rcub_rfasper_2500

Poleksić V, Pešikan A, Pekić Quarrie S, Antić S. NaRA - an ICT platform for knowledge exchange: cooperation of subject and learning/teaching experts empowers agricultural knowledge in society. in Quality of university learning and teaching. Peer-reviewed Conference Proceedings. 2016;:116-122.
https://hdl.handle.net/21.15107/rcub_rfasper_2500 .

Poleksić, Vesna, Pešikan, Ana, Pekić Quarrie, Sofija, Antić, Slobodanka, "NaRA - an ICT platform for knowledge exchange: cooperation of subject and learning/teaching experts empowers agricultural knowledge in society" in Quality of university learning and teaching. Peer-reviewed Conference Proceedings (2016):116-122,
https://hdl.handle.net/21.15107/rcub_rfasper_2500 .

TY  - CONF
AU  - Antić, Slobodanka
AU  - Poleksić, Vesna
AU  - Pešikan, Ana
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2476
C3  - Proceedings International Symposium on Animal Science
T1  - Smart education for smart agriculture: quality of studying zootechnics from the perspective of graduated zootechnicians
EP  - 113
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2476
ER  - 

@conference{
author = "Antić, Slobodanka and Poleksić, Vesna and Pešikan, Ana",
year = "2016",
journal = "Proceedings International Symposium on Animal Science",
title = "Smart education for smart agriculture: quality of studying zootechnics from the perspective of graduated zootechnicians",
pages = "113",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2476"
}

Antić, S., Poleksić, V.,& Pešikan, A.. (2016). Smart education for smart agriculture: quality of studying zootechnics from the perspective of graduated zootechnicians. in Proceedings International Symposium on Animal Science.
https://hdl.handle.net/21.15107/rcub_rfasper_2476

Antić S, Poleksić V, Pešikan A. Smart education for smart agriculture: quality of studying zootechnics from the perspective of graduated zootechnicians. in Proceedings International Symposium on Animal Science. 2016;:null-113.
https://hdl.handle.net/21.15107/rcub_rfasper_2476 .

Antić, Slobodanka, Poleksić, Vesna, Pešikan, Ana, "Smart education for smart agriculture: quality of studying zootechnics from the perspective of graduated zootechnicians" in Proceedings International Symposium on Animal Science (2016),
https://hdl.handle.net/21.15107/rcub_rfasper_2476 .

TY  - CONF
AU  - Antić, Slobodanka
AU  - Pešikan, Ana
AU  - Poleksić, Vesna
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2459
C3  - Proceeedings of the International Symposium of Animal Science
T1  - Smart Education for Smart Agriculture: Key Competencies for the 21st century in courses of Animal Sciences
EP  - 571
SP  - 561
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2459
ER  - 

@conference{
author = "Antić, Slobodanka and Pešikan, Ana and Poleksić, Vesna",
year = "2016",
journal = "Proceeedings of the International Symposium of Animal Science",
title = "Smart Education for Smart Agriculture: Key Competencies for the 21st century in courses of Animal Sciences",
pages = "571-561",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2459"
}

Antić, S., Pešikan, A.,& Poleksić, V.. (2016). Smart Education for Smart Agriculture: Key Competencies for the 21st century in courses of Animal Sciences. in Proceeedings of the International Symposium of Animal Science, 561-571.
https://hdl.handle.net/21.15107/rcub_rfasper_2459

Antić S, Pešikan A, Poleksić V. Smart Education for Smart Agriculture: Key Competencies for the 21st century in courses of Animal Sciences. in Proceeedings of the International Symposium of Animal Science. 2016;:561-571.
https://hdl.handle.net/21.15107/rcub_rfasper_2459 .

Antić, Slobodanka, Pešikan, Ana, Poleksić, Vesna, "Smart Education for Smart Agriculture: Key Competencies for the 21st century in courses of Animal Sciences" in Proceeedings of the International Symposium of Animal Science (2016):561-571,
https://hdl.handle.net/21.15107/rcub_rfasper_2459 .

TY  - CONF
AU  - Poleksić, Vesna
AU  - Stanković, Marko
AU  - Dulić, Zorka
AU  - Relić, Renata
AU  - Antić, Slobodanka
AU  - Pešikan, Ana
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2458
C3  - Proceedings International Symposium on Animal Science
T1  - Smart education for smart agriculture: a model of teaching/learning for development of the key competencies for the 21st century
EP  - 109
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2458
ER  - 

@conference{
author = "Poleksić, Vesna and Stanković, Marko and Dulić, Zorka and Relić, Renata and Antić, Slobodanka and Pešikan, Ana",
year = "2016",
journal = "Proceedings International Symposium on Animal Science",
title = "Smart education for smart agriculture: a model of teaching/learning for development of the key competencies for the 21st century",
pages = "109",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2458"
}

Poleksić, V., Stanković, M., Dulić, Z., Relić, R., Antić, S.,& Pešikan, A.. (2016). Smart education for smart agriculture: a model of teaching/learning for development of the key competencies for the 21st century. in Proceedings International Symposium on Animal Science.
https://hdl.handle.net/21.15107/rcub_rfasper_2458

Poleksić V, Stanković M, Dulić Z, Relić R, Antić S, Pešikan A. Smart education for smart agriculture: a model of teaching/learning for development of the key competencies for the 21st century. in Proceedings International Symposium on Animal Science. 2016;:null-109.
https://hdl.handle.net/21.15107/rcub_rfasper_2458 .

Poleksić, Vesna, Stanković, Marko, Dulić, Zorka, Relić, Renata, Antić, Slobodanka, Pešikan, Ana, "Smart education for smart agriculture: a model of teaching/learning for development of the key competencies for the 21st century" in Proceedings International Symposium on Animal Science (2016),
https://hdl.handle.net/21.15107/rcub_rfasper_2458 .

TY  - CONF
AU  - Antić, Slobodanka
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2454
C3  - Zbornik radova sa 22. naučnog skupa Empirijska istraživanja u psihologiji
T1  - Saznajna vrednost grešaka u usvajanju pojmova bazične psihologije na univerzitetskom nivou: 'slučaj' negativnog potkrepljenja
EP  - 140
SP  - 135
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2454
ER  - 

@conference{
author = "Antić, Slobodanka",
year = "2016",
journal = "Zbornik radova sa 22. naučnog skupa Empirijska istraživanja u psihologiji",
title = "Saznajna vrednost grešaka u usvajanju pojmova bazične psihologije na univerzitetskom nivou: 'slučaj' negativnog potkrepljenja",
pages = "140-135",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2454"
}

Antić, S.. (2016). Saznajna vrednost grešaka u usvajanju pojmova bazične psihologije na univerzitetskom nivou: 'slučaj' negativnog potkrepljenja. in Zbornik radova sa 22. naučnog skupa Empirijska istraživanja u psihologiji, 135-140.
https://hdl.handle.net/21.15107/rcub_rfasper_2454

Antić S. Saznajna vrednost grešaka u usvajanju pojmova bazične psihologije na univerzitetskom nivou: 'slučaj' negativnog potkrepljenja. in Zbornik radova sa 22. naučnog skupa Empirijska istraživanja u psihologiji. 2016;:135-140.
https://hdl.handle.net/21.15107/rcub_rfasper_2454 .

Antić, Slobodanka, "Saznajna vrednost grešaka u usvajanju pojmova bazične psihologije na univerzitetskom nivou: 'slučaj' negativnog potkrepljenja" in Zbornik radova sa 22. naučnog skupa Empirijska istraživanja u psihologiji (2016):135-140,
https://hdl.handle.net/21.15107/rcub_rfasper_2454 .

TY  - CONF
AU  - Pešikan, Ana
AU  - Antić, Slobodanka
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2453
C3  - Proceedings of the European Conference on Educational Research (ECER)
T1  - Rural education in Serbia: Conflict between declaration and reality
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2453
ER  - 

@conference{
author = "Pešikan, Ana and Antić, Slobodanka",
year = "2016",
journal = "Proceedings of the European Conference on Educational Research (ECER)",
title = "Rural education in Serbia: Conflict between declaration and reality",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2453"
}

Pešikan, A.,& Antić, S.. (2016). Rural education in Serbia: Conflict between declaration and reality. in Proceedings of the European Conference on Educational Research (ECER).
https://hdl.handle.net/21.15107/rcub_rfasper_2453

Pešikan A, Antić S. Rural education in Serbia: Conflict between declaration and reality. in Proceedings of the European Conference on Educational Research (ECER). 2016;.
https://hdl.handle.net/21.15107/rcub_rfasper_2453 .

Pešikan, Ana, Antić, Slobodanka, "Rural education in Serbia: Conflict between declaration and reality" in Proceedings of the European Conference on Educational Research (ECER) (2016),
https://hdl.handle.net/21.15107/rcub_rfasper_2453 .

TY  - JOUR
AU  - Antić, Slobodanka
AU  - Pešikan, Ana
PY  - 2015
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/929
AB  - The term scientific literacy is already common in our educational rhetoric. Although the term is widely used, there are no papers that analyse the definition of the term and the rangeitencompasses in Serbia. If scientific literacy is a necessary outcome of education, this analysis is an important base for designing the teaching/learning process which is intended to develop such an outcome. Therefore, this paper provides an analysis of the concept of scientific literacy (SL), the different viewpoints on SL and the nature of the concept. Furthermore, five key lines as courses of action in the teaching/learning process, necessary for the development of these competencies, are defined: appreciation ofstudents' previous knowledge, encouragement of students' basic functional literacy and reading comprehension skills, the development of students' understanding of the socio-cultural perspective on the origin and use of scientific knowledge and technological products, and practicing of scientific research, either through school science or science applied in the context of cooperation between school and the local community, i.e. in the socio-cultural background where students live.
AB  - Termin naučna pismenost se već odomaćio u obrazovnoj retorici kod nas. Iako se termin uveliko koristi, kod nas nema radova koji se bave preispitivanjem njegovog određenja, šta on uključuje i na šta se tačno odnosi. Ova vrsta analize je neophodna, ako naučnu pismenost vidimo kao jedan od potrebnih ishoda obrazovanja, da bismo mogli kreirati nastavu/učenje koja omogućava realizaciju takvog ishoda. Zbog toga, u ovom radu se analizira konstrukt naučna pismenost, prikazuju različita gledišta o njemu i njegovoj prirodi, i definiše se pet ključnih linija, pravaca delovanja u nastavi/učenju, neophodnih za razvoj ove kompetencije: uvažavanje predznanja učenika; podsticanje bazične funkcionalne pismenosti učenika i veštine razumevanja pročitanog; podrška razvoju mišljenja učenika; razvoj razumevanja socio-kulturne perspektive nastanka i upotrebe naučnih znanja i tehnoloških produkata; i, posebno, praktikovanje naučno-istraživačkog rada, bilo kroz školsku nauku, ili nauku primenjenu u kontekstu saradnje škole i lokalne zajednice, dakle u socio-kulturnom miljeu u kome učenici žive.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd
T2  - Psihološka istraživanja
T1  - Scientific literacy and the social constructivist perspective
T1  - Naučna pismenost i socio-konstruktivistička perspektiva
EP  - 119
IS  - 1
SP  - 99
VL  - 18
DO  - 10.5937/PsIstra1501099A
ER  - 

@article{
author = "Antić, Slobodanka and Pešikan, Ana",
year = "2015",
abstract = "The term scientific literacy is already common in our educational rhetoric. Although the term is widely used, there are no papers that analyse the definition of the term and the rangeitencompasses in Serbia. If scientific literacy is a necessary outcome of education, this analysis is an important base for designing the teaching/learning process which is intended to develop such an outcome. Therefore, this paper provides an analysis of the concept of scientific literacy (SL), the different viewpoints on SL and the nature of the concept. Furthermore, five key lines as courses of action in the teaching/learning process, necessary for the development of these competencies, are defined: appreciation ofstudents' previous knowledge, encouragement of students' basic functional literacy and reading comprehension skills, the development of students' understanding of the socio-cultural perspective on the origin and use of scientific knowledge and technological products, and practicing of scientific research, either through school science or science applied in the context of cooperation between school and the local community, i.e. in the socio-cultural background where students live., Termin naučna pismenost se već odomaćio u obrazovnoj retorici kod nas. Iako se termin uveliko koristi, kod nas nema radova koji se bave preispitivanjem njegovog određenja, šta on uključuje i na šta se tačno odnosi. Ova vrsta analize je neophodna, ako naučnu pismenost vidimo kao jedan od potrebnih ishoda obrazovanja, da bismo mogli kreirati nastavu/učenje koja omogućava realizaciju takvog ishoda. Zbog toga, u ovom radu se analizira konstrukt naučna pismenost, prikazuju različita gledišta o njemu i njegovoj prirodi, i definiše se pet ključnih linija, pravaca delovanja u nastavi/učenju, neophodnih za razvoj ove kompetencije: uvažavanje predznanja učenika; podsticanje bazične funkcionalne pismenosti učenika i veštine razumevanja pročitanog; podrška razvoju mišljenja učenika; razvoj razumevanja socio-kulturne perspektive nastanka i upotrebe naučnih znanja i tehnoloških produkata; i, posebno, praktikovanje naučno-istraživačkog rada, bilo kroz školsku nauku, ili nauku primenjenu u kontekstu saradnje škole i lokalne zajednice, dakle u socio-kulturnom miljeu u kome učenici žive.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd",
journal = "Psihološka istraživanja",
title = "Scientific literacy and the social constructivist perspective, Naučna pismenost i socio-konstruktivistička perspektiva",
pages = "119-99",
number = "1",
volume = "18",
doi = "10.5937/PsIstra1501099A"
}

Antić, S.,& Pešikan, A.. (2015). Scientific literacy and the social constructivist perspective. in Psihološka istraživanja
Univerzitet u Beogradu - Filozofski fakultet - Institut za psihologiju, Beograd., 18(1), 99-119.
https://doi.org/10.5937/PsIstra1501099A

Antić S, Pešikan A. Scientific literacy and the social constructivist perspective. in Psihološka istraživanja. 2015;18(1):99-119.
doi:10.5937/PsIstra1501099A .

Antić, Slobodanka, Pešikan, Ana, "Scientific literacy and the social constructivist perspective" in Psihološka istraživanja, 18, no. 1 (2015):99-119,
https://doi.org/10.5937/PsIstra1501099A . .

TY  - JOUR
AU  - Antić, Slobodanka
AU  - Pešikan, Ana
AU  - Ivić, Ivan
PY  - 2015
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/926
AB  - The educational influence of natural science teaching is often neglected or minimized, which is wrong, even risky, considering the age in which we live. If the outcome of the educational process is to create an informed, proactive and responsible citizen who, on the basis of scientific and technological knowledge makes decisions which do not jeopardize him or his ecological and social environment, who cares about sustainable development - science teaching can contribute significantly to the desired outcome. The aim of this paper is to analyse educational potentialities of science teaching and to define those educational goals especially important for education in modern social circumstances. They are, primarily, (1) formation of scientific view of the world; (2) formation of attitudes, convictions and value systems; (3) development of skills necessary for the role of the responsible citizen.
AB  - Vaspitni uticaj nastave prirodnih nauka često se previđa ili minimalizuje, što je pogrešno, pa čak rizično s obzirom na karakteristike doba u kome živimo. Ako bi ishod vaspitno-obrazovnog procesa trebalo da bude obavešten, proaktivan i odgovoran građanin, koji na osnovu naučnih i tehnoloških znanja donosi odluke ne ugrožavajući sebe i svoju socijalnu i ekološku sredinu, vodeći računa o održivom razvoju - nastava prirodnih nauka može mnogo da doprinese ostvarivanju takvog ishoda. Cilj ovog rada jeste da se analiziraju vaspitni potencijali nastave prirodnih nauka i da se definišu oni njeni vaspitni ciljevi koji su posebno važni za obrazovanje u savremenim društvenim okolnostima. To su, pre svega: (1) formiranje naučnog pogleda na svet; (2) formiranje stavova, uverenja i sistema vrednosti; i (3) razvoj sposobnosti potrebnih za ulogu odgovornog građanina.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Educational functions of science teaching
T1  - Vospitatel'naja funkcija prepodavanija estestvennyh nauk
T1  - Vaspitna funkcija nastave prirodnih nauka
EP  - 629
IS  - 4
SP  - 615
VL  - 65
DO  - 10.5937/nasvas1504615A
ER  - 

@article{
author = "Antić, Slobodanka and Pešikan, Ana and Ivić, Ivan",
year = "2015",
abstract = "The educational influence of natural science teaching is often neglected or minimized, which is wrong, even risky, considering the age in which we live. If the outcome of the educational process is to create an informed, proactive and responsible citizen who, on the basis of scientific and technological knowledge makes decisions which do not jeopardize him or his ecological and social environment, who cares about sustainable development - science teaching can contribute significantly to the desired outcome. The aim of this paper is to analyse educational potentialities of science teaching and to define those educational goals especially important for education in modern social circumstances. They are, primarily, (1) formation of scientific view of the world; (2) formation of attitudes, convictions and value systems; (3) development of skills necessary for the role of the responsible citizen., Vaspitni uticaj nastave prirodnih nauka često se previđa ili minimalizuje, što je pogrešno, pa čak rizično s obzirom na karakteristike doba u kome živimo. Ako bi ishod vaspitno-obrazovnog procesa trebalo da bude obavešten, proaktivan i odgovoran građanin, koji na osnovu naučnih i tehnoloških znanja donosi odluke ne ugrožavajući sebe i svoju socijalnu i ekološku sredinu, vodeći računa o održivom razvoju - nastava prirodnih nauka može mnogo da doprinese ostvarivanju takvog ishoda. Cilj ovog rada jeste da se analiziraju vaspitni potencijali nastave prirodnih nauka i da se definišu oni njeni vaspitni ciljevi koji su posebno važni za obrazovanje u savremenim društvenim okolnostima. To su, pre svega: (1) formiranje naučnog pogleda na svet; (2) formiranje stavova, uverenja i sistema vrednosti; i (3) razvoj sposobnosti potrebnih za ulogu odgovornog građanina.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Educational functions of science teaching, Vospitatel'naja funkcija prepodavanija estestvennyh nauk, Vaspitna funkcija nastave prirodnih nauka",
pages = "629-615",
number = "4",
volume = "65",
doi = "10.5937/nasvas1504615A"
}

Antić, S., Pešikan, A.,& Ivić, I.. (2015). Educational functions of science teaching. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 65(4), 615-629.
https://doi.org/10.5937/nasvas1504615A

Antić S, Pešikan A, Ivić I. Educational functions of science teaching. in Nastava i vaspitanje. 2015;65(4):615-629.
doi:10.5937/nasvas1504615A .

Antić, Slobodanka, Pešikan, Ana, Ivić, Ivan, "Educational functions of science teaching" in Nastava i vaspitanje, 65, no. 4 (2015):615-629,
https://doi.org/10.5937/nasvas1504615A . .

TY  - JOUR
AU  - Antić, Slobodanka
PY  - 2015
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/900
AB  - Numerous, dynamic and unpredictable changes in modern society place additional requests before education in order to prepare students for lifelong learning. One of the key competences which should be the outcome of education is enabling students to learn - learning to learn (LTL). LTL should be an educational outcome for all students in the educational system (including marginalized social groups), it should be achieved on all educational levels (from kindergarten to adult education) and in all educational contexts (formal, non-formal and informal). LTL construct combines cognitive, metacognitive, affective and motivational aspects of a learner. The goal of this study is to assess the capacity of university students for independent and self-regulated learning. Certain aspects of this competence (patterns of learning from text, metacognitive regulation, e.g. planning, comprehension monitoring, evaluating, etc.) were analyzed by open ended questionnaires. Qualitative approach of the analysis of the students' statements enabled us to perceive LTL from their perspective. The results indicate the existence of a learning pattern dominated by reproductive learning; equalizing learning with good memorizing, and insufficiently developed vocabulary and language of learning and thinking. The results also suggest the importance of means of assessing various engagements of students in learning.
AB  - Brojne, dinamične i nepredvidive promene u savremenom društvu pred obrazovanje postavljaju dodatni zahtev da učenici budu osposobljeni za celoživotno učenje. Među ključnim kompetencijama koje to omogućuju je i osposobljenost za učenje - učenje učenja. To je ishod koji bi trebalo da se ostvari kod svakog učenika u sistemu obrazovanja (uključujući marginalizovane socijalne grupe), da se postigne na svim nivoima školovanja (od predškolskog do obrazovanja odraslih) i kroz sve obrazovne kontekste (formalne, neformalne i informalne). Mada postoje različita određenja ovog konstrukta, postoji opšta saglasnost da se u njemu objedinjuju kognitivni, metakognitivni, motivacioni i afektivni aspekti osobe. Cilj ovog istraživanja je da proceni osposobljenost studenata za samoregulisano učenje. Pomoću upitnika sa pitanjima otvorenog tipa, namenski konstruisanog za svrhe ovog istraživanja, ispitivani su pojedini aspekti ove kompetencije (obrasci rada na tekstu i metakognitivna regulacija). Kvalitativnim pristupom u analizi iskaza dobijeni su nalazi koji ukazuju da osposobljenost studenata za samoregulisano učenje ima više problema: postojanje obrazaca učenja u kojima dominira reproduktivni tip i izjednačavanje učenja sa dobrim pamćenjem ali i nedovoljno razvijen jezik mišljenja i učenja. Utvrđeno je i da različito angažovanje studenata u učenju zavisi i od načina provere znanja od strane nastavnika.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Specijalna edukacija i rehabilitacija
T1  - Effective learning competencies from students' perspective
T1  - Kompetencije za efikasno učenje iz perspektive studenata
EP  - 154
IS  - 2
SP  - 133
VL  - 14
DO  - 10.5937/specedreh14-8874
ER  - 

@article{
author = "Antić, Slobodanka",
year = "2015",
abstract = "Numerous, dynamic and unpredictable changes in modern society place additional requests before education in order to prepare students for lifelong learning. One of the key competences which should be the outcome of education is enabling students to learn - learning to learn (LTL). LTL should be an educational outcome for all students in the educational system (including marginalized social groups), it should be achieved on all educational levels (from kindergarten to adult education) and in all educational contexts (formal, non-formal and informal). LTL construct combines cognitive, metacognitive, affective and motivational aspects of a learner. The goal of this study is to assess the capacity of university students for independent and self-regulated learning. Certain aspects of this competence (patterns of learning from text, metacognitive regulation, e.g. planning, comprehension monitoring, evaluating, etc.) were analyzed by open ended questionnaires. Qualitative approach of the analysis of the students' statements enabled us to perceive LTL from their perspective. The results indicate the existence of a learning pattern dominated by reproductive learning; equalizing learning with good memorizing, and insufficiently developed vocabulary and language of learning and thinking. The results also suggest the importance of means of assessing various engagements of students in learning., Brojne, dinamične i nepredvidive promene u savremenom društvu pred obrazovanje postavljaju dodatni zahtev da učenici budu osposobljeni za celoživotno učenje. Među ključnim kompetencijama koje to omogućuju je i osposobljenost za učenje - učenje učenja. To je ishod koji bi trebalo da se ostvari kod svakog učenika u sistemu obrazovanja (uključujući marginalizovane socijalne grupe), da se postigne na svim nivoima školovanja (od predškolskog do obrazovanja odraslih) i kroz sve obrazovne kontekste (formalne, neformalne i informalne). Mada postoje različita određenja ovog konstrukta, postoji opšta saglasnost da se u njemu objedinjuju kognitivni, metakognitivni, motivacioni i afektivni aspekti osobe. Cilj ovog istraživanja je da proceni osposobljenost studenata za samoregulisano učenje. Pomoću upitnika sa pitanjima otvorenog tipa, namenski konstruisanog za svrhe ovog istraživanja, ispitivani su pojedini aspekti ove kompetencije (obrasci rada na tekstu i metakognitivna regulacija). Kvalitativnim pristupom u analizi iskaza dobijeni su nalazi koji ukazuju da osposobljenost studenata za samoregulisano učenje ima više problema: postojanje obrazaca učenja u kojima dominira reproduktivni tip i izjednačavanje učenja sa dobrim pamćenjem ali i nedovoljno razvijen jezik mišljenja i učenja. Utvrđeno je i da različito angažovanje studenata u učenju zavisi i od načina provere znanja od strane nastavnika.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Specijalna edukacija i rehabilitacija",
title = "Effective learning competencies from students' perspective, Kompetencije za efikasno učenje iz perspektive studenata",
pages = "154-133",
number = "2",
volume = "14",
doi = "10.5937/specedreh14-8874"
}

Antić, S.. (2015). Effective learning competencies from students' perspective. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd., 14(2), 133-154.
https://doi.org/10.5937/specedreh14-8874

Antić S. Effective learning competencies from students' perspective. in Specijalna edukacija i rehabilitacija. 2015;14(2):133-154.
doi:10.5937/specedreh14-8874 .

Antić, Slobodanka, "Effective learning competencies from students' perspective" in Specijalna edukacija i rehabilitacija, 14, no. 2 (2015):133-154,
https://doi.org/10.5937/specedreh14-8874 . .

TY  - JOUR
AU  - Arsenović Pavlović, Marina
AU  - Antić, Slobodanka
AU  - Todorović, Anđela
PY  - 2014
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3661
AB  - Naše društvo u ovom socio-ekonomskom trenutku ne deli inkluziv-
ne vrednosti: dominiraju tradicionalni stavovi prema svim različi-
tostima a posebno prema osobama sa smetnjama u razvoju. S druge stra-
ne, kontekst obrazovne politike se znatno izmenio, usvojen je Zakon o
osnovama sistema obrazovanja i vaspitanja – izmene i dopune u kome se
uvodi inkluzivno obrazovanje (ZOSOV, 2009). Takođe, usvojena je Strate-
gija razvoja obrazovanja u Republici Srbiji do 2020.godine u kojoj se pro-
moviše inkluzivno obrazovanje (Vlada Republike Srbije: Ministarstvo
prosvete, nauke i tehnološkog razvoja, 2012). Duh inkluzivne škole i
kulture treba da se stvara već na univerzitetu,posebno kroz formira-
nje bu du ćih struč nja ka za rad sa de com sa smet nja ma u raz vo ju. Gra div ni
elementi tog procesa su svi učesnici u obrazovanju i sadržaji ko ji se
obrađuju (Arsenović Pavlović, Jolić, Buha- Đurović, 2008).
Sve do sa da iz lo že no uka zu je na zna čaj is tra ži va nja i osna ži va-
nja sa mo sve sti stu de na ta Fa sper-a i dru gih bu du ćih struč nja ka u po ma-
žu ćim pro fe si ja ma, ne sa mo zbog raz voj ne do bro bi ti sa mih stu de na ta,
već i da bi bi li ospo so blje ni da raz vi ja ju sa mo svest i sa mo po što va nje
de ce u raz vo ju, mla dih i od ra slih u bu du ćem ra du. Raz voj sa mo sve sti i
sa mo po što va nja od vi ja se spon ta no ali mo že i si ste mat ski kroz uče nje,
či ta nje, raz go vo re, slu ša nje dru gih i sa mih se be i slič no. Zbog to ga,
pro fe so ri za po sle ni na fa kul te ti ma na ko ji ma se pri pre ma ju struč-
nja ci po ma žu ćih pro fe si ja, pr ven stve no oni ko ji su po obra zo va nju
psi ho lo zi, tre ba lo bi da kroz na sta vu pod sti ču osna ži va nje lič no sti
stu de na ta i stu dent ki nja, i da na ovu či nje ni cu upo zo ra va ju ko le ge iz
uni ver zi tet ske sre di ne..
De ca sa ome te no šću obič no ima ju ni sko sa mo po što va nje još na
pred škol skim uz ra sti ma i zbog to ga je po seb no va žno da de fek to lo zi
ko ji ra de u pred škol skim i škol skim usta no va ma, kao i na dru gim rad-
nim me sti ma,bu du ob u če ni da pri me nju ju raz li či te psi ho lo ške teh ni-
ke za pru ža nje po mo ći de ci sa ne ga tiv nim self-kon cep tom i ni skim
sa mo po što va njem (me to da iz grad nje ži vot ne pri če, pri me na dram skih
ra di o ni ca, de či ja te ra pi ja igrom, ko sti mi ra na te ra pi ja za osnov no-
škol ce, raz li či te te mat ske cr te že, art te ra pi j
AB  - Self-awareness, self-esteem and self-image are associated in the sociology
with the entire life of the individual because the dominant model
when we are talking about women is dual role (of presence). Occupations
dominated by women are on the lower steps of the ladder of prestige and
social status. Women do not value enough their achievements or accomplishments
of other women. Women have lower goals and thus they have
less confidence in the achievements of other women. Adopted awareness
of their inferiority leads to self-loathing, which connects the psychology of
marginalized persones. Researchers who are carrying out action research
in education are very lonely and marginal group. They constantly warn the
state about responsibility and accountability of individuals and groups of
individuals for certain actions or behaviors in the school system that lead
to decisions that can leave a huge negative consequences in the education
system. Standards of life in our country decreases with the sudden
reduction of commom consumption and reduction of social prestination.
Pauperization of society, proletarianization of teachers and the appearance
of meritocracy on University will leave big consequences for the development
of science and practice in which research results are applied. It is
hard to implement serious reforms in the education system, regardless of
the new laws without serious physical and financial investments. Training
of children and manipulation of children differ from upbringing. Special
education teachers and other professionals involved in rehabilitation and
education work should examine the relationship between his political and
pedagogical authority. In today’s conditions, the teacher can exploit, harass
and humiliate the child and that such behavior takes place in an institution where children are “subjects of factory processing”. New teacher’s roles include
new relationships with children, friendship, where children influence
the behavior of adults to accept and use the ideas and opinions of the child,
also encourages communication among children.It is expected in the coming
decade an increasing number of children with whom will work special
education teachers. Experts warn that the number of children born with
abnormalities is increasing due to fall of standards of life, environmental
pollution (15 years cumulative effects of radiation, etc.), later entring into
marriage and moving the boundaries of birth and insufficiently precise diagnosis
of the fetus. Experts of special education, staff in special schools
warn that these schools have more children with moderate mental retardation.
On the other hand, there are coming information about appearing a
growing number of children in classes so-called “transitional poor”, that social
science still have not been classified and named (homeless children and
children of homeless persones, who were stratified as: the refugees, the unemployed,
Roma returnees and non-displaced and others, whose common
characteristic is that they do not have a permanent address of residence,
which the assumed number of them is about 900.000). These alarming data
should encourage all professionals in the social sciences to introduce in
curriculum items, except the general, very specific knowledge, theoretical
as well practical. Social crisis make closer social science to ethics and reinforce
the need to develop a theory of action, which include researchers and
explorers in the field of special education and related social science. Very
important and challenging aspects of work with the population who belong
to minority groups are: education of special educators, elimination of bias,
learning about rights, the elimination of wrong stereotypes and negative attitudes,
enhancing self-awareness, positive image and self, developing self
appreciation and build democratic attitudes and values that lead to human
emancipation rather than degradation.
2. part
The educational context has significantly changed in the past decade in
the field of education policy (inclusive education was adopted in education
legislation). On the other hand, the socio-economic context has changed
(general unemployment, a large number of graduates from FASPER in the
labor market, unpredictable and dynamic changes in the labor market). The
development of the professional role of students of FASPER is a particularly
important and significant task. The development of professional roles
and identities of students is connected with the development of self-image
and self-esteem.
САМОСВЕСТ,
PB  - Drustvo defektologa Srbije
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)
T2  - Beogradska defektološka škola
T1  - Samosvest, samopoštovanje i slika o sebi, značajan deo identiteta budućih specijalnih edukatora (defektologa) I stručnjaka pomažućih profesija (uopšte) u izmenjenim društvenim okolnostima
T1  - Self.-consciousness, self-esteem and self-concept,
A significant part of the identity of future
Special educators (special education teacher)
And experts of helping professions (in general)
In changed social circumstances
EP  - 439
IS  - 2
SP  - 421
VL  - 20
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3661
ER  - 

@article{
author = "Arsenović Pavlović, Marina and Antić, Slobodanka and Todorović, Anđela",
year = "2014",
abstract = "Naše društvo u ovom socio-ekonomskom trenutku ne deli inkluziv-
ne vrednosti: dominiraju tradicionalni stavovi prema svim različi-
tostima a posebno prema osobama sa smetnjama u razvoju. S druge stra-
ne, kontekst obrazovne politike se znatno izmenio, usvojen je Zakon o
osnovama sistema obrazovanja i vaspitanja – izmene i dopune u kome se
uvodi inkluzivno obrazovanje (ZOSOV, 2009). Takođe, usvojena je Strate-
gija razvoja obrazovanja u Republici Srbiji do 2020.godine u kojoj se pro-
moviše inkluzivno obrazovanje (Vlada Republike Srbije: Ministarstvo
prosvete, nauke i tehnološkog razvoja, 2012). Duh inkluzivne škole i
kulture treba da se stvara već na univerzitetu,posebno kroz formira-
nje bu du ćih struč nja ka za rad sa de com sa smet nja ma u raz vo ju. Gra div ni
elementi tog procesa su svi učesnici u obrazovanju i sadržaji ko ji se
obrađuju (Arsenović Pavlović, Jolić, Buha- Đurović, 2008).
Sve do sa da iz lo že no uka zu je na zna čaj is tra ži va nja i osna ži va-
nja sa mo sve sti stu de na ta Fa sper-a i dru gih bu du ćih struč nja ka u po ma-
žu ćim pro fe si ja ma, ne sa mo zbog raz voj ne do bro bi ti sa mih stu de na ta,
već i da bi bi li ospo so blje ni da raz vi ja ju sa mo svest i sa mo po što va nje
de ce u raz vo ju, mla dih i od ra slih u bu du ćem ra du. Raz voj sa mo sve sti i
sa mo po što va nja od vi ja se spon ta no ali mo že i si ste mat ski kroz uče nje,
či ta nje, raz go vo re, slu ša nje dru gih i sa mih se be i slič no. Zbog to ga,
pro fe so ri za po sle ni na fa kul te ti ma na ko ji ma se pri pre ma ju struč-
nja ci po ma žu ćih pro fe si ja, pr ven stve no oni ko ji su po obra zo va nju
psi ho lo zi, tre ba lo bi da kroz na sta vu pod sti ču osna ži va nje lič no sti
stu de na ta i stu dent ki nja, i da na ovu či nje ni cu upo zo ra va ju ko le ge iz
uni ver zi tet ske sre di ne..
De ca sa ome te no šću obič no ima ju ni sko sa mo po što va nje još na
pred škol skim uz ra sti ma i zbog to ga je po seb no va žno da de fek to lo zi
ko ji ra de u pred škol skim i škol skim usta no va ma, kao i na dru gim rad-
nim me sti ma,bu du ob u če ni da pri me nju ju raz li či te psi ho lo ške teh ni-
ke za pru ža nje po mo ći de ci sa ne ga tiv nim self-kon cep tom i ni skim
sa mo po što va njem (me to da iz grad nje ži vot ne pri če, pri me na dram skih
ra di o ni ca, de či ja te ra pi ja igrom, ko sti mi ra na te ra pi ja za osnov no-
škol ce, raz li či te te mat ske cr te že, art te ra pi j, Self-awareness, self-esteem and self-image are associated in the sociology
with the entire life of the individual because the dominant model
when we are talking about women is dual role (of presence). Occupations
dominated by women are on the lower steps of the ladder of prestige and
social status. Women do not value enough their achievements or accomplishments
of other women. Women have lower goals and thus they have
less confidence in the achievements of other women. Adopted awareness
of their inferiority leads to self-loathing, which connects the psychology of
marginalized persones. Researchers who are carrying out action research
in education are very lonely and marginal group. They constantly warn the
state about responsibility and accountability of individuals and groups of
individuals for certain actions or behaviors in the school system that lead
to decisions that can leave a huge negative consequences in the education
system. Standards of life in our country decreases with the sudden
reduction of commom consumption and reduction of social prestination.
Pauperization of society, proletarianization of teachers and the appearance
of meritocracy on University will leave big consequences for the development
of science and practice in which research results are applied. It is
hard to implement serious reforms in the education system, regardless of
the new laws without serious physical and financial investments. Training
of children and manipulation of children differ from upbringing. Special
education teachers and other professionals involved in rehabilitation and
education work should examine the relationship between his political and
pedagogical authority. In today’s conditions, the teacher can exploit, harass
and humiliate the child and that such behavior takes place in an institution where children are “subjects of factory processing”. New teacher’s roles include
new relationships with children, friendship, where children influence
the behavior of adults to accept and use the ideas and opinions of the child,
also encourages communication among children.It is expected in the coming
decade an increasing number of children with whom will work special
education teachers. Experts warn that the number of children born with
abnormalities is increasing due to fall of standards of life, environmental
pollution (15 years cumulative effects of radiation, etc.), later entring into
marriage and moving the boundaries of birth and insufficiently precise diagnosis
of the fetus. Experts of special education, staff in special schools
warn that these schools have more children with moderate mental retardation.
On the other hand, there are coming information about appearing a
growing number of children in classes so-called “transitional poor”, that social
science still have not been classified and named (homeless children and
children of homeless persones, who were stratified as: the refugees, the unemployed,
Roma returnees and non-displaced and others, whose common
characteristic is that they do not have a permanent address of residence,
which the assumed number of them is about 900.000). These alarming data
should encourage all professionals in the social sciences to introduce in
curriculum items, except the general, very specific knowledge, theoretical
as well practical. Social crisis make closer social science to ethics and reinforce
the need to develop a theory of action, which include researchers and
explorers in the field of special education and related social science. Very
important and challenging aspects of work with the population who belong
to minority groups are: education of special educators, elimination of bias,
learning about rights, the elimination of wrong stereotypes and negative attitudes,
enhancing self-awareness, positive image and self, developing self
appreciation and build democratic attitudes and values that lead to human
emancipation rather than degradation.
2. part
The educational context has significantly changed in the past decade in
the field of education policy (inclusive education was adopted in education
legislation). On the other hand, the socio-economic context has changed
(general unemployment, a large number of graduates from FASPER in the
labor market, unpredictable and dynamic changes in the labor market). The
development of the professional role of students of FASPER is a particularly
important and significant task. The development of professional roles
and identities of students is connected with the development of self-image
and self-esteem.
САМОСВЕСТ,",
publisher = "Drustvo defektologa Srbije, Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)",
journal = "Beogradska defektološka škola",
title = "Samosvest, samopoštovanje i slika o sebi, značajan deo identiteta budućih specijalnih edukatora (defektologa) I stručnjaka pomažućih profesija (uopšte) u izmenjenim društvenim okolnostima, Self.-consciousness, self-esteem and self-concept,
A significant part of the identity of future
Special educators (special education teacher)
And experts of helping professions (in general)
In changed social circumstances",
pages = "439-421",
number = "2",
volume = "20",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3661"
}

Arsenović Pavlović, M., Antić, S.,& Todorović, A.. (2014). Samosvest, samopoštovanje i slika o sebi, značajan deo identiteta budućih specijalnih edukatora (defektologa) I stručnjaka pomažućih profesija (uopšte) u izmenjenim društvenim okolnostima. in Beogradska defektološka škola
Drustvo defektologa Srbije., 20(2), 421-439.
https://hdl.handle.net/21.15107/rcub_rfasper_3661

Arsenović Pavlović M, Antić S, Todorović A. Samosvest, samopoštovanje i slika o sebi, značajan deo identiteta budućih specijalnih edukatora (defektologa) I stručnjaka pomažućih profesija (uopšte) u izmenjenim društvenim okolnostima. in Beogradska defektološka škola. 2014;20(2):421-439.
https://hdl.handle.net/21.15107/rcub_rfasper_3661 .

Arsenović Pavlović, Marina, Antić, Slobodanka, Todorović, Anđela, "Samosvest, samopoštovanje i slika o sebi, značajan deo identiteta budućih specijalnih edukatora (defektologa) I stručnjaka pomažućih profesija (uopšte) u izmenjenim društvenim okolnostima" in Beogradska defektološka škola, 20, no. 2 (2014):421-439,
https://hdl.handle.net/21.15107/rcub_rfasper_3661 .

TY  - JOUR
AU  - Arsenović-Pavlović, Marina
AU  - Antić, Slobodanka
AU  - Todorović, Anđela
PY  - 2014
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/843
AB  - Self-awareness, self-esteem and self-image are associated in the sociology with the entire life of the individual because the dominant model when we are talking about women is dual role (of presence). Occupations dominated by women are on the lower steps of the ladder of prestige and social status. Women do not value enough their achievements or accomplishments of other women. Women have lower goals and thus they have less confidence in the achievements of other women. Adopted awareness of their inferiority leads to self-loathing, which connects the psychology of marginalized persones. Researchers who are carrying out action research in education are very lonely and marginal group. They constantly warn the state about responsibility and accountability of individuals and groups of individuals for certain actions or behaviors in the school system that lead to decisions that can leave a huge negative consequences in the education system. Standards of life in our country decreases with the sudden reduction of commom consumption and reduction of social prestination. Pauperization of society, proletarianization of teachers and the appearance of meritocracy on University will leave big consequences for the development of science and practice in which research results are applied. It is hard to implement serious reforms in the education system, regardless of the new laws without serious physical and financial investments. Training of children and manipulation of children differ from upbringing. Special education teachers and other professionals involved in rehabilitation and education work should examine the relationship between his political and pedagogical authority. In today's conditions, the teacher can exploit, harass and humiliate the child and that such behavior takes place in an institution where children are 'subjects of factory processing'. New teacher's roles include new relationships with children, friendship, where children influence the behavior of adults to accept and use the ideas and opinions of the child, also encourages communication among children.It is expected in the coming decade an increasing number of children with whom will work special education teachers. Experts warn that the number of children born with abnormalities is increasing due to fall of standards of life, environmental pollution (15 years cumulative effects of radiation, etc.), later entring into marriage and moving the boundaries of birth and insufficiently precise diagnosis of the fetus. Experts of special education, staff in special schools warn that these schools have more children with moderate mental retardation. On the other hand, there are coming information about appearing a growing number of children in classes so-called 'transitional poor', that social science still have not been classified and named (homeless children and children of homeless persones, who were stratified as: the refugees, the unemployed, Roma returnees and non-displaced and others, whose common characteristic is that they do not have a permanent address of residence, which the assumed number of them is about 900.000). These alarming data should encourage all professionals in the social sciences to introduce in curriculum items, except the general, very specific knowledge, theoretical as well practical. Social crisis make closer social science to ethics and reinforce the need to develop a theory of action, which include researchers and explorers in the field of special education and related social science. Very important and challenging aspects of work with the population who belong to minority groups are: education of special educators, elimination of bias, learning about rights, the elimination of wrong stereotypes and negative attitudes, enhancing self-awareness, positive image and self, developing self appreciation and build democratic attitudes and values that lead to human emancipation rather than degradation. The educational context has significantly changed in the past decade in the field of education policy (inclusive education was adopted in education legislation). On the other hand, the socio-economic context has changed (general unemployment, a large number of graduates from FASPER in the labor market, unpredictable and dynamic changes in the labor market). The development of the professional role of students of FASPER is a particularly important and significant task. The development of professional roles and identities of students is connected with the development of self-image and self-esteem. In this paper, we investigate some aspects of the self-image of students of the Faculty for Special Education and Rehabilitation, which is part of the professional role as the outcome of their education. Applied research method is questionnaires and unstructured projective techniques - 'Who am I', 'Who I was,' 'What I want to be.' Results indicate that students form a picture of themselves through different categories of statements (roles, positive and negative traits, typical patterns of behavior, etc.). Family roles are dominant in students selfdescribing as well in the past as in the future. The development of the professional role is not sufficiently represented. This may be due to uncertain socio-economic situation in which our students live. Part of the responsibility is on the way of studying. During the studies, it is necessary to act in a planned and systematic way to cherish development of the identification with a professional role. .
AB  - Samosvest, samopoštovanje i slika o sebi se u sociologiji povezuju sa celokupnim životom pojedinca zbog toga što je preovlađujući model kada su u pitanju žene tzv. dvostrukost uloga (prisustva). Zanimanja u kojima dominiraju žene nalaze se na nižim stepenicama na lestvici ugleda i društvenog položaja. Žene ne vrednuju dovoljno svoja postignuća, niti postignuća drugih žena. Žene sebi postavljaju niže ciljeve i zbog toga imaju i manje poverenja u dostignuća drugih žena. Interiorizovana svest o svojoj inferiornosti vodi samomržnji, koja povezuje psihologiju svih marginalaca. Istraživačice koje vrše akciona istraživanja u obrazovanju spadaju u vrlo usamljenu i marginalnu grupu. One stalno upozoravaju na odgovornost države i odgovornost pojedinaca i grupa pojedinaca za izvesne akcije ili ponašanja u školskom sistemu koji vode do odluka koje mogu da ostave velike negativ- ne posledice u obrazovnom sistemu. Životni standard u našoj zemlji opada uz naglo smanjenje zajedničke potrošnje i smanjenje socijalnih prestacija. Pauperizacija društva, proletarizacija nastavnika i pojava meritokratije na Univerzitetu ostaviće velike posledice po razvoj nauke i prakse u kojoj se rezultati istraživanja primenjuju. Teško da će, bez ozbiljnih materijalnih i finansijskih ulaganja, moći da se sprovedu ozbiljnije reforme u obrazovnom sistemu, bez obzira na nove zakone. Dresura dece i manipulacija decom razlikuju se od vaspitanja. Defektolozi i drugi profesionalci koji se bave vaspitnim i obrazovnim radom treba da preispitaju odnos između svog političkog i pedagoškog autoriteta. U današnjim uslovima nastavnik može da eksploatiše,maltretira i ponižava dete i da se tako ophođenje odvija u instituciji u kojima su deca 'predmet fabričke obrade'.Nove uloge nastavnika podrazumevaju i nove odnose sa decom ,partnerske, u kojima deca utiču na ponašanje odraslih prihvata i koristi ideje i mišljenja deteta, takođe i podstiče komunikaciju među decom. Očekuje se u narednim decenijama pojava sve većeg broja dece sa kojom će raditi defektolozi i specijalni edukatori. Stručnjaci upozoravaju da se povećava broj dece rođene sa anomalijama usled pada životnog standarda stanovništva,zagađenja sredine (15 godina kumuliranog efekta zračenja itd), sve kasnijeg stupanja u brak i pomeranja granice rađanja i nedovoljno precizne dijagnostike fetusa. Stručnjaci defektolozi, zaposleni u specijalnim školama upozoravaju da je utim školama sve više dece sa umerenom mentalnom zaostalošću. S druge strane, stižu informacije da se pojavljuje sve veći broj dece iz slojeva tzv. 'tranzicione sirotinje' koje socijalne nauke još uvek nisu prepoznale,klasifikovale i imenovale (deca beskućnici i deca beskućnika, koji su slojeviti: izbeglice,nezaposleni, Romi povratnici i domicilni,i drugi, čija je zajednička karakteristika da nemaju stalnu adresu boravka, za koje se pretpostavlja da ih ima oko devet stotina hiljada!!!) Ovi zabrinjavajući podaci treba da podstaknu sve profesionalce u društvenim naukama da u nastavne programe unose ,sem opštih, i vrlo specifična znanja,kako teoretska, tako i praktična. Društvene krize približavaju društvene nauke etici i jačaju potrebu za razvijanjem teorija akcije, koje podrazumevaju Istraživačice i istraživači u domenu defektologije i srodnih društvenih nauka. Konstruišu fenomen koji izučavaju,tako da je njihova istovremeno i društvena, i moralna. Veoma bitni i izazovni aspekti rada sa populacijama koje pripadaju marginalnim grupama su: obrazovanje defektologa, otklanjanje predrasuda, upoznavanje sa pravima, otklanjanje pogrešnih stereotipa i negativnih stavova, jačanje samosvesti, pozitivne slike o sebi, razvijanje samocenjenja i izgrađivanje demokratskih stavova i sistema vrednosti koji vodi emancipaciji a ne ljudskoj degradaciji.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Beogradska defektološka škola
T1  - Self-consciousness, self-esteem and self-concept, a significant part of the identity of future Special educators (special education teacher) and Experts of helping professions (in general) in changed social circumstances
T1  - Samosvest, samopoštovanje i slika o sebi, značajan deo identiteta budućih specijalnih edukatora (defektologa) i stručnjaka pomažućih profesija (uopšte) u izmenjenim društvenim okolnostima
EP  - 268
IS  - 1
SP  - 255
VL  - 20
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_843
ER  - 

@article{
author = "Arsenović-Pavlović, Marina and Antić, Slobodanka and Todorović, Anđela",
year = "2014",
abstract = "Self-awareness, self-esteem and self-image are associated in the sociology with the entire life of the individual because the dominant model when we are talking about women is dual role (of presence). Occupations dominated by women are on the lower steps of the ladder of prestige and social status. Women do not value enough their achievements or accomplishments of other women. Women have lower goals and thus they have less confidence in the achievements of other women. Adopted awareness of their inferiority leads to self-loathing, which connects the psychology of marginalized persones. Researchers who are carrying out action research in education are very lonely and marginal group. They constantly warn the state about responsibility and accountability of individuals and groups of individuals for certain actions or behaviors in the school system that lead to decisions that can leave a huge negative consequences in the education system. Standards of life in our country decreases with the sudden reduction of commom consumption and reduction of social prestination. Pauperization of society, proletarianization of teachers and the appearance of meritocracy on University will leave big consequences for the development of science and practice in which research results are applied. It is hard to implement serious reforms in the education system, regardless of the new laws without serious physical and financial investments. Training of children and manipulation of children differ from upbringing. Special education teachers and other professionals involved in rehabilitation and education work should examine the relationship between his political and pedagogical authority. In today's conditions, the teacher can exploit, harass and humiliate the child and that such behavior takes place in an institution where children are 'subjects of factory processing'. New teacher's roles include new relationships with children, friendship, where children influence the behavior of adults to accept and use the ideas and opinions of the child, also encourages communication among children.It is expected in the coming decade an increasing number of children with whom will work special education teachers. Experts warn that the number of children born with abnormalities is increasing due to fall of standards of life, environmental pollution (15 years cumulative effects of radiation, etc.), later entring into marriage and moving the boundaries of birth and insufficiently precise diagnosis of the fetus. Experts of special education, staff in special schools warn that these schools have more children with moderate mental retardation. On the other hand, there are coming information about appearing a growing number of children in classes so-called 'transitional poor', that social science still have not been classified and named (homeless children and children of homeless persones, who were stratified as: the refugees, the unemployed, Roma returnees and non-displaced and others, whose common characteristic is that they do not have a permanent address of residence, which the assumed number of them is about 900.000). These alarming data should encourage all professionals in the social sciences to introduce in curriculum items, except the general, very specific knowledge, theoretical as well practical. Social crisis make closer social science to ethics and reinforce the need to develop a theory of action, which include researchers and explorers in the field of special education and related social science. Very important and challenging aspects of work with the population who belong to minority groups are: education of special educators, elimination of bias, learning about rights, the elimination of wrong stereotypes and negative attitudes, enhancing self-awareness, positive image and self, developing self appreciation and build democratic attitudes and values that lead to human emancipation rather than degradation. The educational context has significantly changed in the past decade in the field of education policy (inclusive education was adopted in education legislation). On the other hand, the socio-economic context has changed (general unemployment, a large number of graduates from FASPER in the labor market, unpredictable and dynamic changes in the labor market). The development of the professional role of students of FASPER is a particularly important and significant task. The development of professional roles and identities of students is connected with the development of self-image and self-esteem. In this paper, we investigate some aspects of the self-image of students of the Faculty for Special Education and Rehabilitation, which is part of the professional role as the outcome of their education. Applied research method is questionnaires and unstructured projective techniques - 'Who am I', 'Who I was,' 'What I want to be.' Results indicate that students form a picture of themselves through different categories of statements (roles, positive and negative traits, typical patterns of behavior, etc.). Family roles are dominant in students selfdescribing as well in the past as in the future. The development of the professional role is not sufficiently represented. This may be due to uncertain socio-economic situation in which our students live. Part of the responsibility is on the way of studying. During the studies, it is necessary to act in a planned and systematic way to cherish development of the identification with a professional role. ., Samosvest, samopoštovanje i slika o sebi se u sociologiji povezuju sa celokupnim životom pojedinca zbog toga što je preovlađujući model kada su u pitanju žene tzv. dvostrukost uloga (prisustva). Zanimanja u kojima dominiraju žene nalaze se na nižim stepenicama na lestvici ugleda i društvenog položaja. Žene ne vrednuju dovoljno svoja postignuća, niti postignuća drugih žena. Žene sebi postavljaju niže ciljeve i zbog toga imaju i manje poverenja u dostignuća drugih žena. Interiorizovana svest o svojoj inferiornosti vodi samomržnji, koja povezuje psihologiju svih marginalaca. Istraživačice koje vrše akciona istraživanja u obrazovanju spadaju u vrlo usamljenu i marginalnu grupu. One stalno upozoravaju na odgovornost države i odgovornost pojedinaca i grupa pojedinaca za izvesne akcije ili ponašanja u školskom sistemu koji vode do odluka koje mogu da ostave velike negativ- ne posledice u obrazovnom sistemu. Životni standard u našoj zemlji opada uz naglo smanjenje zajedničke potrošnje i smanjenje socijalnih prestacija. Pauperizacija društva, proletarizacija nastavnika i pojava meritokratije na Univerzitetu ostaviće velike posledice po razvoj nauke i prakse u kojoj se rezultati istraživanja primenjuju. Teško da će, bez ozbiljnih materijalnih i finansijskih ulaganja, moći da se sprovedu ozbiljnije reforme u obrazovnom sistemu, bez obzira na nove zakone. Dresura dece i manipulacija decom razlikuju se od vaspitanja. Defektolozi i drugi profesionalci koji se bave vaspitnim i obrazovnim radom treba da preispitaju odnos između svog političkog i pedagoškog autoriteta. U današnjim uslovima nastavnik može da eksploatiše,maltretira i ponižava dete i da se tako ophođenje odvija u instituciji u kojima su deca 'predmet fabričke obrade'.Nove uloge nastavnika podrazumevaju i nove odnose sa decom ,partnerske, u kojima deca utiču na ponašanje odraslih prihvata i koristi ideje i mišljenja deteta, takođe i podstiče komunikaciju među decom. Očekuje se u narednim decenijama pojava sve većeg broja dece sa kojom će raditi defektolozi i specijalni edukatori. Stručnjaci upozoravaju da se povećava broj dece rođene sa anomalijama usled pada životnog standarda stanovništva,zagađenja sredine (15 godina kumuliranog efekta zračenja itd), sve kasnijeg stupanja u brak i pomeranja granice rađanja i nedovoljno precizne dijagnostike fetusa. Stručnjaci defektolozi, zaposleni u specijalnim školama upozoravaju da je utim školama sve više dece sa umerenom mentalnom zaostalošću. S druge strane, stižu informacije da se pojavljuje sve veći broj dece iz slojeva tzv. 'tranzicione sirotinje' koje socijalne nauke još uvek nisu prepoznale,klasifikovale i imenovale (deca beskućnici i deca beskućnika, koji su slojeviti: izbeglice,nezaposleni, Romi povratnici i domicilni,i drugi, čija je zajednička karakteristika da nemaju stalnu adresu boravka, za koje se pretpostavlja da ih ima oko devet stotina hiljada!!!) Ovi zabrinjavajući podaci treba da podstaknu sve profesionalce u društvenim naukama da u nastavne programe unose ,sem opštih, i vrlo specifična znanja,kako teoretska, tako i praktična. Društvene krize približavaju društvene nauke etici i jačaju potrebu za razvijanjem teorija akcije, koje podrazumevaju Istraživačice i istraživači u domenu defektologije i srodnih društvenih nauka. Konstruišu fenomen koji izučavaju,tako da je njihova istovremeno i društvena, i moralna. Veoma bitni i izazovni aspekti rada sa populacijama koje pripadaju marginalnim grupama su: obrazovanje defektologa, otklanjanje predrasuda, upoznavanje sa pravima, otklanjanje pogrešnih stereotipa i negativnih stavova, jačanje samosvesti, pozitivne slike o sebi, razvijanje samocenjenja i izgrađivanje demokratskih stavova i sistema vrednosti koji vodi emancipaciji a ne ljudskoj degradaciji.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Beogradska defektološka škola",
title = "Self-consciousness, self-esteem and self-concept, a significant part of the identity of future Special educators (special education teacher) and Experts of helping professions (in general) in changed social circumstances, Samosvest, samopoštovanje i slika o sebi, značajan deo identiteta budućih specijalnih edukatora (defektologa) i stručnjaka pomažućih profesija (uopšte) u izmenjenim društvenim okolnostima",
pages = "268-255",
number = "1",
volume = "20",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_843"
}

Arsenović-Pavlović, M., Antić, S.,& Todorović, A.. (2014). Self-consciousness, self-esteem and self-concept, a significant part of the identity of future Special educators (special education teacher) and Experts of helping professions (in general) in changed social circumstances. in Beogradska defektološka škola
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd., 20(1), 255-268.
https://hdl.handle.net/21.15107/rcub_rfasper_843

Arsenović-Pavlović M, Antić S, Todorović A. Self-consciousness, self-esteem and self-concept, a significant part of the identity of future Special educators (special education teacher) and Experts of helping professions (in general) in changed social circumstances. in Beogradska defektološka škola. 2014;20(1):255-268.
https://hdl.handle.net/21.15107/rcub_rfasper_843 .

Arsenović-Pavlović, Marina, Antić, Slobodanka, Todorović, Anđela, "Self-consciousness, self-esteem and self-concept, a significant part of the identity of future Special educators (special education teacher) and Experts of helping professions (in general) in changed social circumstances" in Beogradska defektološka škola, 20, no. 1 (2014):255-268,
https://hdl.handle.net/21.15107/rcub_rfasper_843 .