TY  - JOUR
AU  - Kovačević-Lepojević, Marina
AU  - Bukvić Branković, Lidija
AU  - Popović-Ćitić, Branislava
AU  - Paraušić Marinković, Ana
AU  - Trajković, Marija
PY  - 2024
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5427
AB  - The study aimed to examine the implementation of social teaching practices (STP) in primary schools in Serbia during the COVID-19 pandemic. We explored how the flexibility of STP relates to teachers’ socioemotional competencies (SEC), general teaching difficulties during the pandemic, their satisfaction with the education system, and perception of professional future on a sample of 817 teachers. Research findings suggest that those teachers with higher SEC, less teaching difficulties, and those who are more satisfied with the education system and more optimistic about their professional future implement more STPs. Differences in STPs were also found regarding the teachers’ gender, education cycle, and teaching modality. The study indicated that use of STPs by teachers in times of crisis can be empowered with diverse support opportunities through professional development.
AB  - Istraživanje je usmereno ka proceni mogućnosti korišćenja socijalnih nastavnih praksi (SNP) u uslovima pandemijskog obrazovanja. Na uzorku od 817 nastavnika osnovnih škola ispitana je fleksibilnost socijalnih nastavnih praksi u vezi sa socioemocionalnim kompetencijama (SEK) nastavnika, generalnim teškoćama izvođenja nastave tokom pandemije, zadovoljstvom nastavnika obrazovanjem u vreme pandemije i percepcijom budućnosti profesije. Rezultati istraživanja upućuju na to da socioemocionalno kompetentniji nastavnici, nastavnici zadovoljniji funkcionisanjem obrazovnog sistema u vreme pandemije, kao i nastavnici optimističniji u vezi sa svojom profesionalnom budućnošću primenjuju više SNP. Otkrivene su razlike u primeni socijalnih nastavnih praksi u odnosu na pol, obrazovni ciklus i modalitet nastave. Rezultati istraživanja upućuju na to da primena socijalnih nastavnih praksi u kriznim vremenima može biti unapređena različitim mogućnostima podrške u sklopu profesionalnog razvoja nastavnika.
PB  - University of Niš
T2  - Teme
T1  - When there is a will there is a way: The social teaching practices of primary school teachers during the COVID-19 pandemic
EP  - 34
IS  - 1
SP  - 19
VL  - 48
DO  - 10.22190/TEME230120002K
ER  - 

@article{
author = "Kovačević-Lepojević, Marina and Bukvić Branković, Lidija and Popović-Ćitić, Branislava and Paraušić Marinković, Ana and Trajković, Marija",
year = "2024",
abstract = "The study aimed to examine the implementation of social teaching practices (STP) in primary schools in Serbia during the COVID-19 pandemic. We explored how the flexibility of STP relates to teachers’ socioemotional competencies (SEC), general teaching difficulties during the pandemic, their satisfaction with the education system, and perception of professional future on a sample of 817 teachers. Research findings suggest that those teachers with higher SEC, less teaching difficulties, and those who are more satisfied with the education system and more optimistic about their professional future implement more STPs. Differences in STPs were also found regarding the teachers’ gender, education cycle, and teaching modality. The study indicated that use of STPs by teachers in times of crisis can be empowered with diverse support opportunities through professional development., Istraživanje je usmereno ka proceni mogućnosti korišćenja socijalnih nastavnih praksi (SNP) u uslovima pandemijskog obrazovanja. Na uzorku od 817 nastavnika osnovnih škola ispitana je fleksibilnost socijalnih nastavnih praksi u vezi sa socioemocionalnim kompetencijama (SEK) nastavnika, generalnim teškoćama izvođenja nastave tokom pandemije, zadovoljstvom nastavnika obrazovanjem u vreme pandemije i percepcijom budućnosti profesije. Rezultati istraživanja upućuju na to da socioemocionalno kompetentniji nastavnici, nastavnici zadovoljniji funkcionisanjem obrazovnog sistema u vreme pandemije, kao i nastavnici optimističniji u vezi sa svojom profesionalnom budućnošću primenjuju više SNP. Otkrivene su razlike u primeni socijalnih nastavnih praksi u odnosu na pol, obrazovni ciklus i modalitet nastave. Rezultati istraživanja upućuju na to da primena socijalnih nastavnih praksi u kriznim vremenima može biti unapređena različitim mogućnostima podrške u sklopu profesionalnog razvoja nastavnika.",
publisher = "University of Niš",
journal = "Teme",
title = "When there is a will there is a way: The social teaching practices of primary school teachers during the COVID-19 pandemic",
pages = "34-19",
number = "1",
volume = "48",
doi = "10.22190/TEME230120002K"
}

Kovačević-Lepojević, M., Bukvić Branković, L., Popović-Ćitić, B., Paraušić Marinković, A.,& Trajković, M.. (2024). When there is a will there is a way: The social teaching practices of primary school teachers during the COVID-19 pandemic. in Teme
University of Niš., 48(1), 19-34.
https://doi.org/10.22190/TEME230120002K

Kovačević-Lepojević M, Bukvić Branković L, Popović-Ćitić B, Paraušić Marinković A, Trajković M. When there is a will there is a way: The social teaching practices of primary school teachers during the COVID-19 pandemic. in Teme. 2024;48(1):19-34.
doi:10.22190/TEME230120002K .

Kovačević-Lepojević, Marina, Bukvić Branković, Lidija, Popović-Ćitić, Branislava, Paraušić Marinković, Ana, Trajković, Marija, "When there is a will there is a way: The social teaching practices of primary school teachers during the COVID-19 pandemic" in Teme, 48, no. 1 (2024):19-34,
https://doi.org/10.22190/TEME230120002K . .

TY  - CONF
AU  - Popović-Ćitić, Branislava
AU  - Trajković, Marija
AU  - Bukvić, Lidija
AU  - Kovačević-Lepojević, Marina
AU  - Paraušić Marinković, Ana
AU  - Kovačević, Milica
AU  - Bogićević, Dragana
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5376
AB  - Introduction: Cultural competencies, as a set of values, knowledge,
attitudes and skills needed for understanding and respecting culturally
different individuals, and establishing positive and constructive relations
with them, are considered an important aspect of the professional
development of teachers in the framework of intercultural education.
Aim: An insight into the level of cultural competencies of high school
teachers – in the domains of cultural awareness, knowledge and skills,
while looking at the influence of gender and age of respondents on the
results of self-assessment.
Method: The sample consisted of 254 teachers (78.7% female), aged 23
to 63 (M = 45.7; SD = 9.11), from eight Belgrade high schools. Data were
collected with the Cultural Competence Self-Assessment Checklist, which
consists of 36 items on a four-point Likert-type scale (α = .95), grouped
into three subscales: cultural awareness (α = .77), cultural knowledge (α =
.91) and cultural skills (α = .92).
Results: High school teachers report a satisfactory level of cultural
competence (M = 3.13; SD = .47), whereby they have the most cultural
knowledge (M = 3.38; SD = .52), followed by cultural skills (M = 3.10; SD
= .59) and, finally, cultural awareness (M = 2.88; SD = .49). Younger and
female teachers estimate their own level of overall cultural competence
higher than older (r = 0.21, p < 0.01) and male teachers (t(214) = -2.26, p
< 0.05). The most significant differences, when it comes to the teacher’s
gender, are recorded at the level of cultural skills (t(240) = -3.24, p < 0.01),
while in relation to age, the differences are most pronounced in the
domain of cultural knowledge (r = 0.23, p < 0.01).
Conclusion: Although teachers rate their cultural competence at a
relatively high level, there is room for improvement. It would be desirable
to implement professional development programs that, through the
strengthening of cultural awareness, knowledge and skills of teachers,
would contribute to democratic culture, intercultural education and
culturally competent practice in educational work.
AB  - Uvod: Kulturalne kompetencije, kao skup vrednosti, znanja, stavova
i veština potrebnih za razumevanje i poštovanje kulturalno različitih
pojedinaca, te uspostavljanje pozitivnih i konstruktivnih odnosa sa
njima, smatraju se važnim aspektom profesionalnog razvoja nastavnika u
okvirima interkulturalnog obrazovanja.
Cilj: Uvid u nivo razvijenosti kulturalnih kompetencija nastavnika srednje
škole – u domenima kulturalne svesnosti, znanja i veština, uz sagledavanje
uticaja pola i starosti ispitanika na rezultate samoprocene.
Metode: Uzorak je činilo 254 nastavnika (78,7% ženskog pola), starosti od
23 do 63 godine (M = 45,7; SD = 9,11), iz osam beogradskih srednjih škola.
Podaci su prikupljeni Kontrolnom listom za samoprocenu kulturalne
kompetencije (Cultural Competence Self-Assessment Checklist), koju čini
36 stavki na četvorostepenoj skali Likertovog tipa (α = .95), grupisanih u
tri podskale: kulturalna svesnost (α = .77), kulturalno znanje (α = .91) i
kulturalne veštine (α = .92).
Rezultati: Nastavnici srednje škole poseduju zadovoljavajući nivo
kulturalnih kompetencija (M = 3,13; SD = .47), pri čemu u najvećoj meri
raspolažu kulturalnim znanjem (M = 3,38; SD = .52), zatim kulturalnim
veštinama (M = 3,10; SD = .59) i, na kraju, kulturalnom svesnošću (M =
2,88; SD = .49). Mlađi i nastavnici ženskog pola procenjuju sopstveni nivo
ukupnih kulturalnih kompetencija višim u odnosu na starije (r = 0,21, p
< 0.01) i nastavnike muškog pola (t(214) = -2,26, p < 0,05). Najznačajnije
razlike, kada je u pitanju pol nastavnika, beleže se na nivou kulturalnih
veština (t(240) = -3,24, p < 0,01), dok su u odnosu na starost, razlike
najizraženije u domenu kulturalnog znanja (r = 0,23, p < 0,01).
Zaključak: Iako nastavnici svoje kulturalne kompetencije ocenjuju na
relativno visokom nivou, prostor za njihovo unapređivanje postoji.
Opravdano bi bilo implementirati programe stručnog usavršavanja
koji bi, kroz jačanje kulturalne svesnosti, znanja i veština nastavnika,
doprineli demokratskoj kulturi, interkulturalnom obrazovanju i kulturalno
kompetentnoj praksi u obrazovnom radu.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik apstrakata-  12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. godine
T1  - Cultural competencies in education: Results from self-assessment of high school teachers
T1  - Kulturalne kompetencije u obrazovanju: rezultati samoprocene nastavnika srednje škole
EP  - 134
SP  - 133
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5376
ER  - 

@conference{
author = "Popović-Ćitić, Branislava and Trajković, Marija and Bukvić, Lidija and Kovačević-Lepojević, Marina and Paraušić Marinković, Ana and Kovačević, Milica and Bogićević, Dragana",
year = "2023",
abstract = "Introduction: Cultural competencies, as a set of values, knowledge,
attitudes and skills needed for understanding and respecting culturally
different individuals, and establishing positive and constructive relations
with them, are considered an important aspect of the professional
development of teachers in the framework of intercultural education.
Aim: An insight into the level of cultural competencies of high school
teachers – in the domains of cultural awareness, knowledge and skills,
while looking at the influence of gender and age of respondents on the
results of self-assessment.
Method: The sample consisted of 254 teachers (78.7% female), aged 23
to 63 (M = 45.7; SD = 9.11), from eight Belgrade high schools. Data were
collected with the Cultural Competence Self-Assessment Checklist, which
consists of 36 items on a four-point Likert-type scale (α = .95), grouped
into three subscales: cultural awareness (α = .77), cultural knowledge (α =
.91) and cultural skills (α = .92).
Results: High school teachers report a satisfactory level of cultural
competence (M = 3.13; SD = .47), whereby they have the most cultural
knowledge (M = 3.38; SD = .52), followed by cultural skills (M = 3.10; SD
= .59) and, finally, cultural awareness (M = 2.88; SD = .49). Younger and
female teachers estimate their own level of overall cultural competence
higher than older (r = 0.21, p < 0.01) and male teachers (t(214) = -2.26, p
< 0.05). The most significant differences, when it comes to the teacher’s
gender, are recorded at the level of cultural skills (t(240) = -3.24, p < 0.01),
while in relation to age, the differences are most pronounced in the
domain of cultural knowledge (r = 0.23, p < 0.01).
Conclusion: Although teachers rate their cultural competence at a
relatively high level, there is room for improvement. It would be desirable
to implement professional development programs that, through the
strengthening of cultural awareness, knowledge and skills of teachers,
would contribute to democratic culture, intercultural education and
culturally competent practice in educational work., Uvod: Kulturalne kompetencije, kao skup vrednosti, znanja, stavova
i veština potrebnih za razumevanje i poštovanje kulturalno različitih
pojedinaca, te uspostavljanje pozitivnih i konstruktivnih odnosa sa
njima, smatraju se važnim aspektom profesionalnog razvoja nastavnika u
okvirima interkulturalnog obrazovanja.
Cilj: Uvid u nivo razvijenosti kulturalnih kompetencija nastavnika srednje
škole – u domenima kulturalne svesnosti, znanja i veština, uz sagledavanje
uticaja pola i starosti ispitanika na rezultate samoprocene.
Metode: Uzorak je činilo 254 nastavnika (78,7% ženskog pola), starosti od
23 do 63 godine (M = 45,7; SD = 9,11), iz osam beogradskih srednjih škola.
Podaci su prikupljeni Kontrolnom listom za samoprocenu kulturalne
kompetencije (Cultural Competence Self-Assessment Checklist), koju čini
36 stavki na četvorostepenoj skali Likertovog tipa (α = .95), grupisanih u
tri podskale: kulturalna svesnost (α = .77), kulturalno znanje (α = .91) i
kulturalne veštine (α = .92).
Rezultati: Nastavnici srednje škole poseduju zadovoljavajući nivo
kulturalnih kompetencija (M = 3,13; SD = .47), pri čemu u najvećoj meri
raspolažu kulturalnim znanjem (M = 3,38; SD = .52), zatim kulturalnim
veštinama (M = 3,10; SD = .59) i, na kraju, kulturalnom svesnošću (M =
2,88; SD = .49). Mlađi i nastavnici ženskog pola procenjuju sopstveni nivo
ukupnih kulturalnih kompetencija višim u odnosu na starije (r = 0,21, p
< 0.01) i nastavnike muškog pola (t(214) = -2,26, p < 0,05). Najznačajnije
razlike, kada je u pitanju pol nastavnika, beleže se na nivou kulturalnih
veština (t(240) = -3,24, p < 0,01), dok su u odnosu na starost, razlike
najizraženije u domenu kulturalnog znanja (r = 0,23, p < 0,01).
Zaključak: Iako nastavnici svoje kulturalne kompetencije ocenjuju na
relativno visokom nivou, prostor za njihovo unapređivanje postoji.
Opravdano bi bilo implementirati programe stručnog usavršavanja
koji bi, kroz jačanje kulturalne svesnosti, znanja i veština nastavnika,
doprineli demokratskoj kulturi, interkulturalnom obrazovanju i kulturalno
kompetentnoj praksi u obrazovnom radu.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik apstrakata-  12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. godine",
title = "Cultural competencies in education: Results from self-assessment of high school teachers, Kulturalne kompetencije u obrazovanju: rezultati samoprocene nastavnika srednje škole",
pages = "134-133",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5376"
}

Popović-Ćitić, B., Trajković, M., Bukvić, L., Kovačević-Lepojević, M., Paraušić Marinković, A., Kovačević, M.,& Bogićević, D.. (2023). Cultural competencies in education: Results from self-assessment of high school teachers. in Zbornik apstrakata-  12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. godine
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 133-134.
https://hdl.handle.net/21.15107/rcub_rfasper_5376

Popović-Ćitić B, Trajković M, Bukvić L, Kovačević-Lepojević M, Paraušić Marinković A, Kovačević M, Bogićević D. Cultural competencies in education: Results from self-assessment of high school teachers. in Zbornik apstrakata-  12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. godine. 2023;:133-134.
https://hdl.handle.net/21.15107/rcub_rfasper_5376 .

Popović-Ćitić, Branislava, Trajković, Marija, Bukvić, Lidija, Kovačević-Lepojević, Marina, Paraušić Marinković, Ana, Kovačević, Milica, Bogićević, Dragana, "Cultural competencies in education: Results from self-assessment of high school teachers" in Zbornik apstrakata-  12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. godine (2023):133-134,
https://hdl.handle.net/21.15107/rcub_rfasper_5376 .