Given the fact that early mathematics education is important for further learning of mathematics, authors of this paper examine the effects that preschool mathematics education on development of geometry concepts in children. On a sample of 290 children, through a one-on-one interview, we studied the development of geometry concepts in children at the end of preschool education in Serbia. Research results show that the preschool mathematics education achieves significant effects developing geometry concepts in children. Preschool mathematics education does not achieve equal effects on the development of all geometry concepts covered by the curriculum of preschool education, that there are no differences in the development of these concepts depending on the location of the preparatory preschool institution and the gender of the child, but that the education level of the child's parents has great impact on the development of these concepts.
Modern education needs include teachers who possess entrepreneurial competences. The subject of our study is entrepreneurship education in the field of teaching. We conducted semi-structured interviews with senior students of the Faculty of Education in Uzice (N=70). Entrepreneurship education can be realised using formal, non-formal and informal methods in higher education. The fundamentals of entrepreneurship are already represented in the existing curriculum, which cannot be deemed sufficient for systematised knowledge of entrepreneurship. Therefore, faculties of teacher education must be open to new models of activity and content organisation aimed at the development and encouragement of entrepreneurial competences among future teachers.
Various advantages and disadvantages of homework are discussed in the literature. The aim of this paper is to determine the advantages and disadvantages of homework practices in Serbian Language taught in junior grades of primary education. Implementation practices were examined from the standpoint of teachers with the aim of determining: the dynamics in assigning and reviewing homework; assessment methods and ways of communicating feedback; representation of different types of homework; and the evaluation of their contribution. The study was conducted in 2020 and 2021 on a sample of 123 teachers. The obtained results indicate that the homework practices in Serbian Language classes are characterized by the frequency and diversity of homework assignments, individualized approach, reviewing regularity, and positive perception of their contribution. However, the results also raise several important questions-excessive student workload, functionality of assessing homework as a learning tool, homework assessments, encouraging cooperative homework and communication related to it-and indicate the need for further research.
The paper investigates the problems of inclusive education from the perspective of scientific research and with an intention to point to the most pressing problems of inclusive education in Serbia from the researchers' perspective. The analysis encompassed 135 papers focused on different problems related to the research of the inclusive theory and practice and published in the pedagogical literature in the last 10 years. Two units of analysis have been selected: theoretical and problem approach to studying and researching, as well as the methodological approach to the research of inclusive education. The results indicate that, during the first decade after inclusive education had been introduced in Serbia, the authors were dealing mostly with the problems of critical consideration of the conceptual discourse and practice of inclusive education, and very little with the effects of inclusive education. It has been established that empirical papers take prevalence over theoretical ones, while descriptive and survey methods were applied most commonly. The research was carried out using mostly the one-sample technique and instruments and no participatory research was conducted. The pedagogical implications refer to the need for a more objective research of the effects of inclusion, given the ten-year period of implementation, and that the research approaches should include all inclusive education actors through participatory and qualitative research in order to offer the guidelines to the creators of the educational reform and its participants in terms of further improvement of the idea and practice of inclusive education.
This paper discusses the importance of entrepreneurship education and development of entrepreneurial competencies. Authors started from the meaning of entrepreneurial competencies as the person's ability to realise an idea, to possess a tendency of introducing changes and to accepting, supporting and adapting to innovations arising from external factors. Through a comparative overview of entrepreneurship education in some European countries and the Republic of Serbia, we wanted to underline the framework of this system with special emphasis on entrepreneurship education in higher education. Given the psychological attributes important for the development of entrepreneurial competencies (need for achievement, locus of control, tolerance of ambiguity, self-confidence and innovativeness), we presented ways to encourage and develop these attributes at faculties of education. The paper also proposes specific ways and forms of entrepreneurship education within compulsory and elective modules, as well as extracurricular activities through project teaching, practical activities within institutions and/or companies, and adequate theoretical framework.
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