Innovative approaches to education



Organizers and sponsors:

Institute for Educational Research, Belgrade
Institution for Improvement of Education, Belgrade

Date and venue:

October 25th 2013.
Faculty of Teacher Education, Belgrade

Executive Programme Committee:

PhD Milja Vujačić (President)

Technical Programme Committee:

MA Jelena Stanišić, MA Rajka Đević, Svetlana Lisinac

The 16th scientific conference “Educational research and school practice” – Innovative approaches to education was organized by Institute for educational research and Institute for improvement of education, on October, 25th 2013 at the Teacher Training Faculty in Belgrade.

The main goal of the Conference was to get insight into the actual innovative educational practice in Serbia.

At the conference were participated 65 participants with papers. The participants were the collaborators and professors from Institute of educational research, Institute for improvement of education, Ministry of education, science and technological development of the Republic of Serbia, Faculty of Philosophy from Belgrade and Novi Sad, Teachers’ training faculties from Belgrade and Užice, Faculty of education from Jagodina, Faculty of philology from Belgrade, Faculty of chemistry from Belgrade, Faculty of fine arts from Belgrade, Faculty of music from Belgrade, College of Professional studies for training educators from Kikinda, Faculty of special education and rehabilitation from Belgrade, Faculty of media and communication from Belgrade, College of applied business studies from Valjevo and Academy of diplomacy and security from Belgrade, and.

Besides the participants with papers, at the conference were also participated 47 preschool and school teachers, principals and specialists from kindergarten, primary schools and secondary schools from Serbia.

Mehudin Fijuljanin and Ljubisa Antonijevic from The Ministry of Education, Science and Technological Development of the Republic of Serbia, Jasmina Sefer and Milja Vujacic from the Institute of educational research were speaking at the opening session.

Introduction lecturers were organized by Jasmina Šefer (Innovative practices and trefoil model: problems and solutions), Jelena Vranješević (Teacher leadership: the role of teachers in developing intercultural curriculum) and Emilija Lazarevic (Development of metalinguistic competencies at preschool age as a predictor for the acquisition of reading and writing skills).

The work at the conference was organized in three thematic sessions (1) innovative approaches to preschool education; (2) innovative approaches to school education and (3) innovative approaches to university education.

The key topics which was discussed by the participants were: individualized approach, creativity, teachers’ implicit theories of creativity, critical thinking, students motivation for learning, active learning, dialog in education, problem solving, strategies for underachievers, parents-school cooperation, students’ autonomy, students’ self-education, innovative approaches to ecological education, innovative approaches to language, math, chemistry and fine art, education and competencies of university teachers, technology in university education, educational standards etc.

The general impression of the participants is that the conference was well organized regarding time schedules, space and technical equipment which made the opportunity for comfortable work during the conference. The participants were satisfied by the topics and methods of work during the conference. They were emphases the possibility of applying new knowledge in their practice.

The key conclusions of the conference is that in our educational system are the numerous examples of innovative education practice at all levels of educational system, from preschool to university education. The innovative approaches in our educational system are focused on improvement and better quality of educational practice through establishing a network of active participants in education (teachers, students and parents) and strengthening the professional identity of teachers as active creators of their own practice. The innovative approaches always deal with some changes in educational practice and that changes for the consequence usually may have the reaction of teachers. So, during the implementation of innovative approach the key prerequisites are good preparation, clear goals and motivated participants.


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