ДАРОВИТИ УЧЕНИЦИ О ЕФИКАСНИМ ШКОЛСКИМ ПРАКСАМА: ЧЕМУ НАС ЈЕ НАУЧИЛО ОБАЗОВАЊЕ НА ДАЉИНУ ТОКОМ ПАНДЕМИЈЕ
Ključne reči:
даровити ученици, образовање на даљину током пандемије, квалитативна студија, ефективне школске праксе, додатна подршка школе
Sažetak
Ово истраживање проучава образовна искуства и перспективе даровитих ученика у Србији током образовања на даљину у време пандемије (ЕРЕ). Даровити ученици су изабрани на основу изузетних способности и достигнућа по препорукама стручних сарадника школа. Узорак је укључивао 19 ученика основних школа и 11 ученика средњих школа, циљано изабраних ради осигурања хомогености. Путем полуструктурисаних интервјуа, истраживани су различити аспекти живота ученика током пандемије, а у овом раду посебно се бавимо квалитативном анализом ефикасних и неефикасних школских пракси. Тематска анализа открила је шест тема које истичу ефикасне и ангажујуће праксе као што су додатна образовна подршка, видео конференције и коришћење система управљања учењем. Супротно томе, осам тема идентификовало је факторе који доприносе одсуству ангажовања, укључујући традиционалне методе наставе, ограничену интеракцију, неодговарајућу образовну подршку, изазове у праћењу оцењивања, придржавање епидемиолошких мера и недовољну индивидуализацију у редовној настави. Упркос овим изазовима, многи ученици су показали разумевање према наставницима и нису изражавали негативна осећања због недостатка обогаћења и подршке. Напоменуто је да су ученици ценили респонзивност наставника приликом иницирања контакта. Млађи ученици су добијали подршку породице, док су ученици средњих школа унапредили вештине саморегулације и усвојили нове стратегије учења. Студија закључује да даровити ученици нису довољно препознати као рањива група током пандемије и да су често били приморани да се сами организују. Резултати указују на неопходност континуиране едукације наставника у примени ангажујућих метода у настави за све групе ученика и подршке даровитим ученицима у обичајеном и виртуелном, хибридном образовном окружењу.
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Jovanović, M., & Dimitrijević, D. (2021). Barriers to implementation of distance learning during the COVID-19 outbreak: Teacher perspective. Zbornik Instituta za pedagoška istraživanja 53(1), 7–66. https://doi.org/10.2298/ZIPI2101007J
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Mojović, K., Kostić, T., Parežanin, D., & StepanovićIlić, I. (2021). Learning experiences and the biggest challenges of Serbian students during COVID-19 pandemic. XXVII Scientific Conference Empirical studies in psychology, 13-16th of May 2021, Belgrade, Book of abstract (p. 69). http://empirijskaistrazivanja.org/wp-content/uploads/2021/05/KNJIGA-REZIMEA-2021_f.pdf
Nikitović, T., Vuletić, T., Ignjatović, N., Ninković, M., Grujić, K., Krnjaić, Z., & Krstić, K.
(2023). Crisis as Opportunity, Risk, or Turmoil: Qualitative Study of Youth Narratives about
the COVID-19 Pandemic. Journal of Adolescent Health, 73(4), 686-692.
https://doi.org/10.1016/j.jadohealth.2023.05.017
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