The impact of social change on the position and relationship of teachers and students in teaching
Abstract
The last decade of the XX and the beginning of the XXI century of society in transition was marked by major social changes. These changes, which are characterized by the transformation from the traditional to the contemporary approach, lead to numerous changes in the educational and teaching theory and practice. The essence of the changes in the educational sphere is focused on the understanding of the connection between the development of society and education, the transformation of the system of education, as well as the examination of the position and relationship of teachers and students in teaching. Teaching is a social category in which the goals and tasks of upbringing and education are fulfilled in the most organized and systematic way, characterized by socio-historical conditionality and foundation. Acknowledging this fact, as well as the aforementioned findings and requirements, the primary focus of the paper is directed towards descriptivehistorical study and analysis of the impact of social changes on the position and relationship of teachers and students in teaching throughout the historical development of society, with special attention to the impact of current social change in this domain.
References
Beara, M., & Jerković, I. (2015). Social circumstances and teaching profession. Sociološki pregled 49 (2), 229–253. doi:10.5937/socpreg1502229B [In Serbian]
Bognar, B., & Simel. S (2013). Philosophical starting points for positive pedagogy. Metodički ogledi (1), 137–168. [In Croatian]
Cenić, S., & Petrović, J. (2006). Education through historical epochs. Vranje: Učiteljski fakultet. [In Serbian]
Delors, J. (1996). Education – hidden treasure. UNESCO: Report of the International Commission on Education for the 21st Century. Beograd: Ministarstvo prosvete Republike Srbije. [In Serbian]
Demetriu, A. (2013). Schooling and learning in modern democratic societies. In W. L. Anderson (ed.) Teaching oriented learning. Solun: Centar za demokratiju i pomirenje u jugoistočnoj Evropi (prevod: A. Pešikan & Lj. Plaznic),39–50. [In Serbian]
Filipović, N. (1988). Didactics 1. Sarajevo: IGKRO Svjetlost & OOUR Zavod za udžbenike. [In Serbian]
Koković, D. (1998). Cracks of culture. Beograd: Prosveta. [In Serbian].
Kovačević, V. (2017). The position and role of students in teaching through historical epochs. Učenje i nastava (4), 639–654. [In Serbian]
Malić, J. (1972). The role of teachers in the formation of students as subjects. Pedagoški rad (3-4), 133–142. [In Croatian].
Ministarstvo prosvete nauke i tehnološkog razvoja Republike Srbije [MPN] (2012). Education Strategy in Serbia until 2020. Službeni glasnik Republike Srbije (7). [In Serbian]
Mijanović, N. (2008). The subjective position of students in the educational process between declarative and real. Inovacije u nastavi (1), 13–22. [In Serbian]
Mikanović, B. (2015). The principle of freedom and the development of partnerships between students and teachers. Učenje i nastava (1), 47–60. [In Serbian]
Montaigne, M. (1953). Views of Education. Beograd: Pedagoško društvo NRS. [In Serbian]
Nedeljković, M. (2010). Social change and education. Beograd: Eduka. [In Serbian].
Pavlović, B. (2004). Partnerships in teaching as a factor in fostering learning and cognitive development. Zbornik Instituta za pedagoška istraživanja (36), 151–167. [In Serbian]
Prodanović, T. & Ničković, R. (1974). Didactics. Beograd: Zavod za udžbenike i nastavna sredstva. [In Serbian]
Slović, Lj. (1986). Contemporary sociology. Beograd: Zavod za udžbenike i nastavna sredstva. [In Serbian]
Vilotijević, M. (1999). Didactics 1 – The subject of didactics. Beograd: Naučna knjiga & Učiteljski fakultet [In Serbian]
Zobenica, N., & Stipančevič, A. (2017). The role and competences of teachers in a globalized society. Pedagoška stvarnost (2), 107–119. [In Serbian]