Zbornik radova Pedagoškog fakulteta, Užice

STUDENT-TEACHER COMMUNICATION MOTIVATION

Dragana Bjekić — 2026-03-02

Teachers (preschool teachers, primary school class teachers and subject teachers) carry out their profession through various forms of communication with students, families, colleagues, and the social community. Dynamic dimensions of their communication competence direct their communication. The paper studies the structure and strength of student-teacher motivation for interpersonal communication. The Interpersonal Communication Motives Scale and the Questionnaire on the sociodemographic characteristics of students were applied. The sample included 260 students from three faculties in Serbia that educate preschool teachers, primary school teachers and subject teachers. Results: the students are most motivated to communicate by the need for emotional connection and exchange of affection, and by the following motives of equal strength: to achieve communication satisfaction, relaxation, and social interaction involvement. The students are less motivated to communicate to establish control or avoid something through communication. Only difference in motivational communication to achieve satisfaction and pleasure within the communication process between students of different years of study was found. It was concluded that the education of future teachers should include preparation (training) to recognize their communication motives and integrate them into professional action.

DEFINING AN ALTERNATIVE ASSESSMENT CONSTRUCT AS A RATING SCALE FOR EVALUATION OF LSP ORAL PRESENTATION

Vesna Petrović — 2026-03-02

The subject of the research is defining an oral presentation assessment construct in language for specific purposes. The aim of the research bases on defining validity of an alternative form of assessment, such as performance, in the manner of the standardised testing procedure. More precisely, starting form the students’ performances, i.e. oral presentations in language for specific purposes that needs to be evaluated, we analysed theoretical frameworks of communicative competence and specific purpose language ability, as well as speech parameters and public speaking rating scales’ characteristics. This approach was adopted in order to reach an optimal solution for an assessment construct of oral presentation performance. As the theoretical background shows that an assessment construct can be operationalised by rating scale criteria, we designed a unique rating scale for oral presentation assessment based on the results of the theoretical analysis. Thus, the rating scale for oral presentation assessment is composed of the parameters of linguistic, sociolinguistic, discourse and functional competences as well as on performance strategies and background knowledge. The main purpose of such rater-oriented scale is to increase objectivity and a priori validity of assessment procedure in the real classroom context.

ADAPTATION AND VALIDATION OF THE TEACHER PROFESSIONAL DEVELOPMENT QUESTIONNAIRE (PDQT) IN THE SERBIAN EDUCATIONAL CONTEXT

Tamara Dragojević — 2026-03-02

Abstract: Teachers’ professional development is a key component in improving educational systems. To ensure the relevance and effectiveness of professional development programs, this study aimed to adapt and validate the Teacher Professional Development Questionnaire (PDQT) on a sample of 883 primary and secondary school teachers in Serbia. The adaptation process included item reformulation, modification of the response perspective, and adjustment of factor structure. Psychometric analyses yielded strong results (KMO = 0.951; Bartlett’s test: χ² = 21,586.866, df = 1,081, p < .001; Cronbach’s alpha = 0.94), confirming a five-factor structure: Learning Environment, Lesson Planning, Teaching Research, Educational Technology, and Collaboration. These findings provide a validated instrument for assessing teacher development needs and contribute to the design of more effective professional development programs in the Serbian cultural context.

Keywords: professional development; teachers; instrument adaptation and validation; educational context.

A BRIDGE BETWEEN TWO WORLDS: EXPERIENCES OF GROWING UP AS HEARING CHILDREN OF DEAF PARENTS

Dajana Erceg — 2026-03-02

Abstract

More than 90% of deaf parents have hearing children who are often bilingual and bicultural, serving as communication brokers in situations that can be inappropriate for their age and stressful. These children lack recognition as a minority group needing specific support, and due to the lack of research, the aim of this study is to explore the experiences of hearing children raised in families with deaf parents in Serbia. Data were collected through a focus group consisting of six young adults and analyzed using interpretative phenomenological analysis. The findings show that taking on a high level of responsibility is a key characteristic of the participants’ childhood, including early involvement in interpreting and assuming a role similar to that of a parent. Participants expressed a need to protect their parents from unpleasant situations, which often stem from stigma and discrimination related to deafness. They reported strong emotional closeness to their parents and highlighted the benefits they gained through early maturation experiences – such as skills valuable in adulthood. Social support during childhood was found to be of great importance, and participants did not blame their parents’ deafness for the more difficult aspects. A consistent finding was that the most meaningful changes would include raising awareness in the community and normalizing deafness.

Keywords: hearing children of deaf adults, CODA, deafness, sign language, interpreting

ACCESS TO EDUCATION FOR ROMA PUPILS DURING COVID-19

Ljiljana Skrobić — 2026-03-02

Throughout the COVID-19 pandemic, distance learning in the Republic of Serbia has exacerbated the disparities in the quality and availability of education for children from marginalized groups. The goal of this research was to gain trustworthy insights into the organization of primary education for one such group, Roma pupils, in the city of Niš. Primary school questionnaires were used to gather data for the quantitative part of the study. Focus groups with Roma children's parents and teachers, as well as interviews with other key actors in the education system were used for the qualitative part. Research results show that Roma pupils participated in remote learning for most of COVID-19, although they attended classes differently than other pupils. Compared to non-Roma pupils, they were not afforded the same opportunities to acquire educational materials. Challenges in education during the pandemic specific to Roma pupils are primarily tied to the socio-economic conditions in which they live. Non-governmental organizations and educational assistants have been the main sources of support for these pupils in their education. Based on the research findings, recommendations have been drawn to improve the educational conditions for Roma pupils during crises and to ensure their right to education, which faces limitations in access even under regular circumstances.

Serbian folk costume – the identity matrix of future teacher s and educators

Danijela Vasilijevic — 2026-03-02

: Arising from the theoretical observations of the research problem based on the value orientation of the young future teachers and educators, in addition to the interpretation of studies on national identity and its importance while globalism and anti globalism are confronted, the research problem is defined: is the Serbian national costume recognised by the future teachers and educators. In the descriptive research, using survey technique on the sample of 184 students of the Faculty of Education in Uzice, the following was examined: 1) successful identification of the Serbian national costume without geoprediction; 2) successful identification of the Serbian national costume with specified geographical indications; 3) statistically significant differences in the success of students’ assessment (task 1 and 2) in relation to the course of study, year of study, success and participation in folk dancing clubs.

The answer to the question of whether future teachers and educators are familiar with Serbian folk costumes is not affirmative: students do not sufficiently know the national costume that originates from the territory of the Republic of Serbia, and even less the Serbian folk costume from the territories of the former SFRY; it has been shown that the identification of this important national cultural feature and heritage is at the level of (often distorted) representations, but not knowledge about the aforementioned; students do not adequately understand regional geography and national history that would serve as a premise for a successful selection of answers; the most common criteria for classification and identification are visual elements or, (often incorrectly) assumed national toponyms. Relying on experiential predictions based on poor textbook knowledge, which primarily presents the folk costume of the Šumadija type as an exemplar of Serbian folk costume, students build their classifications according to this (poor) school experience.

Since the level of content recognition belongs to the lowest category, it cannot be discussed that students of the Faculty of Education possess higher categories of knowledge (understanding, functional, and creative knowledge). Therefore, it cannot be expected that future teachers and educators will properly present Serbian folk costumes to younger generations in their pedagogical practice; for them, in this case, it has exclusively decorative value, meaning that it represents a prevalence of declarative, but not substantive national identity.

It is undeniable that faculties of education have an important, irreplaceable role in this process. In this context, they should take appropriate measures to strengthen desirable socially acceptable national narratives while respecting other national identities. Nurturing, developing, constructing, and co-constructing national identity, with mutual respect for cultural differences and specificities, should be an imperative of contemporary educational reality.

This opens a large space for further additional research. The significance of the research should be interpreted in the context of understanding the potential strength of faculties of education in the proper nurturing of national identity, at both primary and secondary levels.

Учење уз Теслу: подстицање мотивације ученика путем чебота заснованогна личности у основним школама у Србији

Milena Škobo — 2026-03-02

This study examines the impact of using a persona-based educational chatbot, modeled after Nikola Tesla, on student motivation in Serbian primary schools. The objective of the research was to determine how students’ perceptions of chatbot functionality, interactivity, and educational value influence their motivation to learn. A quantitative, non-experimental survey design was employed, with data collected from 456 students across four subjects: Serbian language and literature, History, English, and Physics. Statistical analysis included correlation and multiple regression analysis, focusing on three primary motivational factors: functionality, engagement, and educational value. The main findings indicate that the educational value of the chatbot was the strongest predictor of student motivation (β = 0.378, p < 0.001), while functionality and interactivity played a secondary role. Additionally, the study explored the potential motivational impact of the chatbot’s persona as a culturally familiar and emotionally significant historical figure. Results highlight the importance of pedagogically meaningful content and suggest the potential of persona-based chatbots to enhance student motivation.

DOES TASK FORMAT MATTER? AN EMPIRICAL STUDY OF THE USE OF MULTIPLE-CHOICE AND CONSTRUCTED-RESPONSE TASKS IN GEOMETRY TEACHING

Dragana Trnavac — 2026-03-02

This paper examines the use of multiple-choice and constructed-response tasks in teaching geometry to older elementary school students, with a particular focus on solving strategies. The sample included 889 students from fifth to eighth grade. As expected, the results show that students perform better on multiple-choice tasks than on constructed-response tasks, which can be attributed to the use of guessing strategies. However, students generally fail to apply a variety of strategies in this type of task. The research indicates that both task formats have their advantages in the learning process, and the choice of format can enhance the effectiveness of teaching.

Death Education and Folk Literature – an (Im)possible Synthesis

Vladimir Vukomanović Rastegorac — 2026-03-02

The knowledge that the dialogue on death is a sensitive, but then again a necessary topic in the context of education, prompted the emergence of the concept of death education in which literary texts can also play an important role. Therefore, it may be important to say that some oral literary works, frequently with the death motif, have their place in the elementary school curricula. Thus the aim of our paper is: 1) to point to the oral literary texts with the death motif in the curriculum and to those that are incorporated in the approved reading-books and to show 2) the dominant aspects of the thematization of death in the reading-book texts and how to approach them in the didactic and methodical apparatus. The qualitative analysis of the curriculum is focused on the upper elementary classes and the analysis of the reading-books and the didactic and methodical apparatus is done using the reading-books published by the three different publishers. The analysis is dominated by the three following themes: 1) the description of the emotions that accompany death, 2) the description of life after death, 3) the pattern of motifs in oral literature as an instrument in the service of the thematization of death. Moreover, the analysis shows that, among the already mentioned aspects, the methodical apparatus sheds the faintest light on the images of life after death. Based on the results of research, the specific recommendations are given to increase the genre variety of the reading-book texts and to use the segments of the folklore and folk traditions in order to gain a better understanding of a particular work of literature.

Theoretical knowledge of secondary school students in the field of physical and health education and exercises as the outcome of teaching activities

Živorad Marković — 2026-03-02

Abstract: The organization of teaching activities in a modern secondary school implies the ability of students to acquire theoretical knowledge, transfer it to new educational situations and apply it in practice. One of the priority tasks of teaching physical and health education is to expand students' knowledge. In addition to sports and technical knowledge, theoretical knowledge helps students understand the importance of physical culture and relate to it correctly. It can be an incentive for students' activity in physical and health education classes. In order to emphasize their importance, the authors of this paper deal with the level of theoretical knowledge of secondary school students in the field of physical and health education and exercise.

The aim of the research was to determine any statistically significant differences in educational achievements (levels of theoretical knowledge) in physical and health education classes among secondary school students, in relation to differences in planning and implementation of program content (continuous implementation during the school year and standard implementation in cycles).

The level of theoretical knowledge of students in the field of physical and health education and exercise was determined by a special knowledge test. The values of the multivariate analysis indicate a statistically significant difference between the experimental and control groups of respondents in the levels of their theoretical knowledge. It was confirmed that the higher level of knowledge was achieved by the respondents of the experimental group, in which the program content was implemented continuously, in contrast to the control group of respondents in which the program content was implemented in cycles.

Поузданост и валидност TGMD-2 у Србији код деце узраста од 7 до 8 година

Anita Štajer — 2026-03-02

Abstract

The Test of Gross Motor Development (TGMD-2) was developed to assess the motor development of children aged 3-10 focusing on motor skills. The TGMD-2 is widely used in research and clinical settings. The aim of the study was to investigate the content, criteria, and construct validity and reliability of the TGMD-2 for children aged 7-8 in Serbia.

The study involved 214 children (47,19% girls) from the northern part of Serbia. The two-factor model was confirmed by factor analysis. Internal consistency reliability was high: for locomotor score (0.76), object control score (0.77) and total composite score (0.81). The test-retest reliability ranged from 0.31-0.79, and it was significant (r = 0,55; p ≤ 0,00). This study highlighted that TGMD-2 can be used with confidence to assess motor skills of children in Serbia aged 7-8.

Key words: children, TGMD-2, motor skills reliability and validity

Поновно разматрање дела који недостаје: чланови у уџбеницима за учење енглеског језика намењеним средњим школама

Jelena Danilovic Jeremic — 2026-03-02

Building on previous research (Gaskell & Cobb, 2004; Trenkić, 2008; Veličković, 2021) and taking into consideration the general lack of data pertaining to the teaching of articles in the later stages of EFL acquisition, this study aims to investigate how articles are presented and practiced in secondary school EFL textbooks by focusing on five courses: the immensely popular Headway series, the Serbian Improving English, but also the On Screen, Traveller, and Solutions series. These textbooks have recently been approved for use in secondary education by the Ministry of Education, Science and Technological Development of the Republic of Serbia. The corpus comprised 20 textbooks to be used across grades 1-4 (i.e. the pre-intermediate, intermediate, upper-intermediate, and advanced level). The results showed which features of article use (cf. Huddleston & Pullum, 2002) were represented in the select EFL textbooks, which types of examples (contextualized vs stand-alone) were included, whether article-oriented exercises and explanations differed across grades and the selected textbooks, but also what conclusions could be drawn about the practices of article instruction at the primary (Veličković, 2021) and secondary level of education. In line with the obtained results, we discussed the pedagogical implications and proposed possible teaching interventions.

Holidays in Music Education as a Foundation for School-Family Partnership

Maja Ćalić — 2026-03-02

Holidays constitute complex cultural, affective, and educational phenomena whose ritual and symbolic dimensions provide a valuable link between family and school life. In the context of music education, they can function as a medium for integrating familial values with curricular objectives, thereby promoting students’ emotional development, cultural awareness, and sense of community belonging. The present study investigates the representation and pedagogical treatment of holidays in music education textbooks for the first cycle of primary education in Serbia, with particular attention to family and religious celebrations. Employing a qualitative content analysis of 34 textbooks published by different Serbian publishers, the research reveals a pronounced predominance of family and secular holidays - most notably birthdays and New Year’s - while references to religious holidays are comparatively scarce and largely confined to traditional Christmas and Easter songs. The prevailing methodological orientation emphasizes reproductive activities, such as singing and listening, whereas creative and analytical tasks are considerably underrepresented. Although holidays carry a strong affective and cultural potential for bridging school and family environments, the results highlight the need for their systematic and thematically diverse integration into teaching, in order to maximize their educational and cultural impact.