Вера Ж. Радовић, Универзитет у Београду, Учитељски факултет, Република Србија, имејл: vera.radovic@uf.bg.ac.rs
Душка З. Михајловић де Оливеира, Универзитет у Београду, Учитељски факултет, Република Србија
Теодора А. Тодовић, Универзитет у Београду, Учитељски факултет, Република Србија
Иновације у настави, XXXIV, 2021/1, стр. 63–79

| PDF | | Extended summary PDF |
doi: 10.5937/inovacije2101063R

Резиме: У раду су приказани резултати теоријске анализе научних (оригиналних научних, прегледних и кратких научних прилога) и стручних радова који третирају проблем индивидуализације у настави, објављених у часопису Иновације у настави од 1983. године, када је изашао први број Часописа, до последњег објављеног броја 4, у 2020. години. Циљ истраживања био је да се критички сагледа како је истраживачки третиран проблем индивидуализације у настави, те да се извуку поуке о концептуалним и методолошким приступима и импликације за наставну праксу у савременим условима. Јединице за теоријску анализу биле су: број радова у односу на укупан број радова по годинама издања Часописа, карактер радова према тренутно важећој категоризацији радова у Часопису, теоријски аспекти са којих аутори разматрају проблем индивидуализације у настави и методолошки приступ. Резултати истраживања показују да су током 33 године излажења Часописа објављена 63 рада у којима се третира проблем индивидуализације у настави, да је највише стручних радова, да преовлађује аналитички приступ у истраживањима (анализа литературе и анализа конкретних наставних часова). Аутори најчешће полазе од општег дидактичког приступа, а методички аспект најзаступљенији је у третирању индивидуализације у настави српског језика и књижевности и настави математике. На основу резултата анализе изведене су импликације са аспекта развоја ученичких компетенција и професионалних компетенција наставника.

Кључне речи: индивидуализација, индивидуализована настава, Часопис / Иновације настави, ученик, наставник.

Summary: The paper presents the results of the theoretical analysis of the scientific (original scientific papers, reviews, and short scientific papers) and professional papers investigating the problem of individualization in teaching, that were published in the Teaching Innovations journal from 1983, when the first issue of the journal was published, until the last published issue No. 4 in 2020. The aim of the research in this paper was to critically inspect how the problem of individualization in teaching was treated in the research papers published in the journal and to draw lessons about the conceptual and methodological approaches and implications for teaching practice in modern terms. The units for theoretical analysis were: the number of the relevant papers in relation to the total number of the papers by the year of publication of the journal, the type of the papers according to the current classification of papers published in the journal, theoretical aspects from which the authors consider the problem of individualization in teaching, and methodological approach. The results of the research show that during 33 years of publishing the Journal, 63 papers have been published that research the problem of individualization in teaching; the majority of the papers are professional papers; analytical approach prevails in the research (literature analysis and analysis of specific classes). The authors usually start from a general didactic approach, while methodological aspect is most common in the treatment of individualization in the Serbian language teaching and mathematics teaching. Based on the results of the analysis, some implications are pointed out from the aspect of development of student competencies and professional competencies of teachers.

Keywords: individualization, individualized teaching and learning, journal/Teaching Innovations, student, teacher.

Литература

• Krkljuš, S. (1998). Didaktički disput. Novi Sad: Savez pedagoških društava Vojvodine.
• Kunadačina, M., Laketa, N. (1996). Savremeni udžbenik – bibliografija. Užice: Učiteljski fakultet.
• Matijević, M. (2004). Ocjenjivanje u osnovnoj školi. Zagreb: Tipex d.o.o.
• Mužić, V. (1977). Metodologija pedagoških istraživanja. Sarajevo: Zavod za udžbenike.
• Pijanović, P. (ur.) (2014). Leksikon obrazovnih termina. Beograd: Učiteljski fakultet.
• Prodanović, T., Ničković, R. (1974). Didaktika. Beograd: Zavod za udžbenike i nastavna sredstva.
• Špijunović, K., Laketa, N. (2000). Didaktika – bibliografija. Užice: Učiteljski fakultet.
• Pravilnik o kategorizaciji i rangiranju naučnih časopisa (2020). Retrieved January 4, 2021. from www: http://www.mpn.gov.rs/wp-content/uploads/2021/01/Pravilnik-o-kategorizaciji-i-rangiranju-naucnih-casopisa-159_2020-115-1.pdf.
• Brajković, N. (2014). Apparatus of Individualisation in the Russian Language course books Давайте дружить! Teaching Innovations, 4 (27), 101–108.
• Buljan, M. (1985). Programmed instruction in acquiring skills and habits. Teaching Innovations, 1 (3), 35–37.
• Dejić, M., Milenković, V. (2016). Standards of Students’ Achievements Functioning in Efficient Differentiated Teaching Mathematic. Teaching Innovations, 2 (29), 12–24.
• Đorđević, M. (1983). Individualization in educational work. Teaching Innovations, 2 (1), 93–96.
• Đorđević, M. (1984). The possibilities of individualization in collective (frontal) teachingwork. Teaching Innovations, 1 (2), 27–30.
• Đorđević, S. (2012). Efficiency of additional classes of Serbian language depending on organisatonal forms. Teaching Innovations, 3 (25), 38–47.
• Egerić, M. (2006). Teaching mathematics in small groups. Teaching Innovations, 2 (19), 67–75.
• Golubović-Ilić, I. (2008). Possibilities and Effects of Innovating Teaching Natural and Social Sciences of the Tasks of Different Level of Complexity. Teaching Innovations, 1 (21), 51–60.
• Ilić, M., Čekrlija, B. (1988). Teaching mathematics with different levels of difficulty. Teaching Innovations, 2(6), 112–118.
• Jazić, R. (1989). Applying of modern group-work in teaching process. Teaching Innovations, 1 (7), 58–61.
• Jerković, Lj. (2019). Didactic Foundations and Educational Effects of Individually Planned Instruction. Teaching Innovations, 4 (32), 1–20.
• Kašić, M. (1990). Primjena nastavnih listića u nastavi matematike. Inovacije u nastavi, 1 (8), 32–36.
• Kisin, N. (2014). Strategies for teaching students with different levels of knowledge (throgh the prism of methodological issues). Teaching Innovations, 4 (27), 109–118.
• Komatina, M. (1988). Place, role and importance of litterary texts and microfishes in teaching grammar. Teaching Innovations, 2 (6), 140–143.
• Končarević, K. (2011). Creating the culture of using a functional book in teaching foreign (russian) language in the primary school. Teaching Innovations, 1 (24), 92–102.
• Krulj, R. (1991). Uloga učitelja u intenziviranju rada sa darovitim učenicima. Inovacije u nastavi, 1 (9), 22–24.
• Laketa, S. (2009). Individualized Teaching. Teaching Innovations, 1 (22), 109–117.
• Lazić, B. (2011). Forms of the educational support of the gifted students. Teaching Innovations, 4 (24), 106–117.
• Lelea, J. (2007). Innovations in alternative textbooks Musical Culture for the I and II primary school grade in Romanian language as a modus of acceleration of giftedness and creativity. Teaching Innovations, 3 (19), 142–147.
• Lešević, Lj. (1988). A lesson in a combined class with the use of microfishes. Teaching Innovations, 3 (6), 243–244.
• Ljubojević, D. (2013). Individualisation in Teaching and Learning a Foreign Language at Early Age. Teaching Innovations, 1 (26), 54–61.
• Mandić, P. (1993). Some questions of advanced children. Teaching Innovations, 3–4 (11), 101–107.
• Мandić, D., Radovanović, I. (1997). Algoritmizacija nastave korišćenjem multimedijalnog softvera. Inovacije u nastavi, 3 (15), 271–275.
• Mandić, D., Simić, A. (1999). Adaptability of hypermedial system and their use in education. Teaching Innovations, 1 (16), 14–20.
• Mihajlović, B. (1988). The forms of group-work in primary school teaching. Teaching Innovations, 4 (6), 308–311.
• Mihajlović, S. (1989). The achievements and perspectives of modern technology in the primary schools of Kruševac. Teaching Innovations, 1 (7), 34–37.
• Mijanović, N. (2008). Subject Position of Students in Pedagogical-Educational Process between Declarative and the Real One. Teaching Innovations, 1 (21), 13–22.
• Miladinović, V. (1988). Programmed teaching in a new way. Teaching Innovations, 1 (6), 59–62.
• Milinković, J., Dejić, М. (2012). Educational Standards – The Basis of Differentiated Mathematics Teaching. Teaching Innovations, 2 (25), 97–104.
• Milojević, L. (1988). On extrateaching in mathematics. Teaching Innovations, 3 (6), 240–242.
• Milošević, D., Kenjin, T. (1985). How we introduced teaching innovations. Teaching Innovations, 1 (3), 67–69.
• Мilovanović, S. M. (2005). Why Do We Need Teacher Training in Multi Cultural classes with Roma Children. Teaching Innovations, 1 (18), 20–31.
• Miljević, S. (1991). Specifični oblici organizacione nastave i njihov uticaj na pedagoške inovacije. Inovacije u nastavi, 1 (9), 9–12.
• Mirzayantz Đukić, М. (2013). Results of Application the Author’s Programme Hot Potatoes in Teaching German Language. Teaching Innovations, 4 (26), 79–85.
• Muradbegović, A. (1990). Pupils’ psychophysical differen characteristics demand teachers’ in service. Teaching Innovations, 3 (8), 183–185.
• Muratović, L., Muslić, M. (2017). Forms of educational support to gifted students’ potential in class teaching practices. Teaching Innovations, 1 (30), 96–107.
• Nadrljanski, Đ. (1996). Scientific and technological concept in education as a factor of technological seducation. Teaching Innovations, 1 (14), 1–14.
• Ničković, R. (1987). Researches in the field of individual differences and possibilities of their pedagogical treatment. Teaching Innovations, 1 (5), 35–40.
• Ničković, R. (1987). Researches in the field of individual differences and possibilities of their pedagogical treatment. Teaching Innovations, 2 (5), 121–126.
• Nikolić, B. (1996). Efikasnost pojedinih vrsta dopunske nastave matematike u osnovnoj školi. Teaching Innovations, 3 (14), 185–189.
• Nikolić, M., Grandić, R. i Pavlović, M. (2017). The competences of preschool teachers for working with gifted children. Teaching Innovations, 1 (30), 43–54.
• Paser, V. (1995). Elementi za skiciranje razvojnog pristupa individualizaciji darovitih. Inovacije u nastavi, 2 (13), 85–88.
• Perišin, S. (1985). The making and application of programmed sequences in teaching chemistry. Teaching Innovations, 2 (3), 133–137.
• Perišin, S. (1985). Programmed learning and its efficiency in teaching chemistry. Teaching Innovations, 1 (3) 38–43.
• Popović, D., Lazović, M. i Milosavljević, Ž. (2016). Support to Developing Giftedness in School Praxis. Teaching Innovations, 3 (29), 73–83.
• Radonjić, P. (1995). Programmed biology teaching. Teaching Innovations, 1 (13), 22–33.
• Radovanović, V. (2005). Influence of Computers on Students with A Hearing Loss in Subject Nature and Society. Teaching Innovations, 3 (18), 51–58.
• Savić, D. (1998). Individualization of teaching arts with the use of computer. Teaching Innovations, 2 (16), 55–60.
• Segedinac, M., Halaši, R. (1990). Konstrukcija i metrijske karakteristike testa za merenje sposobnosti za učenje hemije. Inovacije u nastavi, 4 (8), 250–251.
• Segedinac, M., Halaši, R. i Konjović, Z. (1992). Capability оf Learning Chemistry аs а Fact or оf Successful Learning оf Chemistry. Teaching Innovations, 1 (10), 57–58.
• Simić, Z. (1988). Programmed teaching in Serbocroatian. Teaching Innovations, 3 (6), 230–234.
• Sretenović, M. (1988). Groupwork. Teaching Innovations, 1 (6), 71–73.
• Stanojević, D. (1987). Microfishes in teaching physics. Teaching Innovations, 1 (5), 55–59.
• Stanojević, D. Lj., Jovanović, A. S. (2018). Teachers’ Attitudes towards Using Individualization in Descriptive Assessment. Teaching Innovations, 4 (31), 74–88.
• Stojaković, P. (1998). Theory of multiple inteligence and developing creativity and aptitude. Teaching Innovations, 2 (16), 1–16.
• Todorović, M. (1989). The solvation of textual problems. Teaching Innovations, 1 (7), 62–65.
• Velišek Braško, O. (2013). Partnership of parents and pedagogical-educational institutions in inclusive education. Teaching Innovations, 2 (26), 136–146.
• Vujić, K. (1986). The innovation possibilities in teaching practice. Teaching Innovations, 1–2 (4), 34–37.
• Vujić, K. (1987). Exercices of three levels difficulty in the fourth form of elementary school. Teaching Innovations, 4 (5), 350–352.
• Vujisić, N. (1995). Dete i nastavni program. Inovacije u nastavi, 4 (13), 265–270.
• Vukadinov, P., Ćurčić, N. (1999). Individualization of the courses with the use of learning strategy by invention (physics 7th grade) friction force and resistance force of the fluid. Teaching Innovations, 3–4 (16), 29–45.
• Živković, J., Babić, M. (1989). Computer Application to Programmed Teaching of Mathematics. Teaching Innovations, 4 (7), 286–293.