Mарија Г. Стојановић, Институт за педагошка истраживања, Београд, Србија, имејл: marija.stojanovic@ipi.ac.rs
Лидија С. Буквић Бранковић, ЦЕПОРА – Центар за позитиван развој деце и омладине, Београд, Србија
Бранислава Б. Поповић Ћитић, Универзитет у Београду, Факултет за специјалну едукацију и рехабилитацију, Београд, Србија
Иновације у настави, XXXV, 2022/4, стр. 1–12

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DOI: 10.5937/inovacije2204001S

Резиме: У условима пандемије наставници се суочавају са вишеструким тешкоћама на плану остваривања образовно-васпитне функције школе. За потребе сагледавања изазова наставника приликом организовања образовно-васпитног процеса у измењеним условима функционисања, реализовано је квалитативно истраживање у којем је применом методе полуструктурираног интервјуа испитано 12 представника шест основних школа из различитих региона Србије. Добијени резултати указују на почетне изазове наставника у вези са употребом дигиталних технологија и онлајн-алата и обезбеђивање „једнаког образовања” за све ученике, суочавање са негативним променама у обрасцима понашања ученика, недостатак простора за остваривање превентивне улоге школе на плану ризичних понашања ученика, као и на потребе наставника за техничком и стручном подршком у организовању превентивног рада са ученицима у актуелним условима. Уважавајући сва ограничења истраживања, оно може послужити као општи показатељ актуелних потреба наставника за подршком у пандемијском образовању, али и као полазна основа за даља истраживања.

Кључне речи: изазови наставника, пандемијско образовање, промене у понашању ученика, едукативно-превентивни рад

Summary:
In the situation of the pandemic teachers face multiple difficulties in terms of achieving the educational function of the school. In order to understand the challenges faced by primary school teachers when organizing the educational process under changed conditions, a qualitative research was conducted in which 12 representatives of six primary schools from different regions of Serbia were interviewed using the semi-structured interview method. The obtained results point to the initial challenges of teachers in terms of using digital technologies and online tools and ensuring “equal education” for all students, dealing with negative changes in student behaviour patterns, a lack of space for the implementation of the school’s preventive role in terms of risky student behaviour, as well as to teachers’ needs for technical and professional support in organizing preventive work with students in current conditions. Taking into account all the limitations of the research, it can serve as a general indicator of the current needs of teachers for support in pandemic education, but also as a starting point for further research.

Кeywords: challenges for teachers, pandemic education, changes in students’ behaviour, educational-preventive work

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