Faculty of Education, Jagodina

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Last accreditation in 2014 by Comission for Accreditation and Quality Assurance Previous accreditation cycle(s): 2009

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Specific alterations of physiological parameters in competitive race walkers
(2011) Radovanovic, Dragan; Ponorac N.; Ignjatovic, Aleksandar; Stojiljković N.; Popovic M.; Raković A.
Race walking is the technical and athletic expression of fast walking and it can be considered as a type of endurance performance. The purpose of this study was to examine whether 12 weeks of a specially designed training program results in the further training enhancement of endurance performance and the related physiological parameters in already well-trained race walkers competing at the national and international level. The investigation protocol consisted of determining the maximal oxygen uptake (VO 2peak) and related gas exchange values using an automated cardiopulmonary exercise system and of determining blood lactate variables (aerobic threshold - LTAer and the maximal lactate steady state - MLSS) during walking with proper technique at 8, 10, 12 and 14 km•h -1 for 4 minutes without rest in between. Thereafter, the speed on the treadmill was increased by 0.5 km•h -1 every two minutes until exhaustion to determine VO 2peak. After 12 weeks of a specially designed endurance training, statistically significant increases in VO 2peak (61.8±8.5 mL•kg -1•min -1 pre vs. 66.9±9.5 mL•kg -1•min -1 post training; p<0.05) and blood lactate variables (VO 2-LTAer and VO 2-MLSS; p<0.05) were noted. The obtained results suggest that the applied training program can improve endurance and race performance in previously well trained race walkers. © 2011 Akadémiai Kiadó, Budapest.
Influence of resistance training on cardiorespiratory endurance and muscle power and strength in young athletes
(2011) Ignjatovic, Aleksandar; Radovanovic, Dragan; Stanković R.; Markovic, Zoran; Kocic J.
The purpose of this study was to investigate the influence of additional resistance training on cardiorespiratory endurance in young (15.8±0.8 yrs) male basketball players. Experimental group subjects (n=23) trained twice per week for 12 weeks using a variety of general free-weight and machine exercises designed for strength acquisition, beside ongoing regular basketball training program. Control group subject (n=23) participated only in basketball training program. Oxygen uptake (VO2max) and related gas exchange measures were determined continuously during maximal exercise test using an automated cardiopulmonary exercise system. Muscle power of the extensors and flexors was measured by a specific computerized tensiometer. Results from the experimental group (VO2max 51.6 ± 5.7 ml.min -1.kg-1 pre vs. 50.9±5.4 ml.min-1. kg-1 post resistance training) showed no change (p>0.05) in cardiorespiratory endurance, while muscle strength and power of main muscle groups increased significantly. These data demonstrate no negative cardiorespiratory performance effects on adding resistance training to ongoing regular training program in young athletes. © 2011 Akadémiai Kiadó, Budapest.
The rationale for a wider concept of inclusive education for teacher education: A case study of Serbia
(2012) Macura Milovanović, Sunčica; Pantić N.; Closs A.
Teacher education for inclusive education (IE) is recognized as vital for improving quality and equity in education globally. In the Western Balkan countries it is also part of the transition process towards joining the European Union and has attracted international funding for IE-related projects. A key finding from research funded by the European Training Foundation, carried out by the authors as members of a seven-country research team in 2009-2010, was that the prevailing local understanding of IE was very narrow. In this article we hypothesize the reasons for this finding. We use a case study of school and teacher education systems in Serbia to explore how this understanding has constrained the development of IE and associated teacher education and limited the efficacy of some recent internationally supported developments. We identify both challenges and possible ways forward for teacher education for IE based on promoting a concept of IE that is both collaboratively agreed and comprehensive. © 2012 UNESCO IBE.
Who is responsible for vulnerable pupils? The attitudes of teacher candidates in Serbia and Slovenia
(2012) Pecek M.; Macura, Sunčica
In the ongoing trend towards inclusive education, initial teacher education programmes must ensure that prospective teachers are prepared to teach all pupils effectively. The study presented in this paper aimed to explore the attitudes of teacher candidates in Serbia and Slovenia towards responsibility for the teaching and learning of vulnerable pupils in mainstream elementary schools. Using a quantitative approach, the study sought to elicit teacher candidates' views about division of responsibility for the academic achievement and additional support of vulnerable pupils and their views on the factors that most affect learning difficulties in those pupils. Our findings indicate that teacher candidates' feelings of responsibility are unlikely to help when instructing vulnerable pupils. The implications of these findings are discussed and we suggest several ways to improve teacher education programmes to promote inclusive education based on the concept of quality education for all. © 2012 Copyright Association for Teacher Education in Europe.
Effects of 12-week medicine ball training on muscle strength and power in young female handball players
(2012) Ignjatovic, Aleksandar; Markovic, Zoran; Radovanovic, Dragan
The purpose of this study was to examine the effects of medicine ball training on the strength and power in young female handball athletes. Twenty-one young female handball players (age, 16.9 ± 1.2 years) were randomly assigned to experimental and control groups. Experimental group (n = 11) participated in a 12-week medicine ball training program incorporated into the regular training session, whereas controls (n = 10) participated only in the regular training. Performance in the medicine ball throws in standing and sitting positions, 1 repetition maximum (1RM) bench and shoulder press, and power test at 2 different loads (30 and 50% of 1RM) on bench and shoulder press were assessed at pre- and posttraining testing. The athletes participating in the medicine ball training program made significantly greater gains in all medicine ball throw tests compared with the controls (p<, 0.01). Also, the experimental group made significantly greater gains in bench and shoulder press power than control group (p<, 0.05). Both training groups (E) and (C) significantly (p<, 0.05) increased 1RM bench and shoulder strength, with no differences observed between the groups. Additionally, medicine ball throw tests showed stronger correlation with power tests, than with 1RM tests. These data suggest that 12-week medicine ball training, when incorporated into a regular training session, can provide greater sport-specific training improvements in the upper body for young female handball players. © 2012 National Strength and Conditioning Association.
Changes in the muscular outputs of young judoists during resistance exercises performed on unstable equipment: A case study
(2012) Bratic, Milovan; Radovanovic, Dragan; Ignjatovic, Aleksandar; Bojic, Ivana; Stojiljković N.
Background and Study Aim: Resistance exercises under unstable conditions have gained popularity among athletes. The aim of the study was to investigate the changes in muscular outputs (peak power and velocity of movement) during bench presses and squats under unstable conditions in comparison to the outputs under stable conditions. Material/Methods: A total of 20 participants, divided into two groups, took part in the study The first group consisted of 9 top-level young male judoists, while the second group consisted of 11 students. All of the exercises were performed once 70% of one-repetition maximum (1RM) was determined. Results: The analysis showed a significant reduction in muscular outputs during squats under unstable conditions (the BOSU ball) in comparison to stable conditions for the group of judoists. However, there was no significant reduction in muscular outputs during the bench presses under unstable conditions (the Swiss ball) compared to the stable flat bench. For the group of students, the analysis showed a significant reduction in muscular outputs during the bench press under unstable conditions when compared to the stable flat bench. In addition, for this group the muscular outputs were significantly lower during squats under unstable in comparison to stable conditions. Conclusions: The bench press as a resistance exercise performed on a Swiss ball with reduced training load cannot be recommended as an effective training model for judoists. Nevertheless, the squat with reduced training load under unstable conditions provided sufficient challenges to the neuromuscular system and could be incorporated into training programs. © ARCHIVES OF BUDO|SCIENCE OF MARTIAL ARTS.
Attitudes of Serbian and Slovenian student teachers towards causes of learning underachievement amongst Roma pupils
(2013) Macura, Sunčica; Pecek M.
The task of initial teacher education is to prepare student teachers (ST) to accept responsibility for improving the education of all pupils, including Roma pupils. Thus, knowledge of ST's attitudes regarding such pupils at the onset of initial teacher education is a key for the creation of teacher education programmes that challenge implicit beliefs and biases. The main focus of this paper, therefore, is ST's perceptions concerning the causes of learning underachievement amongst Roma pupils and who is primarily responsible for these pupils' learning achievement. Research was conducted at the Faculty of Education at the University of Ljubljana in Slovenia and the Teacher Training Faculty at the University of Belgrade in Serbia. The results suggest that ST do not consider themselves likely contributors to Roma pupils' learning achievement, which leads to an attitude of minimal responsibility. The majority of ST attribute Roma pupils' learning underachievement to their parents' disinterest in schooling, Roma pupils' lack of motivation, and their non-acceptance by peers. The implications of these findings for teacher education programmes are subsequently discussed. © 2013 Taylor and Francis Group, LLC.
Roma pupils' identification with school in Slovenia and Serbia: Case studies
(2013) Macura, Sunčica; Munda M.; Pecek M.
The research presented in this paper aims to challenge the belief held by some education professionals that Roma pupils do not value education. The research sample included groups of Roma pupils from two countries (Slovenia and Serbia) and from different socio-economic backgrounds. The results suggest that the majority of the pupils are aware of the importance of education. However, there are significant differences in their sense of identification with school. Roma pupils from families whose socio-economic background is comparable to that of the majority population are more appreciative of educational success, feel more accepted by teachers and classmates and are better able to connect education with their own lives. Roma pupils from families of lower socio-economic background associate school with failure, discrimination and rejection by teachers and classmates. Barriers to these pupils' learning and social participation may be related to their tendency to drop out of the compulsory education. © 2013 © 2013 Taylor & Francis.
Giftedness and creativity of students and teachers in the process of education
(2013) Petrovic, Ruzica; Trifunović, Vesna; Milovanovic, Radmila
This paper conceptually defines the categories of giftedness and creativity and associates them with the role of teachers and students in their realization in the process of education. It examines the basic abilities that a teacher should possess and the methods that should be used for proper identification of students' potential and for their overall development. Giftedness is not reduced to the rational intelligence but is understood in the context of wider spiritual content for the identification of which the enhanced creative sensibility of teachers is essential. Ways in which teachers can encourage students' creative energy are: a) recognizing wonderment asthe basic cognitive impulse, b) identifying and motivating curiosity as a good way of introducing the process of free-thinking, c) developing the giftof observation as an ability of keen sensual and spiritual perception, withwhich one can discover latent creative energy, d) fostering eloquence as the basis for successful development of verbal communication skills, f) strengthening moral qualities as an assumption of feelings of safety, empathy, motivation of the spirit of tolerance and formation of a positive attitude to life.
The cultural responsiveness of teacher candidates towards Roma pupils in Serbia and Slovenia – case studies
(2014) Pecek M.; Macura, Sunčica; Vujisic-Zivkovic N.
© 2014, Taylor & Francis. In many countries, there is a growing need for teacher awareness and sensitivity to cultural differences, what is often called culturally responsive teaching. This is why teacher education institutions are making significant efforts to require student teachers to enrol in courses that focus on understanding, tolerance and acceptance of differences in others. Determining beliefs of student teachers towards the diversity of pupils at the onset of their studies is critical for providing teacher education that more efficiently challenges implicit beliefs and biases. The main objective in this paper is therefore to determine the initial beliefs of student teachers concerning the Roma population, Europe’s largest ethnic minority. Research was conducted at the Faculty of Education at the University of Ljubljana in Slovenia and the Teacher Training Faculty at the University of Belgrade in Serbia. The results of the study suggest that most student teachers are in favour of schooling Roma pupils in regular schools; however, most of them would not like to have them in their classes. Most student teachers are aware of the discrimination against Roma pupils in schools; however, they are not ready to engage in closer interactions with Roma families. The implications of these findings for teacher education programmes are subsequently discussed.
Gender-based content of educational materials for the study of serbian language in lower-stage grades of elementary education
(2014) Trifunović, Vesna; Petrović, Ružica
This paper presents the results of analysis of educational materials for the study of Serbian language in lower-stage grades of elementary education (intended for students from 7 through 11 years old) from gender perspective. The first part of the paper presents the process of institutionalization of gender-based education in the Republic of Serbia after the year 2000, when gender issues became highlighted as an integral part of the overall reform of education within the implementation of education for democracy and civil society. Declarative commitment to developing gender sensitivity has led to changes in the curriculum for elementary education and, presumably, changes in the selection of educational materials for different school subjects. The authors intended to determine whether educational materials for Serbian language honor the principle of gender equality in the selection of literary texts. The presence and nature of gender-based content in reading books from different publishers, for second and third grade, was determined by using the method of content analysis. The aim was to establish empirical evidence that would show the degree of gender sensitivity of analyzed educational materials and their compliance with the strategic commitment to gender mainstreaming in education. The authors are aware of the range of this micro-level research, and the impossibility to reach general conclusions, however, in their opinion, the obtained data may shed a light on at least one part of the mosaic of the complex relationship of education, educational material and gender equality in contemporary Serbian society. The following conclusions were drawn: (a) the analyzed educational material serves the function of developing gender sensitivity; (b) the principle of gender equality is respected in selection of the material; (c) the distinguished gender characteristics go beyond the so-called traditional gender pattern. © The author(s).
Ethical dimensions of bioethics education with a special overview of the situation in Serbia
(2014) Petrović, Ružica
The subject of this study is to explore bioethics as a multidimensional scientific field that within its content reflects issues imposed by the highly developed biotechnological era. In this context, the topic of bioethics education and its moral implications on the development of ethical awareness of students was selected. The aim of this contribution is to highlight the theoretical and practical importance of the study of bioethics as a teaching discipline in the system of institutional education. The author's theoretical starting point allows insight into the contents of bioethics research and the status of bioethics education in the wider socio-historical discourse, with a special overview of the situation in Serbia.
"MEDIJSKA MITOMAHIJA“ ‐ KA DEKONSTRUKCIJI „MEDIJSKIH MITOVA“ I MITOVA O MEDIJIMA
(2014) Đorđević, Marko
Paralelly with the ever more prominent need of the contemporary people to dive into media reality and expose themselves to the multitude of media contents, there is an ongoing process of the accumulation of stories and narrativization of life contributing to the „fictionalization of reality”. If they are not submitted to re‐examination and reflection, those invented or semi‐invented stories, or „media myths”, become surrogate of reality and a special form of the public opinion manipulation. If the creators of those „myths“ are most often professional communicators (journalists, PR experts, media planners, presenters, editors, etc.) who are, otherwise, an organic part of the system of mutually related and dependent on each other media industries, what is the connection between their actions and „independent journalism”? By introducing the theoretic notion of „media mythomachy” referring to the one of the strategies of media literacy and encompassing the fight against mythical consciousness, in this paper we shall try to deconstruct certain „media myths” („The myth on the snow savior in Feketic”), as well as some myths on the media („Myth on independent journalists ”), in order to reach theoretically viable conclusions.
Trans fatty acid content in Serbian margarines: Urgent need for legislative changes and consumer information
(2015) Vucic, Vesna; Arsic, Aleksandra; Petrović, Snježana; Milanović, Sandra; Gurinović, Mirjana; Glibetic M.
© 2015 Elsevier Ltd. All rights reserved. This study examined the fatty acid (FA) composition of 13 (7 soft and 6 hard) Serbian margarines. Significantly higher amounts of trans fatty acids (TFA) were found in hard margarines (up to 28.84% of total FA), than in soft ones (0.17-6.89%). Saturated FA (SFA) were present with 22.76-51.17%. Oleic acid ranged from 26.78% to 43.78%. The proportion of polyunsaturated FA (PUFA) was 22.15-49.29% in soft margarines, but only 8.02-15.28% in hard margarines, probably due to the hydrogenisation process. The atherogenic and thrombogenic indexes (AI and TI, respectively) in soft margarines were relatively low (AI 0.23-0.63 and TI 0.44-0.97), but in hard margarines AI and particularly TI were high (1.03-1.67 and 1.96-3.04, respectively). These findings suggest that FA composition of Serbian margarines should be improved by replacing atherogenic TFA and SFA with beneficial ones, in order to avoid adverse effects on health. Therefore legislative changes and consumer information are urgently needed.
Modelling the intention to use technology for teaching mathematics among pre-service teachers in Serbia
(2015) Teo, Timothy; Milutinović, Verica
© 2015 Australasian Journal of Educational Technology. This study aims to examine the variables that influence Serbian pre-service teachers' intention to use technology to teach mathematics. Using the technology acceptance model (TAM) as the framework, we developed a research model to include subjective norm, knowledge of mathematics, and facilitating conditions as external variables to the TAM. In addition, we investigated the influence of gender and age on the behavioural intention to use technology. With data gathered from 313 participants using a survey questionnaire, structural equation modelling (SEM) analysis revealed that the proposed model in this study has a good fit and accounted for 5.4% of the variance in the behavioural intention to use technology. Pre-service teachers' attitudes towards computers were found to be the only factor with direct influence on the intention to use technology. All other factors were found to have an indirect influence. Using multiple indicators, multiple causes (MIMIC) modelling, pre-service teachers' intention to use technology was not found to be significantly different by age and gender. Various contributions to research and implications for teacher training are discussed.
Do admission criteria for teacher education institutions matter? A comparative study on beliefs of student teachers from Serbia and Slovenia about inclusive practices
(2015) Pecek M.; Macura, Sunčica
© 2014 Taylor & Francis. The relationship between admissions criteria, the preparation provided by teacher education programmes and student teachers (STs) beliefs about inclusive education (IE) are rarely made explicit. The paucity of data regarding this relationship leads us to question whether teacher candidates prior beliefs matter relative to admissions criteria or whether it can be assumed that all of the needed competencies and positive beliefs about teaching well will be acquired during the teacher education programme. To investigate these questions, this study focuses on STs enrolled in three teacher education institutions (TEIs): two in Serbia and one in Slovenia. The study indicates that STs beliefs about IE relate more to differences in the educational systems and the influences of societies as a whole than to admissions criteria for TEIs. Implications of the study for teacher education and admissions criteria are discussed.
Intercultural Sensitivity Scale: Proposal for a modified Serbian version
(2015) Petrović, Danijela S.; Starčević, Jelena; Chen G.; Komnenić D.
© 2015 by the Serbian Psychological Association. Intercultural Sensitivity Scale (ISS) is the main assessment tool for measuring intercultural sensitivity as an affective component of intercultural communication competence. The ISS has been developed based on an American sample and therefore there is a need to check possibilities for its application in another cultural context. In this study, we tested whether the factor structure of the original scale is confirmed in a Serbian sample as well. The results show that the compatibility of factor structure is not satisfactory (x2/df = 3.38; CFI = .78; RMSEA = .07) and the application of the scale requires modification. A proposal for a modified version of the ISS is presented together with evidence for its usage. The main advantages of the modified version are: (a) a corresponding factor structure, (b) higher internal consistency and (c) better prediction of relevant criteria.
Regular versus special streams within teacher education
(2015) Pecek M.; Macura, Sunčica; Čuk, Ivan
© 2015,FACTEACHEREDUCATION. All rights reserved. Teacher educators need to have a clear picture of student teachers’ attitudes towards diversity, disability, learning and teaching, because this knowledge can be helpful in designing teacher education programmes which can prepare future teachers better for work in inclusive settings. Therefore, the study presented in this paper was designed to explore the attitudes of student teachers enrolled in teacher education programmes in Slovenia (University of Ljubljana, Faculty of Education) and Serbia (University of Kragujevac, Faculty of Education in Jagodina) towards the factors which affect the learning difficulties of vulnerable pupils. The results of the study suggest that the majority of student teachers in the first and the fourth year from both countries rank a pupil’s disability as the factor which has the greatest impact on his/her learning difficulties. The authors conclude that fragmentation between special teacher education and regular teacher education, that is, between special education and mainstream education may elicit student teacher attitudes which are not conducive to taking responsibility for vulnerable pupils, and might therefore hinder the process of inclusion. The implications of these findings for teacher education programmes are subsequently discussed.
Encouraging the development of cognitive operations in early school age children by applying the system of didactic games
(2016) Stojanovic B.; Milovanovic, Radmila; Ćirković Miladinović, Ivana
© Wydawnictwo Adam Marszałek Toruń 2016. The aim of this research was to examine whether the development of cognitive abilities of students can be encouraged under the influence of didactic games. The research was conducted on a sample of 163 first grade primary school pupils and an experiment with parallel groups was applied. The results obtained have shown that there is a statistically significant difference (r=0.000 < 0.05) between the achievements of the experimental and control groups in recognizing, naming, abstracting, forming and defining geometric shapes. Hence, this proved that the possibility of applying this approach at the beginning of schooling should be considered.
Modelling Serbian pre-service teachers' attitudes towards computer use: A SEM and MIMIC approach
(2016) Teo, Timothy; Milutinović, Verica; Zhou M.
© 2015 Elsevier Ltd. All rights reserved. The purpose of this study is to examine the predictors that influence Mathematics pre-services teachers' attitudes toward computers use. Five variables (perceived usefulness, perceived ease of use, subjective norm, facilitating conditions, and technological complexity) were hypothesized to have direct and positive influences on attitudes towards computer use. This study also investigated whether socio-demographic variables (e.g., gender, age, and course of study) had any effect on the attitudes. Data were collected from 419 pre-service teachers through a self-report questionnaire and analysed using the structural equation modelling approach. Results showed that 64% of the variance in attitudes towards computer use was explained by the above five variables. However, only perceived usefulness, perceived ease of use, and technological complexity were found to be significant predictors on attitudes toward computer use while subjective norm and facilitating conditions were not. Using MIMIC modelling, the results showed that gender, age, and course of study had no significant influences on pre-services teachers' attitudes toward computers use. Implications for Mathematics teaching were discussed.

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