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Namen prispevka je pomagati razumeti, kako se je odnosno zaupanje med ucenci in ucitelji, vgrajeno v proces poucevanja in ucenja, razvijalo med izrednim izobraževanjem na daljavo in prilagodljivim hibridnim izobraževanjem v Srbiji leta 2020. Opredeljuje tudi situacije v odnosih med ucenci in ucitelji, ki imajo potencial za obnovo in krepitev zaupanja. Da bi odnos med ucencem in uciteljem temeljil na zaupanju ter tako pripomogel k ucenju in dobremu pocutju ucencev, je treba doseci soglasje o pricakovanjih glede vlog. Ker je kriza covida-19 prekinila solanje in izobraževanje, so se udeleženci spoprijeli z negotovostjo in dvoumnostjo pri uveljavljanju vlog, poruseni pa so bili tudi temelji odnosnega zaupanja. Da bi razumeli kontekst, v katerem je bilo zaupanje postavljeno pod vprasaj, nacine, na katere je bilo poruseno, in priložnosti za njegovo ponovno vzpostavitev, smo se pri zbiranju podatkov oprli na vecvrstni pristop dinamicnega pripovedovanja zgodb, pri obdelavi podatkov pa na analizo vrednot. Skupaj 136 ucencev in 117 uciteljev iz 22 sol je napisalo 581 pripovedi treh vrst: zgodbe, pisma in prosnje. Analiza je dala 22 kod, ki so omogocile nadaljnje razumevanje, kako so spremembe strukturnih in institucionalnih pogojev vplivale na medsebojna pricakovanja ucencev in uciteljev ter kako se je neskladnost teh pricakovanj odrazila v obcutkih nemoci pri ucencih in uciteljih, neudeležbi pri ucenju pri ucencih ter v veliki delovni obremenitvi in slabi ucinkovitosti pri uciteljih. Poleg tega pripovedi opisujejo pozitivne rezultate, ko so bila ta pricakovanja izpolnjena, in priložnosti za krepitev zaupanja, ce se na stalisca ucencev in uciteljev opozori ter se o njih pogaja na lokalni ravni. Na koncu so podana priporocila za ponovno vzpostavitev zaupanja.Alternate abstract:This paper aims to help understand how relational trust between students and teachers embedded in the teaching-learning process unfolded during the emergency distance and flexible hybrid education in Serbia in 2020. It also identifies niches in student-teacher relationships that hold potential for repairing and building trust. For the student-teacher relationship to be trust-based and thus conducive to students learning and wellbeing, a consensus about role expectations must be achieved. As the Covid-19 crisis interrupted schooling and education, participants faced uncertainties and ambiguities in role enactment, and the cornerstones of relational trust were disrupted. In an effort to understand 1) the context in which trust was challenged, 2) the ways in which trust was disrupted, and 3) the opportunities for its restoration, we relied on a multi-genre dynamic storytelling approach to data collection and values analysis for data processing. A total of 136 students and 117 teachers from 22 schools wrote 581 narratives in three genres: stories, letters and requests. The analysis yielded 22 codes that allowed further understanding of how changes in structural and institutional conditions affected both students and teachers expectations of each other, and how incongruence of these expectations fed into feelings of helplessness for both students and teachers, disengagement from learning for students, and heavy workload and poor performance for teachers. In addition, the narratives account for positive outcomes when these expectations were met, and for opportunities for trust-building if students and teachers perspectives are brought to each others attention and negotiated locally. Finally, recommendations for restoring trust are given.

The political and economic changes that followed the adoption of the Strategy for the Development of Education in Serbia 2020 essentially betrayed the basic ideas and intentions of the strategy, creating a systematic threat to education and its role in the development of Serbia. This created an almost experimental situation for analysing the impact of political and social factors on changes in education. In the sphere of politics, new trends have emerged (centralisation of power; marginalisation of democratic institutions; encouraging foreign investment in companies with a low technological level, etc.) that strongly influenced changes (‘reforms’) in education (great centralisation in education, the strong influence of politics on education, imposing of some lower-level forms of education, reducing professional autonomy, etc.). The basic mechanism of transferring the general policy to education is changing the role of the most important national institutions in defining and implementing education policy: the National Education Council, the National Council for Vocational and Adult Education, the National Council for Higher Education, and the National Accreditation Body. The adoption of new education laws (2017) radically changed their status and competencies, resulting in a reduction of their independence and professionalism and strengthening the role of the ministry, through which the influence of the ruling political regime is transferred. Also, the role of the Chamber of Commerce in education has been strengthened. Such a system endangers the autonomy of educational institutions and teachers, as well as the quality of education. Consequently, these changes have a clear impact on the country’s development and its international position.

This paper aims to help understand how relational trust between students and teachers embedded in the teaching-learning process unfolded during the emergency distance and flexible hybrid education in Serbia in 2020. It also identifies niches in student-teacher relationships that hold potential for repairing and building trust. For the student-teacher relationship to be trust-based and thus conducive to students’ learning and wellbeing, a consensus about role expectations must be achieved. As the Covid-19 crisis interrupted schooling and education, participants faced uncertainties and ambiguities in role enactment, and the cornerstones of relational trust were disrupted. In an effort to understand 1) the context in which trust was challenged, 2) the ways in which trust was disrupted, and 3) the opportunities for its restoration, we relied on a multi-genre dynamic storytelling approach to data collection and values analysis for data processing. A total of 136 students and 117 teachers from 22 schools wrote 581 narratives in three genres: stories, letters and requests. The analysis yielded 22 codes that allowed further understanding of how changes in structural and institutional conditions affected both students’ and teachers’ expectations of each other, and how incongruence of these expectations fed into feelings of helplessness for both students and teachers, disengagement from learning for students, and heavy workload and poor performance for teachers. In addition, the narratives account for positive outcomes when these expectations were met, and for opportunities for trust-building if students’ and teachers’ perspectives are brought to each other’s attention and negotiated locally. Finally, recommendations for restoring trust are given. (DIPF/Orig.)

The first PhD thesis in the field of Chemistry Education at the Faculty of Sciences, University of Novi Sad, was defended in 1992. This can be regarded as the symbolic dawn of Chemistry Education as a scientific discipline in this region. After the official breakup of the Socialist Federal Republic of Yugoslavia, research that had started in the 1980s, and which was focused on the development of tools for assessing the quality and flexibility of student knowledge, was continued through the 1990s. This research included the application of computers to chemistry teaching, as well as the development of appropriate chemistry learning programmes. In the following period, research focused on the analysis of chemical teaching programmes in the Republic of Serbia, with a special emphasis on the possibility of including eco-chemical content in curricula. Accordingly, potentially efficient models were suggested. The most recent research has been focused on the investigation of the effectiveness of instructional strategies based on a systemic approach and a triplet model of content representation, using combined measures of students’ performance and mental effort. In this regard, tools for the efficient assessment of knowledge (systemic synthesis questions, context-based questions) have been developed along with tools for the efficient assessment of students’ misconceptions (multi-tier tests). Furthermore, in order to make teaching more effective, procedures for assessing the cognitive complexity of chemical problems have recently been developed and subsequently validated both statistically and by applying Knowledge Space Theory. (DIPF/Orig.)

© 2020, University of Ljubljana. All rights reserved. The first PhD thesis in the field of Chemistry Education at the Faculty of Sciences, University of Novi Sad, was defended in 1992. This can be regarded as the symbolic dawn of Chemistry Education as a scientific dis-cipline in this region. After the official breakup of the Socialist Federal Republic of Yugoslavia, research that had started in the 1980s, and which was focused on the development of tools for assessing the quality and flexibil-ity of student knowledge, was continued through the 1990s. This research included the application of computers to chemistry teaching, as well as the development of appropriate chemistry learning programmes. In the following period, research focused on the analysis of chemical teaching programmes in the Republic of Serbia, with a special emphasis on the possibility of including eco-chemical content in curricula. Accordingly, potentially efficient models were suggested. The most recent research has been focused on the investigation of the effectiveness of instructional strategies based on a systemic approach and a triplet model of content repre-sentation, using combined measures of students’ performance and mental effort. In this regard, tools for the efficient assessment of knowledge (sys-temic synthesis questions, context-based questions) have been developed along with tools for the efficient assessment of students’ misconceptions (multi-tier tests). Furthermore, in order to make teaching more effective, procedures for assessing the cognitive complexity of chemical problems have recently been developed and subsequently validated both statistically and by applying Knowledge Space Theory.

The concept of equal opportunity for all students is deeply embedded in the Serbian constitution and in education laws. On that level, there is no doubt that everyone is ensured an opportunity to receive quality education. Many measures in education policy have been created specifically to achieve this objective and make the system fair and inclusive. The ColemanReport was linked to a wave of optimism that certain educational measures would help in achieving these noble goals. This aim is a high priority in education in a democratic country, and due to its importance needs to be re-examined. Thus, the present research examines the equity of students in the Serbian education system, detecting areas on all educationallevels that could be (or already are) systemic sources of inequity (e.g., criteria for preschool institution enrolment, the system of student awards, rationalisation of the school network, the concept of entrance exams to secondary school or university, etc.). A number of measures have already been taken in the system specifically to deal with inequity (e.g., the Preschool Preparatory Programme, dropout measures, inclusion, scholarships, etc.). The effects of these measures in particular are analysed in the present work. In addition to an analysis of the systemic sources of inequity in the Serbian education system, the article also makes recommendations for their overcoming.

The paper deals with the place name Šepšin, designating a village in Serbia situated to the south of Belgrade, near the town of Mladenovac. According to the testimony of the Turkish 16th century tax registers, its modern form developed via Šemšin from the first recorded Šemčin (1528). On the assumption that the initial Š- derives from S- through the assimilation of the type šiče < siče 'hisses', the original form of the name may be reconstructed as *Sěmčijin, a possessive adjective derived from Old Serbian title (...). The underlying term, a hapax attested in the Banjska charter from 1316, is assumed to be the same as Old Church Slavic (...) 'prefect', which is probably a loanword from Proto-Bulgarian. In that case, the ě of the Old Serbian variant may be due to the influence of Common Slavic *(...) 'family'. In addition, another place name from the same region is reconsidered, Hrčin, today Vrčin, which displays a similar derivation. It has been variously interpreted so far, but by analogy with *Sěmčijin a proto-form *Hrtčijin seems rather probable, deriving from the unattested title *(...), which presumably designated an official at court charged with greyhounds (...) and generally with hunting. In both cases the masculine adjective in -in may have originally referred to potok 'creek' or dol 'valley' as a part of the feudal estate held by the official in question. Die vorliegende Arbeit behandelt den Ortsnamen Šepšin, wie ein Dorf in Serbien unweit von Mladenovac, südlich von Belgrad, heißt. Nach dem Zeugnis der türkischen Verzeichnisse des 16. Jh.s, hat sich die heutige Form des Namens über Šemšin aus Šemčin entwickelt, wie sein Erstbeleg aus 1528 lautet. Vorausgesetzt, dass sich das anlautende Š- aus S- durch Assimilation vom Typ šiče < siče 'zischt' entwickelt hat, lässt sich die ursprügliche Namenform als *Sěmčijin wiederherstellen, wo sich um ein Possessivadjektiv zur altserbischen Amtsbezeichnung (...) handelt. Nur als Hapax in der BanjskaUrkunde aus 1316. belegt, wird sie mit aksl. (...) 'praefectus' gleichgesetzt, wo wahrscheinlich ein Lehnwort aus dem Protobulgarischen vorliegt. In diesem Fall liesse sich das ě der altserbischen Nebenform durch den Einfluss des urslav. Wortes *(...) 'Familie' erklären. Anknüpfend wird die Frage nach der Herkunft eines anderen Ortsnamens aus demselben Gebiet, Hrčin, heute Vrčin, wieder in Betracht gezogen. Bisher unterschiedlich gedeutet, lässt sich er analogisch zu *Sěmčijin auf *Hrtčijin als Possessivbildung zur sonst unbelegten Hofamtsbezeichnung *(...) 'für Windhunde (*...) zuständig, Hofjägermeister' zurückführen. In beiden Fällen dürfte sich das maskuline Possessivadjektiv auf -in ursprünglich auf potok 'Bach' oder dol 'Tal' im Lehensbesitz der betreffenden Person bezogen haben. V prispevku se obravnava toponim Šepšin, kot se imenuje vas v Srbiji blizu Mladenovca, južno od Beograda. Glede na pričevanje turških popisov XVI. stoletja je sodobna oblika imena nastala prek oblike Šemšin iz Šemčin, kot se glasi v najstarejšem zapisu iz leta 1528. Ob predpostavki, da je vzglasni Š- nastal iz *S- z asimilacijo tipa šiče < siče, je podana rekonstrukcija prvotne oblike *Sěmčijin, kar bi bil svojilni pridevnik, izpeljan iz starosrbskega naslova (...). Ta termin je hapaks, izpričan v Banjski hrisovulji leta 1316, in se istoveti s starocerkvenoslovanskim (...) 'praefectus', verjetno izposojenim iz protobolgarščine. V tem primeru se ě starosrbske variante lahko razloži z vplivom praslovanske besede *(...) 'družina'. Dodatno se preizkuša etimologija nekega drugega toponima z istega območja, Hrčin, danes Vrčin, ki izkazuje podobno tvorjenost. Doslej so ga različno razlagali, toda po analogiji s *Sěmčijin je mogoče s precejšnjo verjetnostjo predpostaviti prvotno *Hrtčijin, izpeljano iz neizpričanega *(...) kot poimenovanja za dvornega uradnika, zadolženega za hrte in za lov sploh. V obeh primerih se je pridevnik na -in v moškem spolu prvotno nanašal na potok ali dol kot del fevdalne posesti v lasti omenjene osebe.

CEPS Journal 5 (2015) 2, S. 35-55, Over the previous decade, higher education in Slovenia and Serbia has undergone considerable reforms, influenced by the Bologna process and its agenda of competence and learning outcomes. In the context of these reforms, the aim of this research is to consider the question of the relationship between the theoretical and the practical education of pedagogues at the university level. Eleven university professors from departments of pedagogy and andragogy at the universities of Ljubljana and Belgrade were interviewed. The semi-structured interviews focused on two main research questions: 1) how they understand the relationship between pedagogical theory and practice, and the identity of pedagogy as a science in that context, and 2) their opinion about the competence-based approach in the context of the study of pedagogy. The findings show that the majority of the interviewed university teachers hold an opinion that pedagogy is primarily a theoretical (reflective) science and, accordingly, that the mastery of theory is crucial for the development of pedagogues’ competences. Furthermore, most of them are rather reserved and critical of the competence approach as well as of the practical skills development. Although there are some differences in opinions between the professors from Ljubljana and Belgrade, this study shows that similar discourses pre-vail. The gap between pedagogical theory and practice is one of the major issues that have been current in pedagogical science in the recent decades. The findings of our research indicate that there is dissatisfaction with the relationship between modern pedagogical theory and practice, accompanied by the need for its reconceptualization. (DIPF/Orig.)

CEPS Journal 2 (2012) 2, S. 31-53, In the present paper, education reform in the Republic of Serbia since 2000 is presented. The focus is on two major reform waves: 2000–2003 and 2004–2005. We analyse why these broad educational interventions failed. After 2005, there was a lull in the reform process, a period with no major changes (2005–2010). A new phase of improving education policy in Serbia commenced with the adoption of Trends in the Development and Upgrading of the Quality of Education and Upbringing 2010–2020 (2010) and the conception and proposal of the Strategy of Education Development in Serbia to 2020 (2012). The basic innovations in approach and conception in the new “epoch” is outlined. (DIPF/Orig.)

CEPS Journal 1 (2011) 3, S. 31-51, Achievement gaps between immigrant and native students indicate failure to assure educational equity in the majority of countries assessed by the Programme for International Student Assessment in 2009 (PISA, 2009). The present article explains disparate achievement results in Europe, first testing the hypothesis of old and new democracies. In further contextualisation of the achievement results, the analysis seeks explanations beyond the common education system explanatory model. Specifically, the article considers results from Croatia, Serbia and Slovenia, highlighting the significance of language distance between native and immigrant students as well as migration regimes as important factors in creating or reducing the achievement gap between native and immigrant students. Evidence has been found that immigrant students score worse in countries with guest labour immigration regimes than in the countries with large scale forced immigration of people of the same ethnic (linguistic) origin. (DIPF/Orig.)

CEPS Journal 1 (2011) 3, S. 11-30, The paper aims to contribute to the assessment of the contextual relevance of various educational policies through an analysis of three aspects of the performance profiles of European countries: participation, the quality of learning outcomes and the equity of learning outcomes. Comparative analysis of international student achievement assessment surveys and statistical data reveals three European performance patterns: the compensative education systems of North and Northwest Europe, the selective education systems of Central Europe and the attritional education systems of Southeast Europe. On the basis of the identified performance patterns, the paper provides a brief outline of major trends within the Central and Southeast European regions, shares reflections on the alignment of policies that fit the distinct context of the two regions and offers a conceptual framework for further comparative research. (DIPF/Orig.)

CEPS Journal 5 (2015) 2, S. 57-72, This paper presents the findings of explorative research undertaken on an intentional sample consisting of 112 master’s students of pedagogy in Serbia, assumed to be potentially gifted and to have demonstrated academic giftedness, since their average mark during their studies was above 9.00 on a scale of 1.0 to 10.0. The intention was to examine the influence of didactic strategies and methods on the competencies of gifted students and thus verify the hypothesis on the significance of certain didactic strategies and methods for the contribution of higher education teaching in order to encourage intellectual autonomy in learning in the case of gifted university students. The method of systematic non-experimental observation was used, accompanied by an assessment scale used by students to estimate the level of the presence of the listed strategies, methods or procedures during studies and to what an extent learning and teaching strategies used in lectures, exercises, seminars, and consultations addressed their needs and contributed to the development of competencies. When making a choice between didactic strategies, methods and procedures, particular attention was paid to the 52 offered methods in order to include 30 of those that refer to problem learning, creative approaches to learning, critical autonomy etc., and for the list of 35 competencies of which 30 refer to independent thinking and are elements of critical thinking and indicators of, above all, approaches to the learning of gifted students. The essential finding was that the achieved competencies with higher average values were, mostly, those that are important for intellectual functioning, but that were not directly connected to what explains critical thinking, intellectual autonomy, as well as to the knowledge of basic concepts, the understanding of facts, and the giving explanations of events.(DIPF/Orig.)

CEPS Journal 3 (2013) 2, S. 9-28, In Serbia, as in the other countries of the Western Balkans and South-Eastern Europe, the most disadvantaged communities belong to the Roma minority. The present paper demonstrates the conditions of Roma preschool children in Serbia: primarily their early education, but also habitation and health in Roma settlements. The data highlight the under-representation of Roma children in pre-primary education, although their growing up in extremely deprived settlements would suggest a need for their earliest possible inclusion in pre-primary services. The paper analyses the following barriers to the access of Roma children to the system of pre-primary education: the poverty of Roma families; discrimination and prejudice towards Roma; the lack of intercultural provision; insufficient inter-sectorial cooperation; the underdeveloped network of preschool institutions; and the absence of kindergartens in Roma settlements. In addition, possible ways to increase the coverage of Roma children in pre-primary education are discussed. As a transitory solution, the paper proposes comprehensive community-based programmes that could contribute to the education, care, health and overall development of young Roma children before their inclusion in desegregated programmes in preschool institutions. (DIPF/Orig.)