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Teachers’ Attitudes towards Mandatory and Optional Professional Development Programmes in the Republic of Serbia

100%
Gavranović V., Alčaković S.
The New Educational Review
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2023
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vol. 73
201-211
EN
This study focuses on teachers’ professional development practices in the Republic of Serbia, presenting the results obtained from questionnaires of mixed research conducted to investigate teachers’ attitudes towards different forms of professional development programmes, how often teachers participate in them, and why. The results show a high degree of correlation between their positive attitudes and the frequency of participation when teachers are externally motivated, and no correlation if they self-direct their professional development. The research draws attention to the need to re-examine the existing teacher professional development policies considering the needs of teachers and their teaching practices.
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ESP Teachers’ Perspectives on the Online Teaching Environment Imposed in the Covid-19 Era - A Case Study

100%
Gavranović V., Prodanović M.
The New Educational Review
|
2021
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vol. 64
188-197
EN
This paper reports on the results of interviews conducted with ESP teachers examining their attitudes towards different aspects of online language teaching. The aim of this case study is to investigate how confident the teachers feel while teaching online in synchronous mode and to examine whether this emotive attitude is in correlation with their prior experience in both formal and informal online environments. It also aims to establish correlations between the respondents‘ attitudes towards the degree of difficulties and challenges pertaining to teaching all language skills in an online education context. The findings derived from the analysis of the respondents‘ answers point out to the need to investigate the possibilities offered by digital technologies in order to help learners enhance their language skills and competencies.
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