Zobrazeno 1 - 5
of 5
pro vyhledávání: '"Gordana Djigić"'
Publikováno v:
Procedia - Social and Behavioral Sciences. 69:960-966
Teachers’ profession is related to many different roles such as: teacher's role in the narrow sense, teacher as motivator, evaluator, cognitive-diagnostic role, social relations manager and partner in the emotional interaction. The purpose of the s
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4d47f2f1cd37a26935e6fd147668df91
Autor:
Snežana Stojiljković, Gordana Djigić
Publikováno v:
Procedia - Social and Behavioral Sciences. 45:65-74
Classroom management refers to all teachers’ actions aimed to create safe and stimulating learning environment. Many studies emphasize teacher's classroom management style as the most important factor related to students’ school achievement. Purp
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::cff3f30464b050ec455a60f85c024ae4
Publikováno v:
Procedia - Social and Behavioral Sciences. :593-602
This study is concerned with the relationship between teachers’ personality dispositions and their self-efficacy. The aim of the research is to find out if some personality dimensions are more important predictors of teachers’ self-efficacy than
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b7c61449412051928a9d9795ca11abf3
Publikováno v:
Procedia - Social and Behavioral Sciences. :426-432
In this research we investigated teachers of the primary and secondary schools (N = 100) about correlation between his attitudes towards inclusion and dimensions of teachers’ personalities towards a model having five factors. The attitudes towards
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7124be357b5f8b226a15091c4fb9cb43
Autor:
Snezana Stojiljkovic, Gordana Djigić
Publikováno v:
Procedia - Social and Behavioral Sciences. :819-828
Classroom management is related to all teachers actions aimed to establish the stimulative learning environment. As stated by Martin and Baldwin (1993), three teachers’ classroom management styles can be distinguished: interventionist, non-interven
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a61661e0ecd81eae73a2185d1e08b403