Page 90 - Drobnič Janez, Pelc Stanko, Kukanja Gabrijelčič Mojca, Česnik Katarina, Cotič Nastja, Volmut Tadeja. Ur. 2023. Vzgoja in izobraževanje v času covida-19. Koper: Založba Univerze na Primorskem
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ja Maričić, Nenad Milinković, and Snežana Marinković
The obtained results also show that teachers who completed master stud-
ies (34.6) harmonized their own mathematics teaching plan with the one
brought by the state more easily compared to those who completed basic
academic studies (11.9). These differences are also statistically significant
(χ2 = 22.46, df = 3, p = 0.000). The variable referring to the grade the teachers
taught did not statistically significantly affect teachers’ attitudes about this
issue. We can observe that in the conditions of distance learning, teachers
with less work experience and those who acquired a higher level of educa-
tion did better in harmonizing their plan with the plan that was uniform for
all schools. This is also a consequence of easier adjustment of younger teach-
ers to changes. On the other hand, older teachers, working for a long time,
have got used to certain practices and do not accept changes gladly.
We see that the support provided by the Ministry of Education, Science
and Technological Development of the Republic of Serbia was not a relief
for all teachers and their students, and that the plan for implementation did
not match the plans of most teachers. Such discrepancies arose due to the
existence of a large number of mathematics textbooks approved for use in
teaching, but also the autonomy of teachers in the process of planning the
order of mathematical content to be learned. For these reasons, difficulties
have arisen in the mismatch of plans on the state level.
Preparing Teachers for Online Mathematics Teaching
The Ministry of Education, Science and Technological Development of the
Republic of Serbia, in the Instructions for the implementation of educational
work, instructed teachers to ‘provide additional guidelines and explanations
to students and to prepare learning materials in various forms, e.g. presenta-
tions, exercises, homework, etc. in order to maintain interaction and commu-
nication with students and help them master the learning goals’ (Mihajlović,
Vulović, and Maričić 2021, 507). For these reasons, we wanted to examine how
teachers coped with this situation and how they prepared additional content
and learning materials.
The results of the survey conducted among teachers have shown that they
mostly (95.7) independently developed teaching materials for learning (fig-
ure 3). In addition to their own materials, slightly more than one third of
teachers (36.2) used the materials created by textbook publishers, and only
one in four teachers used in their work the materials offered by the national
platform ‘Moja škola’ or materials prepared by other colleagues. If we take
into account the fact that only 4.3 of teachers did not independently pre-
pare teaching materials for online mathematics teaching, we can conclude
90
The obtained results also show that teachers who completed master stud-
ies (34.6) harmonized their own mathematics teaching plan with the one
brought by the state more easily compared to those who completed basic
academic studies (11.9). These differences are also statistically significant
(χ2 = 22.46, df = 3, p = 0.000). The variable referring to the grade the teachers
taught did not statistically significantly affect teachers’ attitudes about this
issue. We can observe that in the conditions of distance learning, teachers
with less work experience and those who acquired a higher level of educa-
tion did better in harmonizing their plan with the plan that was uniform for
all schools. This is also a consequence of easier adjustment of younger teach-
ers to changes. On the other hand, older teachers, working for a long time,
have got used to certain practices and do not accept changes gladly.
We see that the support provided by the Ministry of Education, Science
and Technological Development of the Republic of Serbia was not a relief
for all teachers and their students, and that the plan for implementation did
not match the plans of most teachers. Such discrepancies arose due to the
existence of a large number of mathematics textbooks approved for use in
teaching, but also the autonomy of teachers in the process of planning the
order of mathematical content to be learned. For these reasons, difficulties
have arisen in the mismatch of plans on the state level.
Preparing Teachers for Online Mathematics Teaching
The Ministry of Education, Science and Technological Development of the
Republic of Serbia, in the Instructions for the implementation of educational
work, instructed teachers to ‘provide additional guidelines and explanations
to students and to prepare learning materials in various forms, e.g. presenta-
tions, exercises, homework, etc. in order to maintain interaction and commu-
nication with students and help them master the learning goals’ (Mihajlović,
Vulović, and Maričić 2021, 507). For these reasons, we wanted to examine how
teachers coped with this situation and how they prepared additional content
and learning materials.
The results of the survey conducted among teachers have shown that they
mostly (95.7) independently developed teaching materials for learning (fig-
ure 3). In addition to their own materials, slightly more than one third of
teachers (36.2) used the materials created by textbook publishers, and only
one in four teachers used in their work the materials offered by the national
platform ‘Moja škola’ or materials prepared by other colleagues. If we take
into account the fact that only 4.3 of teachers did not independently pre-
pare teaching materials for online mathematics teaching, we can conclude
90
