The effects of problem-based learning about modern concepts of education and classroom discipline models in education of students of the Teachers’ Training Faculty

dc.creator	Tadić Aleksandar
dc.creator	Radovanović Ivica
dc.date	2012-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:13:01Z
dc.date.available	2015-07-20T22:13:01Z
dc.identifier	10.2298/ZIPI1202299T
dc.identifier	0579-6431
dc.identifier	1820-9270
dc.identifier	https://doaj.org/article/d8223edeb1934964aea29f5b9c2377e7
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/15700
dc.description	The paper elaborates the necessity of including the contents related to theoretical approaches to classroom discipline, research results on this topic and prevention models of classroom discipline in the curriculum of university education of future class teachers. Learning about the features of modern concepts of education and their understanding should precede learning about modern classroom discipline models in education of students of the Teachers’ Training Faculty. The selection of a discipline model and strategies for maintaining classroom discipline should be consistent with the concept of education accepted by the teacher. The aim of the conducted research was to determine the effects of problem-based learning about modern concepts of education and classroom discipline models on students’ opinions about the nature of children and adequate disciplinary measures in conflict situations. A quasi-experiment with parallel groups was used in the research, comprising 53 respondents, 32 in the control group and 21 in the experimental group. The results of the conducted experiment indicate that, compared to the control group, the experimental group was much more optimistic about the nature of children, considerably more attached to positive educational procedures, more consistent in elaborating disciplinary measures and more successful at articulating and explaining their attitudes. [Projekat Ministarstva nauke Republike Srbije, br. 179020: Koncepcije i strategije obezbeđivanja kvaliteta bazičnog obrazovanja i vaspitanja]
dc.language	Serbian
dc.publisher	Institut za pedagoška istraživanja
dc.relation	http://www.doiserbia.nb.rs/img/doi/0579-6431/2012/0579-64311202299T.pdf
dc.relation	https://doaj.org/toc/0579-6431
dc.relation	https://doaj.org/toc/1820-9270
dc.source	Zbornik Instituta za Pedagoška Istraživanja, Vol 44, Iss 2, Pp 299-315 (2012)
dc.subject	concepts of education
dc.subject	classroom discipline
dc.subject	problem-based learning
dc.subject	university education of teachers
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	The effects of problem-based learning about modern concepts of education and classroom discipline models in education of students of the Teachers’ Training Faculty
dc.type	article