Psychological predispositions of teachers for encouraging the pluralist cognitive style in teaching

dc.creator	Đurišić-Bojanović Mirosava
dc.date	2008-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:16:15Z
dc.date.available	2015-07-20T22:16:15Z
dc.identifier	10.2298/ZIPI0801054D
dc.identifier	0579-6431
dc.identifier	1820-9270
dc.identifier	https://doaj.org/article/c75636dd500d441f84f8d81416e5393f
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/18334
dc.description	The aim of the presented research was to determine in which measure teachers possess the psychological predispositions for democratic functioning as a condition for education for democracy. Two groups of personal characteristics were singled out: (a) predispositions for anti-democratic behavior, arbitrarily labeled weak ego characteristics, and (b) strong ego characteristics as predispositions for democratic behavior. The readiness of teachers to develop the democratic style of teaching was tested via their readiness to accept plurality of ideas, as the acceptance of legitimacy of the existence of different explanations of many phenomena and readiness to consider the argumentation for disagreeing or opposed views within controversial issues. The research was conducted on the purposeful, convenient sample during the school year 2006/2007 in primary and secondary schools in several towns in Serbia (N=158). The scales in accordance with Likert's procedure were applied for each individual characteristic. The results show that the majority of teachers have a positive attitude towards the acceptance of plurality of ideas. The assumptions about a significant negative correlation between the acceptance of plurality of ideas and weak ego characteristics were confirmed, as well as about a significant positive correlation with strong ego characteristics. This paper discusses the pedagogical implications of the obtained findings.
dc.language	Serbian
dc.publisher	Institut za pedagoška istraživanja
dc.relation	http://www.doiserbia.nb.rs/img/doi/0579-6431/2008/0579-64310801054D.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 40, Iss 1, Pp 54-69 (2008)
dc.subject	plurality of ideas
dc.subject	weak and strong ego
dc.subject	pluralist cognitive style
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	Psychological predispositions of teachers for encouraging the pluralist cognitive style in teaching
dc.type	article