Tünde Kovács Cerović

Bio: Tünde Kovács Cerović is an academic researcher from University of Belgrade. The author has contributed to research in topics: Human migration & Distance education. The author has an hindex of 1, co-authored 4 publications receiving 6 citations.

A leap to the digital era-what are lower and upper secondary school students' experiences of distance education during the covid-19 pandemic in serbia?

Abstract: The aim of this paper is to thoroughly examine how students in Serbia experienced their education through distance learning during the 2020 Spring school closures due to the pandemic. Schoolchildren’s multigenre narratives about learning during school closure were elicited by online surveys; qualitative thematic and values analyses were conducted; and data was further analysed by cluster analysis, ANOVA, and t-tests. A total of 45 lower and upper secondary school students produced 106 narratives providing 429 thought units for analysis. Altogether, 6 themes and 26 value codes were identified. They demonstrate the wide range, complexity, and nuanced positioning of students’ experiences towards the new situation, their role in it, and the role of others i.e. teachers and the technology itself. The paper draws implications on the policy and educational-psychological and methodological level.

Lost Trust? The Experiences of Teachers and Students during Schooling Disrupted by the Covid-19 Pandemic

Abstract: Namen prispevka je pomagati razumeti, kako se je odnosno zaupanje med ucenci in ucitelji, vgrajeno v proces poucevanja in ucenja, razvijalo med izrednim izobraževanjem na daljavo in prilagodljivim hibridnim izobraževanjem v Srbiji leta 2020. Opredeljuje tudi situacije v odnosih med ucenci in ucitelji, ki imajo potencial za obnovo in krepitev zaupanja. Da bi odnos med ucencem in uciteljem temeljil na zaupanju ter tako pripomogel k ucenju in dobremu pocutju ucencev, je treba doseci soglasje o pricakovanjih glede vlog. Ker je kriza covida-19 prekinila solanje in izobraževanje, so se udeleženci spoprijeli z negotovostjo in dvoumnostjo pri uveljavljanju vlog, poruseni pa so bili tudi temelji odnosnega zaupanja. Da bi razumeli kontekst, v katerem je bilo zaupanje postavljeno pod vprasaj, nacine, na katere je bilo poruseno, in priložnosti za njegovo ponovno vzpostavitev, smo se pri zbiranju podatkov oprli na vecvrstni pristop dinamicnega pripovedovanja zgodb, pri obdelavi podatkov pa na analizo vrednot. Skupaj 136 ucencev in 117 uciteljev iz 22 sol je napisalo 581 pripovedi treh vrst: zgodbe, pisma in prosnje. Analiza je dala 22 kod, ki so omogocile nadaljnje razumevanje, kako so spremembe strukturnih in institucionalnih pogojev vplivale na medsebojna pricakovanja ucencev in uciteljev ter kako se je neskladnost teh pricakovanj odrazila v obcutkih nemoci pri ucencih in uciteljih, neudeležbi pri ucenju pri ucencih ter v veliki delovni obremenitvi in slabi ucinkovitosti pri uciteljih. Poleg tega pripovedi opisujejo pozitivne rezultate, ko so bila ta pricakovanja izpolnjena, in priložnosti za krepitev zaupanja, ce se na stalisca ucencev in uciteljev opozori ter se o njih pogaja na lokalni ravni. Na koncu so podana priporocila za ponovno vzpostavitev zaupanja.Alternate abstract:This paper aims to help understand how relational trust between students and teachers embedded in the teaching-learning process unfolded during the emergency distance and flexible hybrid education in Serbia in 2020. It also identifies niches in student-teacher relationships that hold potential for repairing and building trust. For the student-teacher relationship to be trust-based and thus conducive to students learning and wellbeing, a consensus about role expectations must be achieved. As the Covid-19 crisis interrupted schooling and education, participants faced uncertainties and ambiguities in role enactment, and the cornerstones of relational trust were disrupted. In an effort to understand 1) the context in which trust was challenged, 2) the ways in which trust was disrupted, and 3) the opportunities for its restoration, we relied on a multi-genre dynamic storytelling approach to data collection and values analysis for data processing. A total of 136 students and 117 teachers from 22 schools wrote 581 narratives in three genres: stories, letters and requests. The analysis yielded 22 codes that allowed further understanding of how changes in structural and institutional conditions affected both students and teachers expectations of each other, and how incongruence of these expectations fed into feelings of helplessness for both students and teachers, disengagement from learning for students, and heavy workload and poor performance for teachers. In addition, the narratives account for positive outcomes when these expectations were met, and for opportunities for trust-building if students and teachers perspectives are brought to each others attention and negotiated locally. Finally, recommendations for restoring trust are given.

Bridging the Gap between Teachers’ Initial Education and Induction: Case Study of Serbia

Abstract: Student teachers’ school practice is an important part of initial teacher education (ITE) as it bridges the gap between ITE and subsequent induction and professional development. Since recently, school practice has been obligatory in Serbia as part of ITE. However, this development faces many challenges. We examine the results of a survey carried out to find out how school practice is organized at 44 faculty departments that educate future teachers at the four biggest state universities in Serbia. The results show that the requirements and organization of student teachers’ school practice vary across different faculties and that the outcomes and the content of the student teachers’ school practices are not aligned with the new demands of the teaching profession. Differences are found between departments educating class teachers and subject teachers, yet intra-group differences are high, indicating overall fragmentation of ITE in this respect. All surveyed departments report on a lack of essential cooperation between the faculty and practice schools, insufficient duration of student practice and a lack of human resources. As a response to the state of affairs in ITE in Serbia, we discuss a “practice school” model, aiming to overcome the gap between the academic part of ITE and student practice, as well as the initial challenges of this model. Key words: faculty-school cooperation; initial teacher education; practice schools; student teachers’ school practice. --- Sažetak Strucno-pedagoska praksa koju pohađaju buduci nastavnici važan je dio njihova pocetnog obrazovanja (PON) jer premoscuje jaz između PON-a i njihova kasnijeg uvođenja u profesiju, kao i profesionalnog razvoja. Donedavno je strucno-pedagoska praksa bila obvezna u Srbiji te je cinila neizostavan dio PON-a. Međutim, taj je razvoj suocen s mnogim izazovima. Istražujemo rezultate studije provedene kako bi se utvrdilo na koji je nacin strucno-pedagoska praksa organizirana u 44 fakultetska odsjeka koji obrazuju buduce nastavnike na cetiri najveca državna sveucilista u Srbiji. Rezultati pokazuju da se uvjeti i organizacija strucno-pedagoske prakse razlikuju od fakulteta do fakulteta i da ishodi i sadržaj strucno-pedagoske prakse nisu usklađeni s novim zahtjevima nastavnicke profesije. Nailazimo na razlike između odsjeka na kojima se obrazuju ucitelji razredne nastave i predmetni nastavnici, no i razlike unutar skupina su velike te ukazuju na opcu fragmentaciju PON-a. Svi proucavani odsjeci izvjestavaju o nedostatku osnovne suradnje između fakulteta I skola vježbaonica, nedovoljnom trajanju prakse i nedostatku ljudskih resursa. Kao odgovor na to razmatramo model „skole vježbaonice“ s ciljem nadilaženja jaza između akademskog dijela PON-a i strucno-pedagoske prakse te istražujemo pocetne izazove tog modela. Kljucne rijeci: pocetno obrazovanje nastavnika; strucno-pedagoska praksa; suradnja između fakulteta i skole; skole vježbaonice.

Home broadband and student engagement during COVID-19 emergency remote teaching

Abstract: During the academic year 2019–2020, school buildings worldwide closed in response to the COVID-19 pandemic, necessitating a rapid shift to distance education. This study assessed the influence of h...

A leap to the digital era-what are lower and upper secondary school students' experiences of distance education during the covid-19 pandemic in serbia?

Abstract: The aim of this paper is to thoroughly examine how students in Serbia experienced their education through distance learning during the 2020 Spring school closures due to the pandemic. Schoolchildren’s multigenre narratives about learning during school closure were elicited by online surveys; qualitative thematic and values analyses were conducted; and data was further analysed by cluster analysis, ANOVA, and t-tests. A total of 45 lower and upper secondary school students produced 106 narratives providing 429 thought units for analysis. Altogether, 6 themes and 26 value codes were identified. They demonstrate the wide range, complexity, and nuanced positioning of students’ experiences towards the new situation, their role in it, and the role of others i.e. teachers and the technology itself. The paper draws implications on the policy and educational-psychological and methodological level.

Lost Trust? The Experiences of Teachers and Students during Schooling Disrupted by the Covid-19 Pandemic

Abstract: Namen prispevka je pomagati razumeti, kako se je odnosno zaupanje med ucenci in ucitelji, vgrajeno v proces poucevanja in ucenja, razvijalo med izrednim izobraževanjem na daljavo in prilagodljivim hibridnim izobraževanjem v Srbiji leta 2020. Opredeljuje tudi situacije v odnosih med ucenci in ucitelji, ki imajo potencial za obnovo in krepitev zaupanja. Da bi odnos med ucencem in uciteljem temeljil na zaupanju ter tako pripomogel k ucenju in dobremu pocutju ucencev, je treba doseci soglasje o pricakovanjih glede vlog. Ker je kriza covida-19 prekinila solanje in izobraževanje, so se udeleženci spoprijeli z negotovostjo in dvoumnostjo pri uveljavljanju vlog, poruseni pa so bili tudi temelji odnosnega zaupanja. Da bi razumeli kontekst, v katerem je bilo zaupanje postavljeno pod vprasaj, nacine, na katere je bilo poruseno, in priložnosti za njegovo ponovno vzpostavitev, smo se pri zbiranju podatkov oprli na vecvrstni pristop dinamicnega pripovedovanja zgodb, pri obdelavi podatkov pa na analizo vrednot. Skupaj 136 ucencev in 117 uciteljev iz 22 sol je napisalo 581 pripovedi treh vrst: zgodbe, pisma in prosnje. Analiza je dala 22 kod, ki so omogocile nadaljnje razumevanje, kako so spremembe strukturnih in institucionalnih pogojev vplivale na medsebojna pricakovanja ucencev in uciteljev ter kako se je neskladnost teh pricakovanj odrazila v obcutkih nemoci pri ucencih in uciteljih, neudeležbi pri ucenju pri ucencih ter v veliki delovni obremenitvi in slabi ucinkovitosti pri uciteljih. Poleg tega pripovedi opisujejo pozitivne rezultate, ko so bila ta pricakovanja izpolnjena, in priložnosti za krepitev zaupanja, ce se na stalisca ucencev in uciteljev opozori ter se o njih pogaja na lokalni ravni. Na koncu so podana priporocila za ponovno vzpostavitev zaupanja.Alternate abstract:This paper aims to help understand how relational trust between students and teachers embedded in the teaching-learning process unfolded during the emergency distance and flexible hybrid education in Serbia in 2020. It also identifies niches in student-teacher relationships that hold potential for repairing and building trust. For the student-teacher relationship to be trust-based and thus conducive to students learning and wellbeing, a consensus about role expectations must be achieved. As the Covid-19 crisis interrupted schooling and education, participants faced uncertainties and ambiguities in role enactment, and the cornerstones of relational trust were disrupted. In an effort to understand 1) the context in which trust was challenged, 2) the ways in which trust was disrupted, and 3) the opportunities for its restoration, we relied on a multi-genre dynamic storytelling approach to data collection and values analysis for data processing. A total of 136 students and 117 teachers from 22 schools wrote 581 narratives in three genres: stories, letters and requests. The analysis yielded 22 codes that allowed further understanding of how changes in structural and institutional conditions affected both students and teachers expectations of each other, and how incongruence of these expectations fed into feelings of helplessness for both students and teachers, disengagement from learning for students, and heavy workload and poor performance for teachers. In addition, the narratives account for positive outcomes when these expectations were met, and for opportunities for trust-building if students and teachers perspectives are brought to each others attention and negotiated locally. Finally, recommendations for restoring trust are given.

“The pandemic of distance learning”: How Arab high school students see online‐learning during Covid‐19

Abstract: Abstract Emergency transition to online due to the coronavirus disease 2019 (Covid‐19) pandemic has created unprecedented challenges in schooling. There is a dearth of information on the perception of Arab high school students and parents regarding the negative effects of online learning during Covid‐19. Qualitative analysis of data from a multisite ethnographic‐centered study collected in nine Arab countries. Data presented are only the ones recorded from students and parents. Raw data were abstracted using a mind‐mapping software and coded using words. The perceived negative effects of students and parents on several aspects of the transition to online learning such as the needed technical adjustments, impact on parents, perceptions of learning online versus face to face, pedagogical drawbacks, and psychological effects are described and discussed in light of results of previous studies. In spite of cultural differences, Arab high school students and parents face the same challenges and difficulties reported in other parts of the world. The overarching theme that emerges both for parents and children is the perceived superiority of face‐to‐face learning in the structured environment of the school for a more holistic learning and socialization experience of students and for better long‐term outcomes.

Narrating Crisis From War Zones to Disease Zones

Abstract: Previous research with young people growing up during and after wars offers insights for how youth are understanding and coping with the COVID-19 crisis. This literature review summarizes findings ...