Research
Current projects:
Schools as Change Agents (SaChA) project: using ACToolkit to facilitate change for educational inclusion and diversity
Recent projects:
Agents of Change Toolkit (ACT) for schools and teachers
Impacts of COVID-19 on teaching practice and opportunities for virtual internships
Making SENse of Communities of Practice with Social and Epistemic Network Analysis
Making Visible Teacher agency for Inclusion
CITSEE (Citizenship in Southeast Europe)
Analysis of interaction between citizenship regimes and education policies in post-Yugoslav states: civic, ethnocentric and multicultural elements of individual and group rights in education; inclusive and exclusive conceptions of national identity and citizenship in education policies and practices; effects of Europeanisation processes on these conceptions.
Citizens in the Making: Post-Yugoslav Students and Teachers from CITSEE TV on Vimeo.
Previous projects:
RANON (Teachers' Research on Education Reforms)
Mentor to teachers who conduct research about the practitioners’ perceptions of education reforms in Serbia (standards-based education, within school collaboration, teacher and school autonomy, and teacher competences);
Training teachers in research design and methodologies;
Editing a publication compiling teachers' research reports.
ATEPIE (Teachers' Qualifications for Inclusive Education)
Providing expert support (with Graham Donaldson) to the project management and five country teams (Bosnia and Herzegovina, Croatia, Macedonia, Montenegro and Serbia) in designing and implementing methodologies for development of Teachers' Qualification Frameworks that take into account regional contexts, perceptions of teachers and other practitioners, and education reforms aiming at advancement of inclusive education.
http://atepie.cep.edu.rs/atepie/eng
Mapping policies and practices for the preparation of teachers for inclusive education in contexts of social and cultural diversity in the Western Balkans, for the European Training Foundation. Lead researcher, editor of the seven county reports (country studies conducted by three-member in-country research teams); author of the regional report (with Alison Closs and Vanja Ivošević) Teachers for the Future: Teacher Development for Inclusive Education in the Western Balkans (pdf).
Teachers’ competences for inclusive and intercultural education in Bosnia and Herzegovina (B&H), for Unicef B&H. Research coordinator and Country Report editor.
Reproduction of social inequalities through transitions in education, for the Government of the Republic of Serbia. Research team member and a co-author of the Report ‘Reproduction of social inequalities through transitions in education’ in J, Marković (Ed.) Analysis of characteristics of poverty in Serbia. The Government of the Republic of Serbia.
Tuning teacher education curricula in the Western Balkans, supported by Central European Initiative (CEI) and Balkan Trust for Democracy (BTD); lead researcher and editor of the report Tuning Teacher Education Curricula in the Western Balkans (pdf) compiling country case studies.
Doctoral research, with Utrecht University. The thesis contributed to an articulation of a more comprehensive knowledge base for teacher education considering the changing contexts of education. It explored the concept of teacher competence as basis for teacher education in particular with the view towards understanding of its missing elements – preparing teachers for their moral roles and change agentry. The research included cross-country comparisons exploring how teachers’ own perceptions of their roles are affected by different education policies and arrangements for decentralisation of education systems in different countries. It explored a possibility of interpreting the change of culture in teacher education as a change from German Didaktik tradition inherent in continental European teacher preparation to the Anglo-American Curriculum culture. The thesis also explored the relation between teachers’ paternalist and liberal beliefs about values in education with their intercultural competence and with the types of relationships with students that have been proven to be beneficial for the learners’ cognitive and affective outcomes. Teachers’ paternalist attitudes are found to be positively associated with their perceptions of levels of control in teacher-student relationships, while teachers’ liberal attitudes are found to be negatively associated with students’ perceptions of levels of affiliation. Teachers with more liberal beliefs reported more consciousness of cultural differences and motivation to consider those differences in their teaching, but not that they know more about different cultures, or adjust their behaviour in cross-cultural interactions. The thesis is available from Utrecht University Library.
Other studies and projects:
Monitoring the process of Serbia’s advancement towards EU: knowledge society
Values and religion for teacher education in the Western Balkans
State of Human Security in Serbia, 2005-2006 Report
Democratisation of schools through self-evaluation practice
Development of teacher standards in Serbia
Proposal of reform of higher education admission system in Serbia
Study of Vocational education and training (VET) and labour market in Belgrade