<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Osmanović Zajić, J.</style></author><author><style face="normal" font="default" size="100%">Jelena Maksimović</style></author><author><style face="normal" font="default" size="100%">Nedeljko M. Milanović</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PERSONAL AND PROFESSIONAL EMPOWERMENT OF REFLECTIVE PRACTITIONER TEACHERS DURING THE COVID 19 PANDEMIC</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">empirical research</style></keyword><keyword><style  face="normal" font="default" size="100%">improvement of educational practice</style></keyword><keyword><style  face="normal" font="default" size="100%">professional empowerment</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher reflective practitioner</style></keyword><keyword><style  face="normal" font="default" size="100%">the COVID-19 pandemic</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/457-1651338616.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">80</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Reflective practitioner teachers should critically review their own work and introduce innovations that should improve everyday educational practice. For this reason, the focus of the research is on the personal and professional empowerment of reflective practitioner teachers during the SARS-CoV2 pandemic. 355 teachers from the Republic of Serbia participated. The empirical research used descriptive methods and techniques of scaling and surveying with an instrument specially constructed for the needs of this research - Questionnaire with assessment scale (RP-COV-19). The results show that the most common form of empowerment is attending online seminars, while teachers rarely attended online classes of colleagues from the school where they work and colleagues from other schools. Teachers' perceptions on the use of the Internet in the aspect of personal and professional empowerment are very positive. Teachers generally rate their training and engagement during the pandemic with the highest marks (four and five), while there were no negative marks at all. Reflexivity accompanied by personal and professional empowerment must be given priority by teachers, because in today's process of education, reflective practitioners are considered successful teachers.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">371-385</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Markovič Krstić, S. V.</style></author><author><style face="normal" font="default" size="100%">Miloševič Radulović, L. R.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EVALUATING DISTANCE EDUCATION IN SERBIA DURING THE COVID-19 PANDEMIC</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">distance education</style></keyword><keyword><style  face="normal" font="default" size="100%">learners/students</style></keyword><keyword><style  face="normal" font="default" size="100%">Serbia</style></keyword><keyword><style  face="normal" font="default" size="100%">teachers’ skills</style></keyword><keyword><style  face="normal" font="default" size="100%">the COVID-19 pandemic</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1623677009.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">79</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Education is a significant factor which contributes to overcoming social, economic, health, ecological and other challenges. During a pandemic, formal education adapts to ongoing circumstances, and the learning-teaching process transitions to distance education. A study of the advantages and disadvantages of the realization of certain modalities of distance education is significant as it contributes to the improvement of its quality. The aim was to determine how the citizens of Serbia evaluated the quality of distance education during the COVID-19 pandemic. The research questions focused on how they evaluated: distance education based on modality (via Radio Television of Serbia, Google Classroom, Google Meet, Zoom, Viber groups, WhatsApp), the level of involvement of the learners/students during distance learning classes, the quality and extent of their acquired knowledge, and the level of skills that teachers need to effectively teach in distance education. The study presents the results of a survey carried out in 2020 on a sample of 602 adult Serbian citizens. The results confirm the initial hypothesis that certain modalities of distance education received a highly positive evaluation (Google Classroom, Google Meet, Zoom), and that teachers, learners/students, and other citizens provided statistically significant different evaluations of their quality (classes for primary and secondary school students broadcast on the Radio Television of Serbia; classes via Viber groups, on WhatsApp). Citizens feel that distance education enables efficient learning-teaching during the pandemic, confirming the importance of modern technologies for the learning-teaching process in Serbia, and the need for their continued intense development and application in education.  </style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">467-484</style></section></record></records></xml>