<?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. S.</style></author><author><style face="normal" font="default" size="100%">Jelena Ž. Maksimović</style></author><author><style face="normal" font="default" size="100%">Sanja R. Sretić</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">REFLECTIVE PRACTICE: THE ONLINE TEACHING QUALITY IN THE TIME OF THE CORONAVIRUS 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%">contemporary teacher</style></keyword><keyword><style  face="normal" font="default" size="100%">COVID-19 pandemic</style></keyword><keyword><style  face="normal" font="default" size="100%">quality of online teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">reflective practice</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1683097827.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">81</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%">This research is focused on the necessity to determine the impact of reflective practice on the quality of teaching conducted by means of various network platforms since the beginning of the Covid-19 pandemic. The aim of this research was to examine teachers’ attitudes towards the applicative potentials of reflective practice considering the improvement of online teaching and learning. These attitudes were studied by means of the empirical method, i.e. the quantitative research method and the scaling technique. The sample comprised Serbian primary school teachers and was voluntary. The results of the research showed that teachers’ reflective practice influenced the quality of online teaching during the pandemic. The findings proved that the influence of reflective practice on the quality of online teaching was recognized by primary school teachers, but that it was not applied consistently and accordingly by all teachers. The obtained results confirmed that for the reflective practice to become an inherent attribute of contemporary teachers, it would be necessary that it be acquired both as part of teachers’ university education and their continuous professional training. There has been little research on reflective practice and its impact on the quality of teaching. Therefore, this study contributes to a further understanding of the reflective practice aspects that directly influence online teaching within the framework of the Serbian educational system.</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%">269-288</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%">Costin   Pribeanu</style></author><author><style face="normal" font="default" size="100%">Gabriel Gorghiu</style></author><author><style face="normal" font="default" size="100%">Santi, E. A.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DRIVERS OF CONTINUANCE INTENTION TO USE THE ONLINE LEARNING PLATFORM AFTER 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%">COVID-19 pandemic</style></keyword><keyword><style  face="normal" font="default" size="100%">distance education</style></keyword><keyword><style  face="normal" font="default" size="100%">learning motivation</style></keyword><keyword><style  face="normal" font="default" size="100%">online learning platform</style></keyword><keyword><style  face="normal" font="default" size="100%">TAM</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%">October/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/457-1667683017.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%">With the start of the COVID-19 pandemic period, the need to continue the educational process imposed the exclusive move to the online environment - a new and insufficiently prepared experience, which generated controversies, but also reflections, and adaptation for teachers, students, decision-makers, and even parents. The major concern of the academic community was related to the quality of the educational process and how the student-centered education paradigm can be introduced in the online environment. The students and teachers of the post-pandemic generation are no longer the same, this period has strongly impacted society, mentalities, and the school's future. Analyzing online education from multiple perspectives, the advantages, and opportunities generated by the integration of ICT in the teaching process are obvious. However, many variables have an impact on the effectiveness of e-learning, and many unanswered questions, yet. This research aims to analyze the key drivers of technology acceptance and the role played by three external variables: content adaptation, facilitating conditions, and ease of access in the context of exclusive online education. For this purpose, an extended technology acceptance model has been conceptualized and tested on a sample of Romanian university students. The results illustrate that content adaptation represents an important predictor of both the perceived ease of use and usefulness. The model explained a lot of variance in the continuance intention which is due to the positive attitude towards using the online learning platform in the future.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">724-736</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%">Yasin Ozturk</style></author><author><style face="normal" font="default" size="100%">Merve Gangal</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EARLY CHILDHOOD STUDENT TEACHING PRACTICUM IN TURKEY THROUGH EMERGENCY REMOTE TEACHING 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%">COVID-19 pandemic</style></keyword><keyword><style  face="normal" font="default" size="100%">early childhood education</style></keyword><keyword><style  face="normal" font="default" size="100%">emergency remote teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">preservice teachers</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%">June/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/457-1657803516.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%">Turkish early childhood pre-service teachers had to follow their student teaching practicum courses through emergency remote teaching on the online platform available to them during COVID-19 pandemic like in most countries. The pre-service teachers were experimenting with this new form of student teaching practicum by building up new knowledge and experiences without being present in the school context and having no interaction with the children. This study aims to analyse early childhood education pre-service teachers' experiences of emergency remote teaching (ERT) during COVID-19 Pandemic in Turkey and explore how these experiences shape their professional development to meet the quality standards and preschool teacher competencies. Doing a content analysis of the codes through a qualitative data analysis software program (NVivo 12) and making a constant comparison between codes and categories, three themes as a result of this study after doing a content analysis of the data, have emerged: (1) Early childhood education pre-service teachers’ practices in ERT supported only certain competencies. (2) With its natural structure of distance education, ERT restrained pre-service teachers' field experiences to enable them to gain the necessary competencies and qualifications for early childhood education (3) the pre-service teachers perceived ERT as insufficient for their placement experiences. There is a need for a regulation on how the practice in teacher education should be done in ERT since pre-service teachers' field placements have a crucial role in their training and there is a missing gap for practice during distance 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%">438-455</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%">Muammer   Çalık</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">USING THE COVID-19 PANDEMIC AS A SOCIOSCIENTIFIC ISSUE TO SUPPORT THE SCIENTIFIC HABITS OF MIND</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%">content knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">COVID-19 pandemic</style></keyword><keyword><style  face="normal" font="default" size="100%">pandemic process</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific attitude</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%">October/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1634799659.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%">The COVID-19 pandemic has affected all people without discriminating any border, country, race, ethnicity and so forth (Arroio, 2020). Thus, it has acted as a new playmaker in recognizing the importance of education and social justice. As stated by Usak et al. (2020), we, as educators, should pay more attention to the development of students’ awareness and scientific attitudes. Thus, they are able to think, understand, decide and make an action about any urgent event or &quot;forced&quot; transition, i.e., the pandemic process (Rodgríguez et al., 2021). Unfortunately, the COVID-19 pandemic seems to have generated a climate of fear for scientific advances and mass vaccination as well as regulations on lockdown, socialization, and hygiene. </style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">694-699</style></section></record></records></xml>