%0 Journal Article
%T The effects of problem-based learning about modern concepts of education and classroom discipline models in education of students of the Teachers¡¯ Training Faculty
%A Tadi£¿ Aleksandar
%A Radovanovi£¿ Ivica
%J Zbornik Instituta za Pedago£¿ka Istra£¿ivanja
%D 2012
%I Institute for Educational Research, Belgrade
%R 10.2298/zipi1202299t
%X The paper elaborates the necessity of including the contents related to theoretical approaches to classroom discipline, research results on this topic and prevention models of classroom discipline in the curriculum of university education of future class teachers. Learning about the features of modern concepts of education and their understanding should precede learning about modern classroom discipline models in education of students of the Teachers¡¯ Training Faculty. The selection of a discipline model and strategies for maintaining classroom discipline should be consistent with the concept of education accepted by the teacher. The aim of the conducted research was to determine the effects of problem-based learning about modern concepts of education and classroom discipline models on students¡¯ opinions about the nature of children and adequate disciplinary measures in conflict situations. A quasi-experiment with parallel groups was used in the research, comprising 53 respondents, 32 in the control group and 21 in the experimental group. The results of the conducted experiment indicate that, compared to the control group, the experimental group was much more optimistic about the nature of children, considerably more attached to positive educational procedures, more consistent in elaborating disciplinary measures and more successful at articulating and explaining their attitudes. [Projekat Ministarstva nauke Republike Srbije, br. 179020: Koncepcije i strategije obezbe ivanja kvaliteta bazi nog obrazovanja i vaspitanja]
%K concepts of education
%K classroom discipline
%K problem-based learning
%K university education of teachers
%U http://www.doiserbia.nb.rs/img/doi/0579-6431/2012/0579-64311202299T.pdf