Please use this identifier to cite or link to this item: https://scidar.kg.ac.rs/handle/123456789/14322
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dc.rights.licenseopenAccess-
dc.contributor.authorZlatić, Lidija-
dc.contributor.authorLuković, Slađana-
dc.date.accessioned2022-03-10T10:21:08Z-
dc.date.available2022-03-10T10:21:08Z-
dc.date.issued2020-
dc.identifier.isbn9788661910623en_US
dc.identifier.urihttps://scidar.kg.ac.rs/handle/123456789/14322-
dc.descriptionNaučni skup „Nauka i nastava u vaspitno-obrazovnom kontekstu”, održan 23. oktobra 2020. godine na Pedagoškom fakultetu u Užicu Univerziteta u Kragujevcu.en_US
dc.description.abstractMany studies emphasize the importance of students’ social skills, but the question is how everyday school practice affects the development of these skills. Socio-emotional skills, according to other authors, relate to the abilities by which a person regulates and manages his own thoughts, emotions and behavior, sets and achieves positive goals, how he experiences himself and respects the perspective of others, establishes and maintains positive social relationships and makes responsible decisions. In this paper, we point out the different components of teacher roles and their approaches that can influence the development of these skills. The results of various research show that changes in the sense of teaching the teachers their social skills, especially in initial education, but also later, increase the awareness of students’ social skills. Empirical findings indicate the key characteristics of successful socio-emotional skills development programs, emphasizing the necessary specific training and coaching of teachers as part of their initial education and professional development, as well as the need for systematic support during the implementation of programs that affect development of these skills in students. The importance of understanding emotions and social skills in students by teachers is emphasized, as well as the development of teachers’ awareness of ways that can influence the development of socio-emotional skills, how to create a positive atmosphere in the classroom and how to adequately respond to different emotions.en_US
dc.language.isosren_US
dc.publisherFaculty of Education, Užiceen_US
dc.rightsinfo:eu-repo/semantics/openAccess-
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/-
dc.sourceNauka i nastava u vaspitno-obrazovnom kontekstuen_US
dc.sourceNAUKA I NASTAVA U VASPITNO-OBRAZOVNOM KONTEKSTUen_US
dc.subjectsocial behaviour of studentsen_US
dc.subjectsocio-emotional skills of studentsen_US
dc.subjectteacher competenciesen_US
dc.subjectclassroom managementen_US
dc.titleULOGA NASTAVNIKA U RAZVOJU SOCIOEMOCIONALNIH VEŠTINA UČENIKAen_US
dc.title.alternativeTHE ROLE OF TEACHERS IN THE DEVELOPMENT OF STUDENTS` SOCIOEMOTIONAL SKILLSen_US
dc.typeconferenceObjecten_US
dc.description.versionPublisheden_US
dc.identifier.doi10.46793/STEC20.93Zen_US
dc.type.versionPublishedVersionen_US
Appears in Collections:Faculty of Teacher Education, Užice

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