{"id":12186,"date":"2026-06-25T11:16:08","date_gmt":"2026-06-25T11:16:08","guid":{"rendered":"https:\/\/edukacija21.com\/?page_id=12186"},"modified":"2026-06-26T20:05:13","modified_gmt":"2026-06-26T20:05:13","slug":"akreditovani-programi-za-nastavnike","status":"publish","type":"page","link":"https:\/\/edukacija21.com\/en\/akreditovani-programi-za-nastavnike\/","title":{"rendered":"Accredited Teacher Professional Development Programmes"},"content":{"rendered":"
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      Accredited Professional Development Programmes for Teachers<\/h3>\n
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      Over the years, Education for the 21st Century<\/strong> has designed and delivered a number of accredited professional development programmes for teachers, with the aim of modernising teaching practices, improving the quality of education, and supporting teachers in responding to the challenges of contemporary classrooms.<\/p>\n

      Our programmes were developed in response to the evolving needs of teachers and educational institutions, bringing together contemporary educational research, national education policies, and practical classroom experience. While many of our programmes focused on history education, civic education, and visual arts, they also addressed cross-curricular themes such as human rights, inclusion, media literacy, critical thinking, and competences for democratic culture.<\/p>\n

      Through interactive workshops and practical activities, we encouraged teachers to adopt learner-centred approaches, critically engage with teaching materials and historical sources, and create inclusive learning environments that promote dialogue, active participation, and responsible citizenship.<\/p>\n<\/div>\n<\/div><\/div><\/div><\/div>

      History Between Fact and Myth<\/h3>\n
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      The seminar \"<\/strong>History Between Fact and Myth\" addressed one of the key challenges of contemporary history education: how to help students distinguish historical facts from myths, legends, stereotypes, and oversimplified interpretations of the past.<\/p>\n

       <\/p>\n

      The programme brought together university scholars and experienced history teachers, creating a space where contemporary historical research met classroom practice. Among the lecturers were Prof. Dr. Radivoj Radi\u0107, one of Serbia's leading medieval historians and the author of numerous publications on historical myths and misconceptions, Prof. Dr. Marko \u0160uica, a medieval historian and specialist in history education methodology, and Ivan Milenkovi\u0107, an experienced secondary school history teacher who contributed valuable classroom perspectives.<\/p>\n

       <\/p>\n

      Drawing on contemporary approaches to history education, the seminar introduced teachers to methods for developing historical thinking through inquiry, source analysis, and questioning. Rather than presenting history as a collection of ready-made answers, the programme encouraged participants to explore how historical narratives are created, how collective memory is shaped, and how different interpretations influence our understanding of the past.<\/p>\n

       <\/p>\n

      A distinctive part of the seminar focused on the use of visual historical sources. Photographs, works of art, caricatures, propaganda materials, maps, monuments, and architecture were used not simply as illustrations, but as historical evidence that could be explored, questioned, and interpreted. Through carefully designed inquiry-based activities, participants analysed symbolism, historical context, and multiple interpretations of visual sources, while developing teaching approaches that encourage students to observe, question, interpret evidence, and think critically about the past.<\/p>\n

       <\/p>\n

      The seminar demonstrated that history is not a collection of fixed facts but a process of historical inquiry. By encouraging students to ask questions, analyse evidence, compare different perspectives, and construct well-founded interpretations, teachers help them develop critical thinking, media and visual literacy, and a responsible approach to understanding both the past and the present.<\/p>\n<\/div>\n<\/div><\/div><\/div>