Natasa Pantic

Natasa Pantic
The University of Edinburgh | UoE · Moray House School of Education

PhD Utrecht University

About

36
Publications
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Introduction
Two main lines of my research are: a) relational dynamics in educational settings and their effect on teachers’ practices; and b) teacher education for understanding and collectively shaping the outcomes of these dynamics.

Publications

Publications (36)
Article
Full-text available
The thesis contributes to an articulation of a more comprehensive knowledge base for teacher education. It explores the concept of teacher competence as basis for teacher education including preparation for moral roles and change agentry. The thesis develops tools for exploration of the manifestation of these elements in teaching practice. Theoret...
Article
Orientation of teacher preparation toward the development of competence has recently been suggested as a worthwhile direction of change in teacher education in theWestern Balkan countries. In this study, 2,354 teachers, teacher educators, and student teachers from Bosnia and Herzegovina, Croatia, Macedonia, Montenegro, and Serbia responded to a que...
Article
This study explored whether and how teachers’ beliefs about moral values are reflected in the student–teacher relationships (i.e. levels of control and affiliation in teachers’ and students’ perceptions of this relationship), and in teachers’ cultural competence. A positive association was found between teachers’ paternalist beliefs and their own p...
Article
Around the world reforms in teacher education have been oriented towards making the preparation of teachers more functional for development of competencies they need in practice. At the same time, much criticism has been voiced about such reforms jeopardising the fundamental humanist traditions in teaching, based on beliefs about non-instrumental v...
Article
This paper explores the substance of competence-driven changes in teacher education curricula by testing the possibility of using a framework distinguishing between the German pedagogical culture of Didaktik and the Anglo-Saxon Curriculum culture to describe the substance of these changes. Data about the perceptions of competence-driven changes in...
Article
Full-text available
This article discusses the potential of mixed-method social network analysis (MMSNA) as a methodology for designing and conducting studies that address questions of interplay between human agency and social structures in educational settings. First, we discuss a rationale for using MMSNA referring to the theoretical calls for better understanding t...
Article
Full-text available
In this paper, we present a critical reflection on the concept of social capital. We argue that there is no such idea of an umbrella concept of social capital. Instead, two overarching conceptualizations of social capital exist, namely individual social capital and collective social capital. As these conceptualizations of social capital are complet...
Article
Full-text available
Reference to teachers as agents of change has become commonplace in the education literature, including change towards more inclusive practice in response to the changing demographic of schooling. Yet, little is known about how teacher agency relates to i) their understanding of, and commitment to any given change agenda and ii) the institutional a...
Article
Claims about teachers’ potential to influence change tend to overlook that educational outcomes arise from complex, situated practices of many actors including teachers. This article introduces a tool for Teachers’ Reflection on their Agency for Change (TRAC) for empirical analysis of teaching as a collective activity designed to ‘track’ the divers...
Article
In 2015, South Korea hosted the World Education Forum as it considered issues of education for all and improving inclusion worldwide. Yet, as is the case in many countries, pupils with special educational needs in South Korea are often included by way of ‘special or additional’ support as ‘compensation’ for disability, raising questions about the e...
Article
Student teachers are oftentimes encouraged to apply theoretical principles of social justice to their professional practice. However, this can be problematic when theoretical knowledge is contested or if it is inconsistent with the practices in their future workplaces. Studies in this area often examine student teachers’ beliefs and understanding o...
Article
This paper presents a case study of teacher agency for social justice in a primary school in Scotland. Mixed methods and tools, including a questionnaire, interviews and observations, were used to explore the expressions of teachers’ sense of agency in their beliefs and context-embedded practices. Teachers perceived agency for social justice as par...
Chapter
The idea of teachers acting and being educated as ‘agents of change’ has been increasingly promoted in educational literature and policy-making, often in particular relation to social justice agendas. In this paper we raise questions about the meaning and implications of this claim for teachers’ roles, practices, and preparation . We explore the mo...
Chapter
In this chapter we reflect on the contributions made by our contributing authors and the stakeholders who participated in a UK Economic and Social Research Council seminar series, Teacher education and the changing demographics of schooling, designed to consider these questions in support of developing an agenda for future research in the field. Dr...
Chapter
The focus of this book is on the role that teacher education can play in responding to issues of diversity in schools. By diversity we mean the cultural, linguistic, ethnic, developmental and other aspects of human difference that represent some of the many aspects of identity that characterize both individuals and groups and account for difference...
Book
The book takes as its premise the argument that diverse learner groups are a fact of demographic change that should be considered foundational in the preparation of teachers rather than be problematized as a challenge. It promotes the idea of teacher education for inclusive education based on a consideration of what it means to educate all children...
Article
Full-text available
This paper illustrates a new way of working collaboratively on the development of a methodology for studying teacher agency for social justice. Increasing emphasis of impact on change as a purpose of social research raises questions about appropriate research designs. Large-scale quantitative research framed within externally set parameters has oft...
Article
Full-text available
Policies around the world increasingly call for teachers to become ‘agents of change’, often linked to social justice agendas. However, there is little clarity about the kind of competencies such agency involves or how it can be developed in teacher education. This paper draws on theories of teacher agency and inclusive pedagogy to clarify the mean...
Article
Full-text available
Internationally teachers are called upon to act as agents of change. However, there is little clarity about the kind of change teachers are expected to contribute to and even less empirical evidence about the ways teacher agency operates in schools and beyond. Empirical analyses of teacher agency require a clear articulation of the purpose and cont...
Article
Full-text available
This paper explores interactions between citizenship and education in six post-Yugoslav contexts. The aim is to map out policies shaping the intended young citizens’ identities, which might differ from their lived experiences of citizenship. Focusing on the ethnocentric, multicultural, and civic dimensions of citizenship, the paper looks at how edu...
Article
This Introduction explains the origins of the project of exploring citizenship and citizenship-related issues in the framework of Europeanisation in the new states in South East Europe. It defines the terminology used in the contributions and explains the conceptual underpinnings of the project and the structure of the edited collection. Finally, t...
Article
Full-text available
The present paper considers reforms and developments in teacher education in South-Eastern European countries as part of overall reforms in higher education, and in light of changes in general education that impact teachers and their preparation. The paper reviews the literature and reports from the region that offer some evidence of and insights i...
Conference Paper
Researchers internationally point to a gap in knowledge base for teacher development for acting as agents of change (Hargreaves & Fullan, 1992) while policies in many countries suggest that a number of educational changes are to be engineered through teachers, through their professional development and re-education. Many of the on-going reforms imp...
Conference Paper
Policies in many countries suggest that a number of education reforms are to be engineered through teachers, through their professional development and re-education. With the education reforms in Serbia teachers, whose education traditionally focused on the preparation for delivering input-based curricula designed for an imaginary ‘average’ student...
Article
Dealing with values and moral issues is recognised as an integral part of teachers’ roles. Especially in culturally heterogeneous societies teachers face multiple values that students and their families may hold. The study reported in this article explores different conceptions of teachers’ moral roles aiming to develop an instrument for assessing...
Article
Teacher education for inclusive education (IE) is recognized as vital for improving quality and equity in education globally. In the Western Balkan countries it is also part of the transition process towards joining the European Union and has attracted international funding for IE-related projects. A key finding from research funded by the European...
Article
Full-text available
This paper gives an overview of principal distinction between the aims of the so-called "traditional" and "progressive" education and respective pedagogies associated with each. The term "traditional" education is used to denote the kind of education that prepares people for their role in society as it is, while the term "progressive" is used for e...
Article
Full-text available
This paper examines a variety of perspectives on the role of literature in moral education. These proceed from general considerations to more specific issues that remain contested to the present day, such as distinction between individual and social morality. Others bring any literature under suspicion in the post-structuralist era, such as the cul...

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Projects

Projects (3)
Project
The Agents of Change Toolkit (ACT) project will develop a toolkit (including a serious game) that helps teachers and schools to achieve the UN Sustainable Development Goals (SDGs). More info: https://teacher-act.net/
Project
A comprehensive, mixed-method analysis of both the structures and nature of teachers’ day-to-day interactions over three school terms will help us understand how they build inclusive school communities, which are critical for building ‘protective networks’ to address barriers to learning for migrant students. The cross-country design allows us to gauge the impact of particular policies and strategies that facilitate migrant integration across contexts. More info: //www.nordforsk.org/en/programmes-and-projects/projects/teaching-that-matters-for-migrant-students-understanding-levers-of-integration-in-scotland-finland-and-sweden
Project
This project draws on research in the area of teacher agency for inclusion to showcase the difference teachers can make by building supportive and trustful relationships with each other, with students and their families. A set of tools for professional development are created in collaboration between researchers and school practitioners to support teachers and school staff in developing inclusive school cultures.