(Innovative) Teaching Models in Doctoral Dissertations at the Faculty of Teacher Education in the Republic of Serbia

Abstract

Starting from conceptual definitions and theoretical framework of the research problem, this paper offers the findings of empirical non-experimental research on the global and fragmented approach: a) assessment of the representation of (innovative) models of class teaching within the university repository of defended doctoral dissertations in the Republic of Serbia, and b) assessment of the innovative characteristics of selected doctoral dissertations through the analysis of reports from professional committees evaluating completed doctoral dissertations. All 109 PhD dissertations defended at Serbia’s six state faculties of teacher education between 2005 and 2022 are included in the overall sample. The second component of the research specifies a fragmented or deliberate/ stratified sample that consists of 36 defended PhD dissertations and 36 evaluation reports for the approval of PhD dissertations that inherently include novel teaching models. Both quantitative and qualitative content analysis were used in the research. The units of analysis include: the title of the defended doctoral dissertation, keywords presented in the doctoral thesis (quantitative analysis), and the content of the Evaluation Report of the doctoral dissertation, specifically the segment on scientific contribution (qualitative analysis). Based on the analysis of dissertation titles and keywords, it was found that one-third of doctoral dissertations focus on research in the field of (innovative) teaching models. The analysis revealed that not all models are equally represented in different subject methodologies of class teaching, nor within individual methodologies. Content analysis showed that the selected theses are dedicated to the specified problem, they support the issue of the innovation of the teaching process and indicate that there is room for innovation in the teaching process in a creative sense. Future PhD dissertations with a thematic focus on innovative teaching models should be directed towards the affirmation of research on different work models (of the entire corpus) in subject methodologies, the synthesis of innovative teaching models within the same methodology of class teaching, exploration of learning material most suitable for implementing a specific innovative work model within various methodologies of class teaching...