185 10 3494 https://omeka.ibu.edu.ba/files/original/fa71cae3e87170aaf13f76317a6d2bc4.docx be0e8a3dcc9cedb61cfbdc0ec078e625 https://omeka.ibu.edu.ba/files/original/2047f15718d5f1cdc89567dd11efdbee.pdf 0d92bb4b32e6ca3cdd49c4e1367aa12e PDF Text Text ŞUARA TEZKİRELERİNDE ANEKDOTLAR VASITASIYLA BİLİNÇALTINA VERİLEN MESAJLAR: KÜNHÜ’L-AHBÂR’IN TEZKİRE KISMI ÖRNEĞİ Ahmet AKGÜL Süleyman Demirel Üniversitesi, Türk Dili Bölümü, Isparta / Türkiye Anahtar Kelimeler: Klâsik Türk Edebiyatı, Şuara Tezkireleri, Künhü’l-Ahbar, Gelibolulu Mustafa Âlî, Anekdot. ÖZET Şuara tezkireleri, Osmanlı şair ve ediplerinin biyografileri hakkında bilgi veren en eski ve güvenilir kaynaklar olarak kabul görmektedir. Türk edebiyatında Mecalisü’n-Nefâis ile (Çağatay sahası) başlayan tezkire yazma geleneği, 20. yüzyılın başında yazılan Tuhfe-i Nailî’ye kadar devam etmiştir. Yakın geçmişte ise tezkirelerin tıpkıbasımları yahut bugünkü harflere aktarılmış (transkripsiyonlu) metinleri oldukça ciddi çalışmalar neticesinde günümüz insanının istifadesine sunulmuştur. Mamafih bu önemli çalışmaların yanında tezkirelerle ilgili yapılması gereken başka önemli çalışmalar da vardır. Bunlardan biri Türk şairlerinin biyografilerine dair bilgiler ihtiva eden şair tezkirelerinin mukayeseli ve tenkidî bir bakış açısıyla ele alınması; bir diğeri ise tezkirelerde verilen bilgilerin güvenirliklerinin sorgulanması ve tezkirecilerin bu eserleri yazmaktaki asıl gayelerinin belirlenmesidir. Zira bu eserlerin hangi kimlik, karakter ve bakış açılarına sahip insanlar tarafından kaleme alındığı konusu araştırılmayı beklemektedir. Bu bildiride Osmanlı edebiyatının önemli müelliflerinden sayılan Gelibolulu Mustafa Âlî’ye ait Künhü’l-Ahbâr’ın Tezkire Kısmı’nda yer alan biyografilerin, içerdikleri anekdotlar vasıtasıyla, okuyucunun bilinçaltına verdiği mesajlar üzerinde durulmuştur. Bu bağlamda, tezkirecinin anlattığı anekdotlar üzerinden Osmanlı toplumunu şairiyle, sultanıyla, kadısıyla, ilmiye sınıfıyla ve sosyal yapısıyla hangi karakter ve bakış açısından ele aldığı ortaya konmaya çalışılmıştır. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1953 Title A name given to the resource ŞUARA TEZKİRELERİNDE ANEKDOTLAR VASITASIYLA BİLİNÇALTINA VERİLEN MESAJLAR: KÜNHÜ’L-AHBÂR’IN TEZKİRE KISMI ÖRNEĞİ Author Author AKGUL, Ahmet Abstract A summary of the resource. Anahtar Kelimeler: Klâsik Türk Edebiyatı, Şuara Tezkireleri, Künhü’l-Ahbar, Gelibolulu Mustafa Âlî, Anekdot. ÖZET Şuara tezkireleri, Osmanlı şair ve ediplerinin biyografileri hakkında bilgi veren en eski ve güvenilir kaynaklar olarak kabul görmektedir. Türk edebiyatında Mecalisü’n-Nefâis ile (Çağatay sahası) başlayan tezkire yazma geleneği, 20. yüzyılın başında yazılan Tuhfe-i Nailî’ye kadar devam etmiştir. Yakın geçmişte ise tezkirelerin tıpkıbasımları yahut bugünkü harflere aktarılmış (transkripsiyonlu) metinleri oldukça ciddi çalışmalar neticesinde günümüz insanının istifadesine sunulmuştur. Mamafih bu önemli çalışmaların yanında tezkirelerle ilgili yapılması gereken başka önemli çalışmalar da vardır. Bunlardan biri Türk şairlerinin biyografilerine dair bilgiler ihtiva eden şair tezkirelerinin mukayeseli ve tenkidî bir bakış açısıyla ele alınması; bir diğeri ise tezkirelerde verilen bilgilerin güvenirliklerinin sorgulanması ve tezkirecilerin bu eserleri yazmaktaki asıl gayelerinin belirlenmesidir. Zira bu eserlerin hangi kimlik, karakter ve bakış açılarına sahip insanlar tarafından kaleme alındığı konusu araştırılmayı beklemektedir. Bu bildiride Osmanlı edebiyatının önemli müelliflerinden sayılan Gelibolulu Mustafa Âlî’ye ait Künhü’l-Ahbâr’ın Tezkire Kısmı’nda yer alan biyografilerin, içerdikleri anekdotlar vasıtasıyla, okuyucunun bilinçaltına verdiği mesajlar üzerinde durulmuştur. Bu bağlamda, tezkirecinin anlattığı anekdotlar üzerinden Osmanlı toplumunu şairiyle, sultanıyla, kadısıyla, ilmiye sınıfıyla ve sosyal yapısıyla hangi karakter ve bakış açısından ele aldığı ortaya konmaya çalışılmıştır. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/9be4eda33bbe682e08f8a4b7dc4b7e3b.docx 8210c0e5a4c0a135d16787ec66511f37 https://omeka.ibu.edu.ba/files/original/feca03f515be21eda4c985194e2d8999.pdf f46cefe12abcb8ded012e50d47a53581 PDF Text Text Vernacular Antakya Turkish: Antekece Mehmet Akdogan & Ugur Turkyilmaz International Burch University/ Sarajevo, Bosnia and Herzegovina Key words: vernacular, standard language, Antakya dialect, dialect, diglossic community ABSTRACT The objectives of this personal observation based paper is to attract some attention on vernaculars used in Antakya, in Turkey, and therefore special attention is paid to the dialect called ‘Antekece’. There are many vernacular languages because of the ethnicity of the city where Muslim Turks, Kurds and Arabs and Christian Armenians, and Jews and Nusayris among some others who live together peacefully. Antekece generally refers to a vernacular which has not been standardized and which does not have any official status. Based on the personal observations of the Antakya born author, it is concluded that there are two sides of attitudes toward vernacular Antekece, namely the positive side which shows the respectful feelings towards the vernacular language and the second is the negative side which shows the feelings of seeing the vernacular language inferior to the standard dialect. Hence, it is suggested that people from Antakya have positive attitudes towards their vernacular language and use it appropriately in the right spatial and temporal settings. However, how the language attitudes of people in general from Antakya towards this specific vernacular language is and to find out the reasons why it happens the way it does requires further research � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1903 Title A name given to the resource Vernacular Antakya Turkish: Antekece Author Author AKDOGAN, Mehmet TURKYILMAZ, Ugur Abstract A summary of the resource. Key words: vernacular, standard language, Antakya dialect, dialect, diglossic community ABSTRACT The objectives of this personal observation based paper is to attract some attention on vernaculars used in Antakya, in Turkey, and therefore special attention is paid to the dialect called ‘Antekece’. There are many vernacular languages because of the ethnicity of the city where Muslim Turks, Kurds and Arabs and Christian Armenians, and Jews and Nusayris among some others who live together peacefully. Antekece generally refers to a vernacular which has not been standardized and which does not have any official status. Based on the personal observations of the Antakya born author, it is concluded that there are two sides of attitudes toward vernacular Antekece, namely the positive side which shows the respectful feelings towards the vernacular language and the second is the negative side which shows the feelings of seeing the vernacular language inferior to the standard dialect. Hence, it is suggested that people from Antakya have positive attitudes towards their vernacular language and use it appropriately in the right spatial and temporal settings. However, how the language attitudes of people in general from Antakya towards this specific vernacular language is and to find out the reasons why it happens the way it does requires further research Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/5c5c6150b1ac69c28dfebc9c0c41b813.pdf b3371c222a28cb251765bb81fc603d2c PDF Text Text University Students’ Errors in Using Subject Verb Agreement in Writing Ibrahim Ali Ahmed Hajjah-Yemen University/ Hajjah, Yemen ABSTRACT This research deals with the English Language students' errors while using subject-verb agreement. The research is carried out to suggest some solutions to the problems that students of second year at the college of Education face in using subject-verb agreement. This research aims at finding out the errors committed by the learners in subject- verb agreement as well as analyzing these errors, and finding out the sources of those errors and taking pedagogical precautions towards them. In addition, the research aims at suggesting some solutions to overcome such problems. The data collected for this research from the answers to the test items answered by students by means of a test consists of thr ee different parts. It contains twenty- one items and each part is composed of various items. The sample for the presents study is the second level students of B. Ed, Dept of English, Faculty of Education, Hajjah University, Yemen, and they were selected randomly, disregarding gender, rank and background of English. The results of this study showed that the learners mostly commit errors because of the intra-lingual errors. They sometimes commit errors because of the overgeneralization, faulty or limited experience. Sometimes they are caused by the interference of the learners ' mother tongue. To overcome those problems of committing errors the rules should be supported with more examples. English teachers should focus on the different types of the subject, including subjects with conjunctions .The rules of subject –verb agreement should be practiced by the learners intensively by means of using different activities such as group work, pair work, role-play, self-study and practice. � https://omeka.ibu.edu.ba/files/original/8535b08052bf4ac5181584e9f4df54de.docx fe8f3ba502d596a8971c2de297529a43 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2110 Title A name given to the resource University Students’ Errors in Using Subject Verb Agreement in Writing Author Author AHMED, Ibrahim Ali Abstract A summary of the resource. This research deals with the English Language students' errors while using subject-verb agreement. The research is carried out to suggest some solutions to the problems that students of second year at the college of Education face in using subject-verb agreement. This research aims at finding out the errors committed by the learners in subject- verb agreement as well as analyzing these errors, and finding out the sources of those errors and taking pedagogical precautions towards them. In addition, the research aims at suggesting some solutions to overcome such problems. The data collected for this research from the answers to the test items answered by students by means of a test consists of thr ee different parts. It contains twenty- one items and each part is composed of various items. The sample for the presents study is the second level students of B. Ed, Dept of English, Faculty of Education, Hajjah University, Yemen, and they were selected randomly, disregarding gender, rank and background of English. The results of this study showed that the learners mostly commit errors because of the intra-lingual errors. They sometimes commit errors because of the overgeneralization, faulty or limited experience. Sometimes they are caused by the interference of the learners ' mother tongue. To overcome those problems of committing errors the rules should be supported with more examples. English teachers should focus on the different types of the subject, including subjects with conjunctions .The rules of subject –verb agreement should be practiced by the learners intensively by means of using different activities such as group work, pair work, role-play, self-study and practice. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/207b0c6c7c833b49e000e02d243e74a2.docx 2090f8217d6971c5dbe67c9221f2aa13 https://omeka.ibu.edu.ba/files/original/eb484f29a9c22beb5e4ee5bc4130aa04.pdf 19e074b93470655498fe309403227186 PDF Text Text Reflections of the CEFR on the Programs of Primary Education and Secondary Education French Language Course in Turkey Suna Agildere & Neşe (Işik) Tertemiz & Emine Aybike Akkutay Gazi University/ Ankara, Turkey Key words: CEFR,program of the primary education Ankara,French language course in Turkey ABSTRACT Council of Europe recommended in Switzerland in November 2001 using the Common European Framework of Reference for Languages (CEFR) to set up systems of validation of language ability. The CEFR proposes a nucleus program for all students’ independent in their study fields. It reinforces the awareness about linguistic diversity all over the Europe and emphasizes the significance of multilingualism and multiculturalism to provide the opportunities for citizens to communicate with at least two languages in addition to their native tongue. Moreover, the CEFR is a comprehensive, transparent and consistent guide book for language teachers and learners in the fields of language learning, teaching and assessment. It also attaches importance to life-long learning, learner autonomy and multicultural communication. Furthermore, it describes the objectives to be reached by learners, language skills and knowledge. Such activities in Turkey which is a candidate for the EU should also be revised and adapted. Therefore, the aim of this study is to analyze the secondary French language course in Turkey in terms of a) approach employed, b) objectives, c) content, d) process of teaching and learning, and e) measurement and assessment within the framework of the CEFR. In introduction part of the program, the principles of the CFFR were used in developing the programs. However, some differences were determined in the program. This study discusses these differences and similarities. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1976 Title A name given to the resource Reflections of the CEFR on the Programs of Primary Education and Secondary Education French Language Course in Turkey Author Author AGLIDERE, Suna TERTEMIZ, Neşe AKKUTAY, Emine Aybike Abstract A summary of the resource. Key words: CEFR,program of the primary education Ankara,French language course in Turkey ABSTRACT Council of Europe recommended in Switzerland in November 2001 using the Common European Framework of Reference for Languages (CEFR) to set up systems of validation of language ability. The CEFR proposes a nucleus program for all students’ independent in their study fields. It reinforces the awareness about linguistic diversity all over the Europe and emphasizes the significance of multilingualism and multiculturalism to provide the opportunities for citizens to communicate with at least two languages in addition to their native tongue. Moreover, the CEFR is a comprehensive, transparent and consistent guide book for language teachers and learners in the fields of language learning, teaching and assessment. It also attaches importance to life-long learning, learner autonomy and multicultural communication. Furthermore, it describes the objectives to be reached by learners, language skills and knowledge. Such activities in Turkey which is a candidate for the EU should also be revised and adapted. Therefore, the aim of this study is to analyze the secondary French language course in Turkey in terms of a) approach employed, b) objectives, c) content, d) process of teaching and learning, and e) measurement and assessment within the framework of the CEFR. In introduction part of the program, the principles of the CFFR were used in developing the programs. However, some differences were determined in the program. This study discusses these differences and similarities. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/e4eee159b31eefed0b7575072581f99f.docx 1c657eaeb3d20d2faf106a9de94390fe https://omeka.ibu.edu.ba/files/original/bc59c82f929e706f2640a71375ce4331.pdf d4d1947ac59256ceb8ae47a0daf606b1 PDF Text Text ‘Vicarious’ Interaction in Efl Online Discussions: A Classroom Research Elena Onchevska Ager Ss Cyril and Methodius University/ Skopje, Republic of Macedonia Key words: e-learning, vicarious participation, student identities ABSTRACT In this talk, I will summarise my main learning moments from a classroom research into the quality of my undergraduate students‟ (n=50) participation in online platform discussions. I set up a Google Group as a noncompulsory e-component to my EFL course. This platform was envisaged as an opportunity for my students to alternatively contribute to the course by starting threads on topics of their interest or by commenting on existing threads. What caught my attention after observing their e-exchanges for a full academic year (2011/12) was that some students--albeit active in class--mostly stayed away from online activity. Others mysteriously disappeared from this online forum half way through the course. I was curious to explore the reasons for this, at times, strange (e-) behaviour among my students. I engaged in both first- and second-order research (Marton in Freeman, 1998), as I was keen on investigating both the quality of my students‟ exchanges and their perceptions of, and speculations about, their own behaviours. This classroom research shed local light on a global phenomenon: „vicarious interaction‟, i.e. observing the interaction between other participants without taking active part in it (Sutton, 2000). Some of my students‟ feedback supported Sutton‟s claim that “direct interaction is not necessary for all students” (p. 3) and that some might learn best via long periods of observation before actually joining the group at a visible level (if they join the group at all). Sutton strongly argues that participants should be given control over how they interact with other participants, to what extent and whether they interact at all. This realisation has changed the way I perceive face-to-face interaction in class, too (not only online interaction), and has the potential to carry implications for any teaching context, teacher training contexts included. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1742 Title A name given to the resource Vicarious’ Interaction in Efl Online Discussions: A Classroom Research Author Author AGER, Elena Onchevska Abstract A summary of the resource. Key words: e-learning, vicarious participation, student identities ABSTRACT In this talk, I will summarise my main learning moments from a classroom research into the quality of my undergraduate students‟ (n=50) participation in online platform discussions. I set up a Google Group as a non-compulsory e-component to my EFL course. This platform was envisaged as an opportunity for my students to alternatively contribute to the course by starting threads on topics of their interest or by commenting on existing threads. What caught my attention after observing their e-exchanges for a full academic year (2011/12) was that some students--albeit active in class--mostly stayed away from online activity. Others mysteriously disappeared from this online forum half way through the course. I was curious to explore the reasons for this, at times, strange (e-) behaviour among my students. I engaged in both first- and second-order research (Marton in Freeman, 1998), as I was keen on investigating both the quality of my students‟ exchanges and their perceptions of, and speculations about, their own behaviours. This classroom research shed local light on a global phenomenon: „vicarious interaction‟, i.e. observing the interaction between other participants without taking active part in it (Sutton, 2000). Some of my students‟ feedback supported Sutton‟s claim that “direct interaction is not necessary for all students” (p. 3) and that some might learn best via long periods of observation before actually joining the group at a visible level (if they join the group at all). Sutton strongly argues that participants should be given control over how they interact with other participants, to what extent and whether they interact at all. This realisation has changed the way I perceive face-to-face interaction in class, too (not only online interaction), and has the potential to carry implications for any teaching context, teacher training contexts included Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/2687fecfb32fc1c2e2f893bbdbe9d16c.docx 2929938050c46c614d3b61bf13458a7d https://omeka.ibu.edu.ba/files/original/63632ff6dfd58e80230baa25d29f3876.pdf 5f211c53db848f760d9aee2cd2b45ca2 PDF Text Text Retrospective Review of the Teaching of English in the Third World Countries Sayeh S Abdullah College of Electronic Technology/ Baniwalid, Libya Key words:Colonialist influence, Cultural flexibility, interaction, stimulative, vitility ABSTRACT Learning of any second language which once had been as fashion or fun, now has become a necessity. Economical globalization has given birth to the communicational globalization, this in turn, has factorized in the emergence of a global language, in the shape English. The learning of English has become a distinctive academic phenomenon around the globe and in particular a subject of privilege in the third world countries, but like the other fields, this academic field has undergone various upheavals. Non availability of linguistic experts and inconsistency in the delivery has made the English learning a staggering process in these countries. This paper focuses on the teaching of English as seen thrown the eyes of scholars with particular reference to the dogmatic approaches towards the practical significance of cultural interaction in the teaching process. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1928 Title A name given to the resource Retrospective Review of the Teaching of English in the Third World Countries Author Author ABDULLAH, Sayeh S Abstract A summary of the resource. Key words:Colonialist influence, Cultural flexibility, interaction, stimulative, vitility ABSTRACT Learning of any second language which once had been as fashion or fun, now has become a necessity. Economical globalization has given birth to the communicational globalization, this in turn, has factorized in the emergence of a global language, in the shape English. The learning of English has become a distinctive academic phenomenon around the globe and in particular a subject of privilege in the third world countries, but like the other fields, this academic field has undergone various upheavals. Non availability of linguistic experts and inconsistency in the delivery has made the English learning a staggering process in these countries. This paper focuses on the teaching of English as seen thrown the eyes of scholars with particular reference to the dogmatic approaches towards the practical significance of cultural interaction in the teaching process. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/9ba08d2b944f43a31bdc4c2c3c0d3ab1.docx e96e3e9744e1df3805bd8cb1766c6c30 https://omeka.ibu.edu.ba/files/original/59e12ad88d246bbe14240d4a773183dc.pdf 2a3d7af536bf624f0e58fe94fc055d5b PDF Text Text Peripheral Study of Second-Language Acquisition Sayeh S Abdullah College of Electronic Technology/ Baniwalid, Libya Key words: inter-language, sociolinguistic, strategic competence, learning mechanisms fossilization ABSTRACT This paper includes a discussion on the nature of SLA and different approaches towards it.Factors affecting the processes of SLA has been mentioned as vital to the topic.Some key terms related to SLA has been explained so as the reader may feel at ease while going through this paper. The factors influencing the second language acquisition are included in this research as they are to be kept in while dealing with the topic of SLA. The target of research is to enhance the awareness among teachers and learners the essentials of second language equisition. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1925 Title A name given to the resource Peripheral Study of Second-Language Acquisition Author Author ABDULLAH, Sayeh S Abstract A summary of the resource. Key words: inter-language, sociolinguistic, strategic competence, learning mechanisms fossilization ABSTRACT This paper includes a discussion on the nature of SLA and different approaches towards it.Factors affecting the processes of SLA has been mentioned as vital to the topic.Some key terms related to SLA has been explained so as the reader may feel at ease while going through this paper. The factors influencing the second language acquisition are included in this research as they are to be kept in while dealing with the topic of SLA. The target of research is to enhance the awareness among teachers and learners the essentials of second language equisition. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/324c37174f13951586db4a8bf8ab4331.docx 268cbda159f6ed64935f7a9fe2509b9f https://omeka.ibu.edu.ba/files/original/6c400000c00ca7423424e6843696495f.pdf b0cecfcecbb414fead9a397de9957253 PDF Text Text An Exploration of Instructors’ Role in Implementing Group Work When Teaching English with Particular Reference to Debre Birhan College of Teachers Education Mulat Adane Abaye Addis Ababa University/ Addis Ababa, Ethiopia Key words: Implementation of Group Work in Teaching English ABSTRACT The main objective of this study was to explore English Language Instructors’ role in Higher Education Institutions in implementing group work. To this end, Debre Birhan College of Teacher Education was selected as a study area. To gather information from the subjects (6 English Language Teachers and 75 students from Language Department) three instruments (questionnaire, class room observation and interview) were used. All English Language teachers who were giving different English Language courses as well as 30% of the total number of the students (75 in number) were taken as a subject. Simple random sampling was used to select the sample students; besides, to ensure proportionality of the two sexes as well as to take the proportitional number of students from each batch stratified sampling was also employed. The result of the study clearly showed that all the teachers were frequently incorporating group work when teaching English. Furthermore, from the students’ questionnaire, it was found that the majority of the students wanted to learn through group work and they had the experience of learning through it. In addition, it was found that the majority of the instructors appeared to have adequate understandings about the various roles they were expected to play when using group work in teaching English. However, from the classroom observations and the students’ response, it was found that the majority of instructors were not efficiently playing their expected roles in group work. And, though the study showed some factors which hinder instructors from playing their expected roles effectively in group work, it was also concluded that the major factor is negligence. Finally, based on the result obtained through the three instruments, it was concluded that group work was not properly implemented by the majority of English Language teachers. Hence, the importance of preparing short or long term trainings regarding group work especially for teachers by any concerned bodies as well as some other possible solutions were recommended to alleviate the problems regarding group Work. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1841 Title A name given to the resource An Exploration of Instructors’ Role in Implementing Group Work When Teaching English with Particular Reference to Debre Birhan College of Teachers Education Author Author ABAYE, Mulat Adane Abstract A summary of the resource. Key words: Implementation of Group Work in Teaching English ABSTRACT The main objective of this study was to explore English Language Instructors’ role in Higher Education Institutions in implementing group work. To this end, Debre Birhan College of Teacher Education was selected as a study area. To gather information from the subjects (6 English Language Teachers and 75 students from Language Department) three instruments (questionnaire, class room observation and interview) were used. All English Language teachers who were giving different English Language courses as well as 30% of the total number of the students (75 in number) were taken as a subject. Simple random sampling was used to select the sample students; besides, to ensure proportionality of the two sexes as well as to take the proportitional number of students from each batch stratified sampling was also employed. The result of the study clearly showed that all the teachers were frequently incorporating group work when teaching English. Furthermore, from the students’ questionnaire, it was found that the majority of the students wanted to learn through group work and they had the experience of learning through it. In addition, it was found that the majority of the instructors appeared to have adequate understandings about the various roles they were expected to play when using group work in teaching English. However, from the classroom observations and the students’ response, it was found that the majority of instructors were not efficiently playing their expected roles in group work. And, though the study showed some factors which hinder instructors from playing their expected roles effectively in group work, it was also concluded that the major factor is negligence. Finally, based on the result obtained through the three instruments, it was concluded that group work was not properly implemented by the majority of English Language teachers. Hence, the importance of preparing short or long term trainings regarding group work especially for teachers by any concerned bodies as well as some other possible solutions were recommended to alleviate the problems regarding group Work. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/85b851cb26adeac9433f004157dff969.pdf 7be3dbc5ed74f69800516a3348daec82 PDF Text Text International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo The Efficiency of Investment in Education and Teacher Training and Professional Development Melida Župljanin International University in Novi Pazar, Novi Pazar, Serbia meli_haki@hotmail.com The efficiency of education funding defines the possibility for the high achievement of desired results in education without increasing the amount of used resources. The process of educational activities, especially teacher training whereas its representative content is a matter of expense that is considered as two subsystems, such as regular expenses and general consumption. Thus, the costs of educational activities, including the training of teachers should be considered an investment. Professional development of teachers and educational outcomes are directly related to the quality, in terms of educational production, and on the other hand the educational process. Human resource (teachers, assistants) is formed by investing in education, which leads to strengthening of the internal economic value. Moreover, it becomes a reason for overall economic growth, which ultimately results in a better quality of the life of citizens. Therefore, it is important to study education and even in terms of economic discourse because education and the labor market through external aims of education are in immediate and lasting correlation. Keywords: Teacher Training, Investment in Education, a Labor Market. 199 � https://omeka.ibu.edu.ba/files/original/5bcf103b7c33e5d74cace9422f6fe143.docx 789dab3e65afd2f0cedf2a272ad3ae65 https://omeka.ibu.edu.ba/files/original/3cbf41c65db80ef6d08a3f1133ae3876.pdf 34c549cca865bd12d20b4b53b906769a PDF Text Text International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo The Efficiency of Investment in Education and Teacher Training and Professional Development Melida Župljanin International University in Novi Pazar, Serbia meli_haki@hotmail.com Abstract The efficiency of education funding defines the possibility for the high achievement of desired results in education without increasing the amount of used resources. The process of educational activities, especially teacher training whereas its representative content is a matter of expense is considered as two subsystems, such as regular expenses and general consumption. Thus, the costs of educational activities, including the training of teachers should be considered an investment. Professional development of teachers and educational outcomes are directly related to the quality, in terms of educational production, and on the other hand the educational process. Human resource (teachers, assistants) is formed by investing in education, which leads to strengthening of the internal economic value. Moreover, it becomes a reason for overall economic growth, which ultimately results in a better quality of the life of citizens. Therefore, it is important to study education and even in terms of economic discourse because education and the labor market through external aims of education are in immediate and lasting correlation. Keywords: teacher training, investment in education, a labor market Introduction Teaching profession has its own specific characteristics in labor division concerning the work and social position and reputation in certain society. There are a lot of authors who were writing about a teacher, his role and significance of his function. In fact, different opinions and valuations of this profession are given in different periods, on different levels of development and different social systems, but all of the opinions and valuations in different periods agree that – ‘’ the teacher takes one of the most important places in the process of education, that his contribution in forming the young personality can’t be replaced and it is often said that schools are alike their teachers.’’ (Group of authors, 1969:253). The old Athens quote says that ‘’if a shoemaker makes shoes badly, it is not a big mistake, only for one year the Athens will be poorly shod, but if a teacher makes a mistake in education, the whole generations of the Athens will be bad-educated’’. Even then, there was awareness of the importance of teacher profession because the teacher is the one who has a really hard and significant task, to transfer the information and influence on the forming, shaping, progress and future of its students. The importance and complexity of teacher’s role require a good education, sincere commitment, great love to his work, life-long specialization but also a talent. It is often said that the teaching is art, not business. 1 �International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo Teacher’s Position and Role in Social Context Social expectations and requirements are very high when we talk about teacher’s profession. It is in the nature of this job to have a lot of strict requirements for the teacher as a man as well as an expert. Social expectations such: ‘’He is a teacher and that’s why he has to do that’’ has its pair in imperative such as: ‘’ He is a teacher and that’s why he mustn’t do that.’’ First, he must be a man who loves working with young people and his job, then an expert in his work which means that he has to know the progress of young as well as didactical and methodical capacity and ability. The teacher has to be a teacher in the classroom and out of the classroom; his title lasts for twenty-four hours a day, seven days a week so it is a lifetime title. He always remains the teacher even in a daily social awareness. However, there are various prejudices referring to the teacher profession which society always highlights, and the main is the one that a teacher must be born to be a teacher. Mischievously or not, the quote that ‘’you have to be born for the teacher’’ we can interpret in the way that for training and educating the teacher we don’t need so much time as for the other professions. It is rarely forgotten that learning ‘ how to teach’ is a lifetime process; curriculum are changing, children generations are not the same, social requirements are growing, responsibility is not only of institutional character but also a parental character. For all types of ‘sacrificing’ during the educational process, the teacher is getting little attention and support from society. The teacher with his profession and social status has always been connected with the broad masses of people. His role in society was not always equally valued and it was different from period to period. Well-educated people highly cherished the teacher’s work and his role as a very honorable and significant. In order to do this work well, he has to be treasured publicly and accepted in the name of society because he is preparing future generations which are to depend on whole future itself and the future of society and community altogether. If the teacher is on the sidelines of social events, if he is not satisfied with his status it’s not fair to expect from him to be dedicated to his work as much as he should be. Jan Amos Komenski considered teacher’s duty as honorable like no other under the sunlight while Adolf Disterveg used to tell that the teacher in the school does the same like the sun in the space. ‘Education as a factor of economic growth or as an investment in human capital has a few components important for understanding his role in social progress:      It increases human knowledge, skills and ability for work performing and improvement; It influences work productivity growth, social products, national income; It contributes to the human progress, his involvement in social life and performing social roles; It conduces work division growth, production development, application of the scientific and technological achievements and innovations; It contributes to the life standard improvement, humanization of social relations, cultural progress, health protection and social environment.’’ (Ivanović, 2000:16). 2 �International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo The Society Attitude towards Teacher’s Profession The attitude of society towards education in a certain way can manifest in its attitude towards teachers, their assortment, selection and social valuation of their work. According to the opinions of international experts improvement and progress of education depends on the teacher and their training. ‘’There is no more productive investment than investment in teacher’s education and efforts towards this goal. Nation has to be aware that this depends on them and if they economize and save money on those entrusted with the most precious treasure – awareness of its own youth and that would be the worst thing done. If we want to educate the people who modern society needs, it is important to increase general standard of teaching staff in education because it can’t exist without risk and serious disappointment and it can’t continue with the system of teaching staff recruitment who has no qualification for teaching profession.’’ (Mitrović, 1976:272). Teacher’s competence is a precondition for this vocation realization. Considering that it is a lifetime vocation, it can’t have a routine character. Teacher’s professional work is followed by three outlines: 1. Teacher’s pedagogical, psychological and didactical education. 2. The need for general progress of the teacher as a daily but also as a permanent necessity. The teacher is permanently refined with the achievement of human mind and act. 3. The teacher is in charge with the curriculum realization.’’ (Marković, 2002:40). The teacher thoroughly knows the teaching element and is informed about core questions and subjects in his field. The teacher doesn’t and shouldn’t know everything and shouldn’t simulate ‘omniscience’ in front of the students but on the other hand, he should always try not to tell them wrong claims. He follows educational progress and pedagogical methods and applies them to his work. There is no competent or incompetent teacher. There is only qualified teacher who is working on his professional specialization from the first class till the end of his career. Even then, at the end of his career, good teacher doesn’t end his specialization because he has constantly to improve himself. Many studies have confirmed that a good teacher can be formed not born so education and professional progress of teacher is very important. Competence of Modern Teacher When we talk about teacher’s competence, due to lack of that competence the teacher loses his reputation. ‘’The real ‘slippery’ where the teacher can skid is the area of professional work. That reputation can also be lowered when the teacher is the one ‘who knows everything’, all-knowing autocrat, but he is only a buzzing bell whose buzzing can’t be understood… Finally, that reputation is immersed in a routine and is parrot-killing the teacher as well as the student…’’ (Marković, 2002:40). Qualified teacher has to specialize and improve himself and can’t stop even at the end of his career; it is a lifelong learning and specialization. Constant professional and pedagogical specialization of every teacher should become a primary condition for future working in schools. The main teacher’s task is to teach students how to learn. Permanent 3 �International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo knowledge innovations and teacher’s specialization are the need in our society as an integral part of educational system. We deal with the problem of teacher’s education because of the influence on learning outcomes and achievements of the students. ‘’Required teacher’s competence which has a direct influence on the quality in school and to question if the teachers in their education (initially and during professional specialization) able for that competence. We see teacher’s education as an instrument for insurance of acquiring quality knowledge and student’s achievements.’’ (Marinković, 2010:9). Education of teachers has to satisfy two basic necessities: the need of society and professional and personal need of the teacher. Education of economic efficiency includes information related to the choice of vocation, adequate choice of future job, professional capacity that enables man to create material and spiritual goods for themselves and others. Permanent professional and pedagogical specialization of every teacher becomes a primary qualification for successful work in future school. It is a duty of institutions to educate those teachers. Specialization of teachers has to be permanent, well-organized, systematic and well stimulated. It also has to be institutionalized. Professional specialization, monitoring of narrower avocation and didactical and methodical innovation is a constant duty of every teacher individually and school altogether. Beside the talent, the teacher needs to be completely dedicated to his specialization and thus this requirement becomes more and more emphasized with the swift scientific and technological progress that affect changes of educational needs of students and therefore affect the process of teaching organization and the role of teacher in it. Studies show that achievement of students depends on their ability, as well as on the teacher’s quality. Therefore, we have the situation where the good teacher acquires and overcome certain teaching materials for six months while the bad teacher can acquire the same teaching lessons for two years. Today it is almost accepted fact that the old principle where learning is inseparable from education is being lost. Participants’ relation in the process of learning takes the form of the relation between producer and consumer of goods, and the knowledge becomes a form of value. Knowledge is, according to this, produced and from day to day it is going to be comprehended as a product which is produced to be sold and considered to be valorized in some new production. Therefore, it is produced to be exchanged and thus stops becoming its own purpose and loses ‘usability’. In order to answer the needs of modern decade, it is emphasized the necessity of changing methods of education, setting new aims and defining the meaning of its function. Modern, broader conception of education highlights acquiring of learning instruments more than acquisition of knowledge. Developed societies and those of XXI century build and rebuild ‘creative, highlymotivated and educated individual placed in liberalized but in competitive space.’’ (Marković, Maksimović, 1998:8). The Role of Teacher in Modern School Contemporary teaching requires from the teacher to be intelligent organizer and implementer of teaching and extracurricular activities, researcher, a good expert and watcher of his students and their intellectual leader. In other words, the teacher of present 4 �International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo and future is a less of a lecturer and examiner, student’s mistakes hunter, undisputed authority who knows and can do everything, he is a more of a researcher, teaching and student’s activities organizer, pedagogical diagnostician and therapist and offspring educator. It means that every teacher has to know a student he is educating, basic goals of education and tasks of teaching and learning as well as content he is implementing. It is to be assumed that innovations of teaching and learning include professionalism of teacher and his ability for team work, work with small and big groups, individual and mentoring of individual; teaching material hand-making, programmed materials, solving problems and etc. Status of the teacher is significantly changing and now raises to the qualitative new level in regard to the role he had in the old, traditional teaching lecturer-examiner process where his work was exhausted and the success of his students exclusively depended on his knowledge and quality of examination. The role of modern teacher is to teach his student how to learn ‘’ only one who learned how to learn can learn successfully.’’ (Prodanović, Ničković, 1978:25). In order to provide an adequate realization of the teacher’s role in modern school, their education and professional specialization is essential. According to world standards, it includes a university education. It was different in the past (teacher’s schools, pedagogical schools, high pedagogical schools, pedagogical academies), and today teaching vocation requires university level for all of the subjects in elementary and high schools. The advantage of this education consists of adequate selection of candidates, stronger connection between academic expertise and teacher’s profession, improved educational programs, greater connection between faculties and schools systems; favorable opportunities for teacher’s specializations and easier involvement in further progress and changes in system of education. In this way, standards of educating teachers are to be close to general standards and duration of university education and teacher’s vocation is about to become the most important element of university education and student’s employment. Programs of educating teachers include three areas important for their social role: a) General education b) Professional education in teacher’s academic expertise c) Professional didactical and methodical education in teacher’s vocation. - General education represents a precondition of university, humanistic education which is acquired during high school but also during the studies. - Professional education requires thorough knowledge of profession, scientific and professional areas in teaching. These knowledge as well as entire science and educational programs are under constant changes, obsolescence and innovation which means permanent commitment to specialization and knowledge actualization. - Professional didactical and methodical inclines preparation for teacher’s vocation, educational work and teaching process. Professional education of the teachers includes their training in the usage of new technologies, especially information technologies. At teacher training faculties programs of information technologies are introduced but this kind of education should also introduce with all other teachers. Obralić (2010) also talks on general and professional education (within the ideal types of education): ‘’to speak in general, there are widespread ideal types of education: the type of general education and the type of professional education, although none of them doesn’t suit completely because these two educations necessarily perpetuate. Namely, general education can’t be found in practice because of its universality. Even those who are the most educated don’t know what general fund of knowledge is. Education which goal is to 5 �International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo train for specific vocation is relatively known for its name and school curriculum.) (Obralić, 2010:137). One of the main obligations is a permanent education of teachers during the work, continually training and specialization of the teachers in accordance with the changes in educational system, the changes in society and activities to perform in school and out of the school. It is the process of teacher’s specialization which educates others but also educate them in order to be capable to analyze pedagogical situation, to apply different methods of education and methods of teaching, to prepare students for their education, to be a part of a permanent education. Professional specialization is one of the ways to form a character of the teacher who is required to the contemporary and modern school. In such school the teacher is of broad, professional and methodical education, focused on constant specialization with wide viewpoints and introduced with all of the characteristics of the environment he lives in, of the various interests and rich cultural life. Requirements for the growth of education quality affected advanced training or longlasting teachers’ education with the following goals: increasing and deepening knowledge in some disciplines; increasing professionalism and awareness of educational functions; helping teachers to discover and train their fields of expertise. Finally, some changes that are happening in the field of economy and politics impose the need to thoroughly examine educational paradigms on which the school system is reclined including the part where it educates the teachers. The expansion of education and constant pressure on increasing quality of teaching and training significantly influenced on highlighting professionalism as an extreme level of the teaching profession. Expectation of teachers and their answer to those expectations are different. Social context in which the role of the teacher manifests determines the relation towards profession and professionalism. In developed countries, requirements for teacher to be a great professional don’t only include prolongation and improvement of initial education. Different forms of permanent education naturally continue on initial education and their goal is to equally raise the level of theoretical knowledge and pedagogical skills tried in practice. Not until recently teacher’s professional progress was on the principle of ‘I want-I don’t want’ and basically the answer on calling for papers and participation on professional seminars was negative. A few people were interested in this problem, the feeling of marginalization that society caused. ‘’ The existence of compulsory and elective programs of teacher’s professional training is established in our system by regulative. Compulsory programs include the following area contents: pedagogical and psychological, didactical and methodological and narrow specialties of knowledge. Elective programs may have contents of broader areas but they have to be in the function of teacher’s work specialization.’’ (Stamatović, 2006:64). The most represented for of specialization in our system is seminar or workshop. However, we meet a large number of various forms of realization within the professional specialization and those are: conferences and counseling services, panel discussions, seminars, workshops, courses, professional consultations, research works, discussions, mentoring and many other forms. It is obvious that one group of specialization forms is more present that other and some forms are rarely applied. It’s very important to give priority to those work forms that actively engage teachers in improvement and acquisition of knowledge, skills and abilities… Rapid development of science and technology in the world significantly affects the need for expanding the level of knowledge and thus it represents some assignments related to the acquisition of new content. With the requests of contemporary and modern scientific and technological process application to the more developed societies, the progress of 6 �International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo science and technology is accelerated which influences on qualitative application of knowledge and education of youth. Today we need more systematic education of teachers of all profiles in knowledge acquisition and skill for successful application of modern technology in teaching some subject. It is well-known that a process of teacher’s professional progress begins with the selection of vocation – finishing studies, then apprenticeship, professional examination and continues to the constant professional specialization. Investment in Human Capital – Investment in Education It was originally considered, says Obralic (2011), that ‘’investment in education would bring benefits but while the process of mutual dependence was developing, we found out that relation is very complex and required and depend on many circumstances, especially social ones’’. Last few decades shows that investment in education (education expansion) doesn’t necessarily lead to the economic progress and growth and it can be a wasted investment. So, the relation investment – benefit that is to say total educational effects can become negative ones. Those situations are when the educational production doesn’t use rationally or when the part of educational production leaves the country (the brain drain). Besides the aspect of economic environment, these negative educational effects depend on political and cultural aspect of environment (political system inhibits the progress of economy and education can’t provide larger economic growth’’ (Obralić, H., 2011:188). The studies conducted by Obralic (2011) ‘’support the thesis that investment in human capital education produces larger effects on educational production than investment in other elements of education (facilities, technology). Investment and encouraging the development and improvement of human capital (teaching staff) strengthen the motivation of those staff which is highly important. Investment in human capital, or investment in education as a part of human capital produces some other intangible effects such as the possibility of easier approach to the information, possibility of participation in social life, more responsible behavior in the society, democratic election, rule of law and etc.’’ The same author says that ‘’ investment in education or investment costs should be considered (as well as the benefit from investment) with three levels: 1. Investment in education on the level of individual, 2. Investment in education on the level of institution, 3. Investment in education on the level of the society. Considering the complexity of investment in education, total effects of everything invested in additional education occurs through, on one side, the total economic progress, and on the other on the benefit of individual (Obralic, H. 2011:49). Through investment in education, Schultz (1971) emphasizes ‘’ it is invested in human capital on every level, from the individual to the social community (state). At the beginning of this chapter that is about human capital, human characteristics direct dependence on effectiveness; human health is on the first place. It is invested in the human capital through investment in health institutions that are supposed to maintain a good health (longer professional life), strength, resistance, energy and vitality of every individual’’ (Schultz, 1971. In Obralić, 2011:174). On the first sight, investment in education perceives the comprehension of resources investment in education and expected results which are visible in growing educational production (number of graduates) (Obralić, H. 2011:177). 7 �International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo Finally, says Obralić, investment in human potential investment in rapid scientific, technological and social changes (important for national progress) why current knowledge, skills, values, opinion and habits are increasingly becoming obsolete is now imposed as an imperative (Obralić, H. 2011:52). Conclusion The importance of professional specialization process of the teacher is present in theoretical considerations but also in the practice. Results of many studies have shown that majority of teachers is ready for team work specialization. Since the educational process is an open system focused on constant development and changes, school as the place of educational realization process must also be open institution. However, the teacher is a person for whom the society and education authorities confirm he is qualified for education of youth, children and others. This expertise carries the burden of our future generations. The teacher’s character does not come out of the borders of social reality and his historical profile is cut off with that reality. Therefore Victor Igo’s idea is acceptable when he said that ’‘teacher’s army is the only army that civilization can confess with no shame.’’ References Grupa autora, (1969) Pedagogija I, Matica Hrvtska, Zagreb Ivanović, S. (2000) Obrazovanje sutrašnjice, Beograd Marinković, S. (2010) Profesionalni razoj nastavnika i postignuća učenika, Užice Marković, Ž., (2002) Nastavnik je vaspitač, Kragujevac Marković, M. i Maksimović, I.,(1998)Kakav vaspitač treba da bude, Zbornik radova, Šabac Obralić, H. (2011), Uloga menadžmenta u vrednovanju obrazovnih efekata, Sarajevo Obralić, T. (2010), Idealni tipovi u menadžmentu obrazovanja, Sarajevo Prodanović, T. i Ničković, R.(1978), Didaktika, Zavod za udžbenike i nastavna sredstva, Beograd Stamatović, J., (2006) Programi i oblici stručnog usavršavanja nastavnika, Beograd 8 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1650 Title A name given to the resource The Efficiency of Investment in Education and Teacher Training and Professional Development Author Author ŽUPLJANIN, Melida Abstract A summary of the resource. The efficiency of education funding defines the possibility for the high achievement of desired results in education without increasing the amount of used resources. The process of educational activities, especially teacher training whereas its representative content is a matter of expense that is considered as two subsystems, such as regular expenses and general consumption. Thus, the costs of educational activities, including the training of teachers should be considered an investment. Professional development of teachers and educational outcomes are directly related to the quality, in terms of educational production, and on the other hand the educational process. Human resource (teachers, assistants) is formed by investing in education, which leads to strengthening of the internal economic value. Moreover, it becomes a reason for overall economic growth, which ultimately results in a better quality of the life of citizens. Therefore, it is important to study education and even in terms of economic discourse because education and the labor market through external aims of education are in immediate and lasting correlation. Keywords: Teacher Training, Investment in Education, a Labor Market. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-10 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 978-9958-834-23-3 https://omeka.ibu.edu.ba/files/original/33f3f85dacddf64d9b87d159c7778168.pdf 1be22daedac99593903646ef872c4d8d PDF Text Text International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo Innovativeness and Competitiveness of Bosnian Production Firms Edin Šišid International Burch University, Sarajevo, Bosnia and Herzegovina edo_sile@hotmail.com M. Kürşad Özlen International Burch University, Sarajevo, Bosnia and Herzegovina kozlen@ibu.edu.ba In today's world, both innovations and innovativeness are two of the most important issues to be considered for globally competing firms. Innovation is the application of new and improved ideas. However, innovativeness is the ability to produce new and improved ideas/products/services. In this research paper, the authors propose a research model about the level of innovations/innovativeness in Bosnian firms by considering the relevant literature. The limitations of the model are discussed. The implications of the model for practice and research are addressed and the paper is concluded. Keywords: Bosnia and Herzegovina (B&H), Innovation Innovativeness, Model Proposal. 89 Adoption, � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1537 Title A name given to the resource Innovativeness and Competitiveness of Bosnian Production Firms Author Author ŠIŠIĆ, Edin ÖZLEN, M. Kürşad Abstract A summary of the resource. In today's world, both innovations and innovativeness are two of the most important issues to be considered for globally competing firms. Innovation is the application of new and improved ideas. However, innovativeness is the ability to produce new and improved ideas/products/services. In this research paper, the authors propose a research model about the level of innovations/innovativeness in Bosnian firms by considering the relevant literature. The limitations of the model are discussed. The implications of the model for practice and research are addressed and the paper is concluded. Keywords: Bosnia and Herzegovina (B&H), Innovation Adoption, Innovativeness, Model Proposal. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-10 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-4564