Tatjana Koteva-Mojsovska

DOI Number
First page
Last page


Intellectual autonomy as a discourse of humanistic pedagogy enables the preschool teacher to critically examine the impact of his or her own work and provide a constant impetus for development and change. In this sense, the teacher successfully creates strategies with the help of which she leads the pedagogical activity in a reactive and contemporary way. This paper refers to the results of a research whose aim was to determine the relationship between the understanding of intellectual autonomy and flexibility in the pedagogical leadership of preschool teachers from the point of view of a possible discrepancy between the theoretical and applied curriculum. The research was conducted in seven kindergartens in the Skopje region, where 108 preschool teachers were surveyed with a questionnaire and 45 of them participated in a focus group interview. An analysis of the pedagogical documentation was also conducted to show the relevance of the answers from the other instruments. The different research instruments showed a discrepancy in the teachers' attitudes and opinions about the same segments of the educational process. They respect intellectual autonomy, but do not have a clear idea of it and are not aware of their own rights related to its realization. At the same time, they are not aware of the extent to which and the direction in which they can turn autonomy into development and change. Therefore, it is necessary to redefine and structure the competencies related to intellectual autonomy of preschool teachers throughout their initial and continuing education.


intellectual autonomy, pedagogical lead, early childhood development, preschool education

Full Text:



Green, C. (2013). A Sense of Autonomy in Young Children’s Special Places. International Journal for Early Childhood Environmental Education, 1(1) 8-31.

Kanyiri Lucy, I., Alfred, M., & Alfred, K. (2018). Aplication of Best Management Practices in Curriculum Leadership in Production of Quality Graduates in Universities in Kenya. International Journal of Science and Research (IJSR), 7(5), 1757-1763. https://doi.org/10.21275/ART20182615

Koteva-Mojsovska, T. (2015). Posibilities of teachers for monitoring, detecting and recording of individual characteristics of students in early school age. International Journal of Cognitive Research in Science, Engineering and Education(IJCRSEE), 3(1), 93-98.

Котева-Мојсовска, Т. (2015). За концептот педагогија базирана на детската природа. Педагошка ревија, VI(1-2), 11-18.

Koteva-Mojsovska, T. (2014). Possibilities for promoting human values in children at preschool age. In Proceedings of 5th International Balkan Congress for Education and Science (pp.17-27). Ohrid: Ss. Ciryl and Methodious Faculty of Pedagogy - Skopje.

Koteva-Mojsovska, T. (2018). System of competences for the holistic-integrative concept of early childhood development. In International Scientific Conference: The education at the crossroads – conditions, challenges, solutions and perspective (pp. 81-88). Bitola: Macedonian science society – Bitola, North Macedonia.

Котева, Т. (1996). Детето рамноправен партнер и субјект во воспитанието и образованието. Битола: Гоцмар.

Mahmoudi, S., Jafari, E., & Nasrabadi, H. A. (2012). Holistic Education: An Approach for 21 Century. International Education Studies 5(2), 178-186. http://dx.doi.org/10.5539/ies.v5n3p178

Михајловић, Љ., Михајловић, М., & Михајловић Н, (2014). Холистички приступ васпитно-образовном процесу– контрадикторност са општом поставком живота. Синтезе – часопис за педагошке науке, књижевност и културу, 3(6), 37-47. http://scindeks-clanci.ceon.rs/data/pdf/2217-902x/2014/2217902x1406037M.pdf

Shratz. M. (2005). What Is A “European Teacher”? European Network on Teacher Education Policies, (ENTEP), 97-102.

Програма за рано учење и развој (2014). Службен весник на РМ, бр. 46 од 06.03.2014 година 1 од 119 20140461370, Mинистерство за труд и социјална политика на Република Македонија.

Sampath, A. (2015), Holistic Education – a Sustainable Model for the Future. Corvinus Journal Of Sociology And Social Policy, 6(2), 117-127 https://doi.org/10.14267/cjssp.2015.02.06

Yidong, Zh. (2014). Autonomous development in early childhood, practitioner. Researcher, 3(5), www.hekupu.ac.nz/article/autonomous-development-early-childhood

Šagud, M., & Jurčević-Lozančić, A. (2012). Autonomija odgajatelja i jačanje njegovih kompetencija- suvremeni tokovi u ranom odgoju. Zenica: Islamski pedagoški fakultet Univerziteta u Zenici.

DOI: https://doi.org/10.22190/FUTLTE221215012K


  • There are currently no refbacks.

ISSN 2560 – 4600 (Print)
ISSN 2560 – 4619 (Online)