Selena Vračarasistent
Osnovne i master studije psihologije završila je na Filozofskom fakultetu, Univerziteta u Beogradu gde trenutno pohađa doktorske studije.Svoje istraživačke kompetencije razvija pisanjem naučnih radova, učešćem na konferencijama i projektima. Ima predavačko iskustvo sa još dva fakulteta na kojima je bila angažovana – Filozofski fakultet i Fakultet bezbednosti, Univerziteta u Beogradu.
U okviru projekta „Kvalitetnije i pravednije učenje na daljinu“, podržanog od strane Fondacije za otvoreno društvo radila je na pripremi nastavnih materijala za rad sa učenicima. Rukovodila je projektom u okviru programa “Dijalog promena” Beogradske otvorene škole, gde se, u saradnji sa organizacijom civilnog društva Centar za integraciju mladih, bavila temom osipanja učenika iz obrazovnog sistema. U okviru programa „IDEJE“ Fonda za nauku, angažovana je na projektu „RELATE“ kao član interdisciplinarnog tima koji se bavi temom pedagoškog potencijala gradskih prostora. Uključena je u nekoliko Erasmus + projekata: The art of De-biasing (2020-1-UK01-KA204-078905), Global-Digital Literacy Opposing Big Errors (2021-1-ES01-KA220-SCH-000027716) i PeerCo (2024-1-ES01-KA220-SCH-000244626).
Oblast njenog interesovanja su različite teme u okviru pitanja kvaliteta i pravednosti obrazovanja, od onih koje su u datom trenutku aktuelne (poput obrazovanja učenika migranata tokom migrantske krize ili onlajn nastave tokom pandemije), do klasičnih tema (poput osipanja učenika, obrazovanja i motivacije nastavnika, pedagoškog liderstva direktora škola). Trenutno je usmerena na sistemski pristup proučavanju škole.
Kursevi profesora
Teorije razvoja
Razvoj u detinjstvu i adolescenciji
Savremene teme iz različitih oblasti psihologije
Izabrane publikacije
Brković-Dodig, M., Vranješević, J., & Vračar, S. (2025, June). GAMEMANCIPATION Now! A Framework for Evaluating the Participatory, Transformative, and Emancipatory Potential of Games in Architecture and Urban Planning. In Proceedings of the 2nd Geogames Symposium: Connecting Communities Through Games and (p. 163). University College Dublin. School of Architecture, Planning and Environmental Policy.
Vračar, S., & Grbić, S. (2025). Unpacking the dynamics of the school as a learning organization. In Book of Abstracts, 2nd International Scientific Conference“ Global and Local Perspectives of Pedagogy“, Osijek, 11–13 June. Filozofski fakultet u Osijeku.
Vračar, S., & Grbić, S. (2024). Extended tenure in school leadership: Are there only benefits?. In 20th International Conference Days of Applied Psychology 2024-Book of Abstracts. University of Niš: Faculty of Philosophy, Department of Psychology.
Vračar, S., & Grbić, S. (2024). “All people here are my people”–the hidden role of the school cleaners in successful school functioning. In Međunarodna znanstvena konferencija-Knjiga sažetaka 6. Dani obrazovnih znanosti budućnost obrazovanja: novi pravci u istraživanjima i praksi (pp. 135-135). Zagreb: Institute for Social Research in Zagreb–Centre for Educational Research and Development.
Grbić, S., Vračar, S., & Stanković, B. (2024). Who am I when the conversation ends? Adolescent identity co-construction when friendship is at risk–combining “Small story” & “Big story” narrative approach. In Abstract book, 2nd Conference Association of European Qualitative Researchers in Psychology, June 26th-28th, Milano (p. 151). University of Milano-Bicocca & Aosta Valley University.
Grbić, S., & Vračar, S. (2023). Interaction analysis and identity co-construction: Down the methodological rabbit hole. In Book of abstracts-19th International Conference Days of Applied Psychology, Niš, Serbia, September 29th-30th. University of Niš: Faculty of Philosophy, Department of Psychology.
Mićić, K. Z., & Vračar, S. N. (2023). Emergency Education as a Catalyst for Teacher Change: Extent and Correlates of the Class and Subject Teachers’ Growth of Competences. Teaching Innovations/Inovacije u Nastavi, 36(2).
Kovács Cerović, T., Mićić, K., & Vračar, S. (2022). A leap to the digital era—what are lower and upper secondary school students’ experiences of distance education during the COVID-19 pandemic in Serbia?. European journal of psychology of education, 37(3), 745-764.
Mićić, K., Cerović, T. K., & Vračar, S. (2021). Trends in primary school teachers’ experience over the first year of the COVID-19 pandemic in Serbia: A narrative analysis. Psihološka istraživanja, 24(2), 163-182.
Daiute, C., Kovács Cerović, T., Mićić, K., Sullu, B., & Vračar, S. (2020). Dynamic values negotiating geo-political narratives across a migration system. Qualitative Psychology, 7(3), 367.
Marušić-Jablanović, M., & Vračar, S. (2019). Exploring Serbian teachers’ motivation for teaching with the application of fit-choice scale. Zbornik Instituta za pedagoška istraživanja, 51(1), 7-45.
Petrović, D. S., & Vračar, S. (2019). Understanding and defining instructional leadership: school principal’s perspective. Psychological Applications and Trends, 179018, 114-118.