Naziv institucije u kojoj nastavnik radi sa punim radnim vremenom:

Fakultet pedagoških nauka Univerziteta u Kragujevcu, Jagodina

Akademska karijera

Promena	Godina	Institucija	Oblast
Izbor u zvanje	2017.	Fakultet pedagoških nauka Univerziteta u Kragujevcu, Jagodina	Specijalno pedgoške i psihološke nauke (interpolarni nivo)
Doktorat	2005.	Pedagoški fakultet, Univerzitet u Ljubljani	Podučavanje na nivou razredne nastave
Magistratura	1999.	Filozofski fakultet Univerzitet u Beogradu	Psihologija
Diploma	1985.	Filozofski fakultet Univerzitet u Beogradu	Školska psihologija-pedagogija

Spisak predmeta koje nastavnik drži na osnovnim i master studijama

1. Inkluzija u obrazovanju, OAS Učitelj, OAS Vaspitač u predškolskim ustanovama, OAS Vaspitač u domovima
2. Psihološke osnove vaspitnog rada u domu učenika, OAS Vaspitač u domovima
3. Inkluzija u praksi, MAS Učitelj
4. Saradnja i timski rad u inkluzivnom obrazovanju, MAS Učitelj
5. Inkluzivno obrazovanje, MAS Profesor predmetne nastave
6. Prava deteta, obrazovanje i inkluzija, MAS Obrazovne politike
7. Savremeni trendovi u obrazovanju, MAS Liderstvo u obrazovanju
8. Inkluzivno obrazovanje, OSS SMSV

Spisak predmeta koje nastavnik drži na doktorskim studijama

1. Obrazovanje, socijalna pravda i inkluzija

Reprezentativne reference

1. Macura, S. 2022. Inkluzija u obrazovanju. Škola za svu decu. Jagodina: Fakultet pedagoških nauka.
2. Macura, S., Čuk, I. and Peček, M. 2019. Beliefs of student teachers in Serbia and Slovenia about supporting vulnerable pupils in learning and social participation. European Journal of Special Needs Education. DOI: 10.1080/08856257.2019.1607660.
3. Peček, M., Macura, S. 2019. Defining the Boundaries of Inclusion within Compulsory Education and Teacher Education. In P. Zgaga (Ed.) Inclusion in Education: Reconsidering Limits, Identifying Possibilities, pp. 45-69. Berlin: Peter Lang.
4. Starčević, J., Dimitrijević, B., Macura, S. 2016. Rethinking the Role of Pedagogical Assistants: establishing cooperation between Roma families and schools in Serbia. CEPS Journal, 6 (4), 73-91.
5. Peček, M., Macura-Milovanović, S., Vujisić-Živković, N. 2014. The cultural responsiveness of teacher candidates towards Roma pupils in Serbia and Slovenia – case studies. Journal of Education for Teaching: International Research and Pedagogy, 40 (4), 359-376.
6. Peček, M., Macura-Milovanović, S. 2014. Do admission criteria for teacher education institutions matter? A comparative study on beliefs of student teachers from Serbia and Slovenia about inclusive practices. Teachers and Teaching: theory and practice, 21 (3), 260-276.
7. Macura Milovanović, S., Batarelo Kokić, I., Džemidžić Kristiansen, S., Gera, I., Ikonomi, E., Kafedžić, L., Milić, T., Rexhaj, X., Spasovski, O., Closs, A. 2014. Dearth of early education experience: a significant barrier to educational and social inclusion in the Western Balkans. International Journal of Inclusive Education, 18 (1), 36–54.
8. Macura-Milovanović, S., Munda, M., Peček, M. 2013. Roma pupils' identification with school in Slovenia and Serbia: Case studies. Educational Studies, 39 (5), 483-502.
9. Macura-Milovanović, S., Peček, M. 2013. Attitudes of Serbian and Slovenian student teachers towards causes of learning underachievement amongst Roma pupils. International Journal of Inclusive Education, 17 (6), 629-645.
10. Peček, M., Macura-Milovanović, S. 2012. Who is responsible for vulnerable pupils? The attitudes of teacher candidates in Serbia and Slovenia. European Journal of Teacher Education, iFirst article, 1-20.

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