| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### ******Zorica Cvetanović, Sanja Blagdanić\*, Nikoleta Dobrosavljević****** *\*Faculty of Education, University of Belgrade* |
| *\*sanja.blagdanic@gmail.com* |
| **Education for personal and professional development** | **Number of the paper: 1** |
| **Abstract** |
| The horizontal link between the contents of two school subjects, Serbian Language and Science and Social Studies, can be made by a broader localisation of literary works which places literary texts in social and historical contexts. The aim of this paper is to investigate whether the sets of Serbian Language textbooks and Science and Social Studies textbooks for the fourth grade of primary school are complementary in terms of providing students with a basis for understanding historical and geographical terms necessary for the localization and understanding of traditional epic poetry. Content analysis of textbooks published by nine publishing houses was carried out, using historical and geographical terms in the poem "Miloš u Latinima" аs a unit of the content analysis. There are 53 historical and geographical terms in this poem and they were classified into three categories – historical terms (personalities, rulers' titles, other concepts from the past), geographical terms (settlements, rivers, mountains) and historical-geographical terms (nations, monasteries). The research results indicate that historical and geographical terms in the poem exist in the methodological apparatus of the textbooks and that there is a correlation in terms of the presence of these concepts in textbook sets of the same publisher for both school subjects. However, there is a level of inconsistency between the textbooks of the same publisher regarding the explanations of historical/geographical terms – some terms or concepts in the poem are either not explained in any of the textbooks or they are duplicated. It is necessary to find a way for harmonising the cross-curricular contents in the textbooks for a more successful localisation of traditional epic poems. |
| ***Key words*** |
| *geographical terms; historical terms; literary text localisation; traditional epic poems* |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### ******Jasna Kudek Mirošević****1****, Mirjana Radetić-Paić****2** *1 University of Zagreb, Faculty of Teacher Education* *2Faculty of Educational Sciences, Juraj Dobrila University of Pula* |
| *jasna.kudek@ufzg.hr, mirjana.radetic-paic@unipu.hr* |
| **Education for personal and professional development** | **Number of the paper: 2** |
| **Abstract** |
| In today's rhythm of life and the prevalence of mental health problems among young people, there is a growing need at faculties for strategies that promote and maintain a high level of students’ mental health and their well-being. Students face different challenges that can significantly affect their academic success, personal development and overall quality of life, and this requires the involvement of their teachers in creating a stimulating environment that would nurture the mental well-being of students. The aim of this research was to investigate whether there were differences in the self-assessments of positive mental health by students who did and who did not have their teachers' support during studies and determine what specific features of positive mental health were involved. The sample of participants consisted of 359 students of the Faculty of Teacher Education of the University of Zagreb, Croatia and the Faculty of Educational Sciences of the Jurja Dobrila University of Pula, Croatia. For the purposes of the research, the Mental health continuum-short form -MHC-SF questionnaire was used and an independent scale related to individual features of the environment support was added. Differences in the self-assessments of individual characteristics of students’ positive mental health were examined based on discriminant analysis in order to gain insight into the latent dimensions of these differences. The results confirmed the existence of statistically significant differences in the self-assessment of individual characteristics of students’ positive mental health considering the support or lack of support given by their university teachers. Regardless of the characteristics of teacher support, the results also showed that a certain number of students felt that teachers did not provide support when it comes to positive mental health characteristics. |
| ***Key words*** |
| *environment; personal development; psychoemotional gain; quality of life; support strategies* |
| ##### ******Jasna Kudek Mirošević****1****, Mirjana Radetić-Paić****2** *1 University of Zagreb, Faculty of Teacher Education* *2Faculty of Educational Sciences, Juraj Dobrila University of Pula* |
| *jasna.kudek@ufzg.hr, mirjana.radetic-paic@unipu.hr* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 2** |
| **Sažetak ** |
| U današnjem brzom ritmu života i prevalenciji problema mentalnoga zdravlja među mladima, sve je veća potreba na fakultetima za strategijama koje promiču i održavaju visoku razinu mentalnoga zdravlja studenata i njihove dobrobiti. Studenti se suočavaju s različitim izazovima koji mogu značajno utjecati na njihov akademski uspjeh, osobni razvoj i ukupnu kvalitetu života, što ima za potrebu uključivanje njihovih nastavnika u stvaranju poticajnoga okružja koje njeguje mentalnu dobrobit studenata. Cilj je ovoga rada istražiti postoje li razlike u samoprocjenama pozitivnoga mentalnoga zdravlja studenata koji imaju i koji nemaju podršku nastavnika tijekom studiranja i, ako postoje, o kojim se specifičnim obilježjima pozitivnoga mentalnoga zdravlja radi. Uzorak sudionika čini 359 studenata Učiteljskog fakulteta Sveučilišta u Zagrebu i Fakulteta za odgojne i obrazovne znanosti Sveučilišta Jurja Dobrile u Puli. Za potrebe istraživanja korišten je upitnik Mental health continuum-short form -MHC-SF te je dodana i neovisna skala vezana za pojedina obilježja podrške okružja. Razlike u samoprocjeni pojedinih obilježja pozitivnoga mentalnoga zdravlja studenata ispitane su temeljem diskriminacijske analize kako bi se stekao uvid u latentne dimenzije tih razlika. Rezultati potvrđuju postojanje statistički značajnih razlika u samoprocjeni pojedinih obilježja pozitivnoga mentalnoga zdravlja studenata koji imaju i koji nemaju podršku sveučilišnih nastavnika. Neovisno o podršci nastavnika, rezultati također pokazuju da određeni broj studenata smatra da im nastavnici ne pružaju podršku kada su u pitanju pozitivna obilježja mentalnoga zdravlja. |
| ***Ključne riječi*** |
| *kvaliteta života; okružje; osobni razvoj; psihoemocionalna dobit; strategije podrške* |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### ******Monika Terlević, Danijela Blanuša Trošelj****** *Juraj Dobrila University of Pula* |
| *monika.terlevic.1@unipu.hr* |
| **Education for personal and professional development** | **Number of the paper: 3** |
| **Abstract** |
| Through their natural, active, self-initiated and social role, children create universal patterns of living and learning known as children’s play. One of the most important tasks of preschool teachers is to document children’s play in order to understand children’s primary activity, growth and development, but also to plan future educational work. Initial and formal education of preschool teachers plays an important role in strengthening the competencies for observing, monitoring and recording children’s play. A qualitative study was conducted to investigate how future preschool teachers observe and record children’s play. The second-year students of the University’s undergraduate study of Early Childhood Preschool Education participated in the study, observed and documented children’s play in kindergarten using the observation method. The results showed that the students’ narratives were characterized by generalization, inference, labelling, and subjectivity. This indicates an insufficient knowledge of how to document children’s activities. The interpretation of the results revealed that similar records can be expected for novice preschool teachers considering the beginner phase of professional development, which is significantly influenced by implicit pedagogy. The research established the need for additional education and training of students – future preschool teachers in the field of observation and documentation of children’s play. The contribution of this research can be seen in the establishment of new scientific knowledge about the initial education of preschool teachers, which helps to strengthen the competencies for observing, monitoring, recording and documenting educational work in early childhood education and care. |
| ***Key words*** |
| *child; formal education; observing; professional development; student* |
| ##### ******Monika Terlević, Danijela Blanuša Trošelj****** *Juraj Dobrila University of Pula* |
| *monika.terlevic.1@unipu.hr* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Number of the paper: 3** |
| **Sažetak ** |
| Djeca svojom prirodnom, aktivnom, samoiniciranom i socijalnom ulogom kreiraju univerzalne obrasce življenja i učenja poznate kao dječja igra. Jedna je od ključnih uloga odgojitelja dokumentiranje dječje igre radi razumijevanja primarne aktivnosti djece, njihova rasta i razvoja, ali i planiranja budućega odgojno-obrazovnoga rada. Formalno obrazovanje odgojitelja ima glavnu ulogu u osnaživanju kompetencija važnih za promatranje, praćenje i bilježenje dječje igre. S ciljem istraživanja načina na koji budući odgojitelji promatraju i bilježe dječju igru, provedeno je kvalitativno istraživanje. U istraživanju su sudjelovali studenti druge godine Sveučilišnoga prijediplomskog studija Rani i predškolski odgoj i obrazovanje, koji su metodom opažanja promatrali i dokumentirali dječju igru u dječjem vrtiću. Rezultatima je utvrđeno kako studentske narativne zapise karakteriziraju uopćavanje, zaključivanje, etiketiranje i subjektivnost. To upućuje na nedovoljno poznavanje načina dokumentiranja dječjih aktivnosti. Interpretacijom rezultata utemeljena je činjenica kako se kod odgojitelja početnika očekuju slični zapisi, uzimajući u obzir početničku fazu profesionalnoga razvoja koja je pod znakovitim utjecajem implicitne pedagogije. Istraživanjem je utvrđena potreba dodatnoga educiranja i obrazovanja studenata u području promatranja i dokumentiranja dječje igre. Doprinos istraživanja uviđa se u utvrđivanju novih znanstvenih spoznaja o inicijalnom obrazovanju odgojitelja koje pomažu u osnaživanju kompetencija za opažanje, promatranje, praćenje, bilježenje i dokumentiranje odgojno-obrazovnoga rada. |
| ***Ključne riječi*** |
| *dijete; formalno obrazovanje; opažanje; profesionalni razvoj; studenti* |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### ******Ivona Udovčić Goričanec****** |
| *ivonaudovicic5@gmail.com* |
| **Education for personal and professional development** | **Number of the paper: 4** |
| **Abstract** |
| Abstract should have up to 1800 characters with spaces, Calibri, font size 12 points. The text Throughout history, early and preschool education has changed and improved, just like the education of educators. The most important document when it comes to children's rights is the Convention on the Rights of the Child (UN, 1989). The convention first of all talks about the obligations of adults towards the child, the obligations of numerous societies that are obliged to provide protection to the child, and then also about the rights of the child that the child has the right to enjoy, either independently or through parents, guardians and institutions. Equally safe, accessible and high-quality kindergarten for every child should be a priority of society, but in recent times, the need for flexible working hours of early and preschool education institutions within the framework of pre-natal policy has often been emphasized. In this sense, kindergartens are seen as services for parents. In the research part, interviews were conducted, the main goal of which was to describe educational work in kindergartens with an afternoon shift. Six teachers participated in the research, who participated in a semi-structured interview. The research established that the quality of educational work in kindergartens with afternoon shifts is insufficient. Children do not achieve satisfactory educational benefits in the afternoon shift, and educators do not have the opportunity to improve their competences through educations organized by the institution and those outside it. However, educators are aware of the importance of professional development and meet each other by changing shifts so that they can attend them. The results point to a difficult cooperation between parents and teachers from the afternoon shift. Considering that the principals and professional associates do not have working hours within the working hours of the kindergarten even on a single day of the week, unsatisfactory cooperation was observed in this segment as well. |
| ***Key words*** |
| *child of early and preschool age; competencies of educators; the role of society; the role of educators; the role of parents* |
| ##### ******Ivona Udovčić Goričanec****** |
| *ivonaudovicic5@gmail.com* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Number of the paper: 4** |
| **Sažetak ** |
| Tijekom povijesti rani i predškolski odgoj i obrazovanje mijenjao se i unaprjeđivao, jednako kao i obrazovanje odgojitelja. Najvažniji dokument, kada je riječ o pravima djeteta, jest Konvencija o pravima djeteta (UN, 1989). Konvencija prije svega govori o obvezama odraslih prema djetetu, obvezama brojnih društava koji su dužni pružiti zaštitu djetetu, a potom i o samim pravima djeteta koja dijete ima pravo uživati, što samostalno, što preko roditelja, skrbnika i institucija. Jednako siguran, dostupan i kvalitetan dječji vrtić za svako dijete trebao bi biti prioritet društva, no u novije vrijeme često se ističe potreba fleksibilnosti radnoga vremena ustanova ranoga i predškolskoga odgoja i obrazovanja u okviru pronatalitetne politike. U tom se smislu vrtići promatraju kao servisi za roditelje. U istraživačkom dijelu provedeni su intervjui kojima je glavni cilj bio opisati odgojno-obrazovni rad u vrtićima s poslijepodnevnom smjenom. U istraživanju je sudjelovalo šest odgojiteljica, koje su bile sudionice polustrukturiranoga intervjua. Istraživanjem je utvrđeno kako je kvaliteta odgojno-obrazovnoga rada u vrtićima s poslijepodnevnom smjenom nedostatna. Djeca ne ostvaruju zadovoljavajuću obrazovnu dobrobit u poslijepodnevnoj smjeni, a odgojitelji nemaju prilike unaprjeđivati svoje kompetencije putem edukacija koje organizira ustanova kao i onih izvan nje. Međutim, odgojitelji su svjesni važnosti stručnih usavršavanja te si međusobno izlaze ususret mijenjanjem smjena kako bi na istima mogli nazočiti. Rezultati upućuju na otežanu suradnju između roditelja i odgojitelja iz poslijepodnevne smjene. S obzirom na to da ravnatelji i stručni suradnici ni jedan dan u tjednu nemaju radno vrijeme u okviru radnoga vremena dječjega vrtića, pa je i u ovom segmentu uočena nezadovoljavajuća suradnja. |
| ***Ključne riječi*** |
| dijete rane i predškolske dobi; kompetencije odgojitelja; uloga društva; uloga odgojtelja; uloga roditelja |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Ljubica Vesić, Milena Mitrović** *Faculty of Education, University of Belgrade* |
| *ljubica.vesic@uf.bg.ac.rs, milena.mitrovic@uf.bg.ac.rs* |
| **Education for personal and professional development** | **Number of the paper: 5** |
| **Abstract** |
| Given that the gender and number of nouns are adopted for the first time in the second grade of elementary school, the subject of this research is the way of processing these grammatical categories at the age when concepts of noun gender and number are introduced and when basic linguistic rules are established. To examine the current solutions, we analysed eleven approved textbooks for the second grade of elementary school. We considered the starting texts, the provided examples, linguistic accuracy, and methodological gradualness, as well as the possibilities for improving grammar teaching. The research results show that: 1) there are different ways of introducing the concept of gender and number of nouns to students; 2) the introduction of grammatical gender through the concept of natural gender dominates in the second-grade textbooks; 3) there are numerous places that cause linguistic confusion or represent a kind of methodological trap. We believe that all these inaccuracies can result in numerous difficulties in the higher grades of elementary school. In the conclusion of the paper, concrete steps are proposed for the introduction of the concept of gender and number of nouns in the second grade of elementary school. |
| ***Key words*** |
| *Curriculum; grammar teaching; nouns; Serbian language teaching; textbooks* |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Petra Gotal, Daria Tot** *University of Zagreb, Faculty of Teacher Education,* |
| *petragotal@gmail.com, daria.tot@ufzg.hr* |
| **Education for personal and professional development** | **Number of the paper: 6** |
| **Abstract** |
| The transformational leadership style is considered very effective in preschool institutions because it contributes to creating a stimulating environment for teachers. Principals who adopt this leadership style prioritize teacher motivation, engagement, and professional development, understanding the significant impact of their competences on work quality. Therefore, this research examines the relationship between transformational leadership style, teacher motivation, and professional development readiness. The study involved 260 teachers whose attitudes were examined with the Transformational Leadership Style Questionnaire (Podsakoff et al., 1990), the Multidimensional Work Motivation Scale (Gagné et al., 2015) and the Professional Development Readiness Scale (Beara & Okanović, 2009). The results show a statistically significant positive correlation between the transformational leadership style and teachers’ autonomous motivation (r = 0.216, p < 0.001), and autonomous motivation of teachers and their professional development readiness (r = 0.465, p < 0.001). Teachers’ autonomous motivation (F = 37.081, df = 2;245, p<0.01) is a significant predictor, while transformational style does not contribute to professional development readiness (F = 1.838, df = 1;247, p = 0.176). The analysis of variance analysis revealed that teachers' self-initiative for professional development increases with age (F = 6.619, df = 3/250, p < 0.001). The findings can guide principals in enhancing the management process in early and preschool education institutions, boosting overall efficiency and work quality. |
| ***Key words*** |
| *efficiency; leadership; motivation; work quality* |
| ##### **Petra Gotal, Daria Tot** *University of Zagreb, Faculty of Teacher Education,* |
| *petragotal@gmail.com, daria.tot@ufzg.hr* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 6** |
| **Sažetak ** |
| Transformacijski stil vodstva u predškolskim ustanovama smatra se vrlo učinkovitim jer doprinosi stvaranju poticajnoga okružja za odgojitelje. Ravnatelji koji prakticiraju ovaj stil fokusirani su na poticanje motivacije, angažmana i profesionalnoga razvoja odgojitelja, svjesni da njihove kompetencije ključno utječu na kvalitetu rada. Stoga je cilj ovoga istraživanja ispitati povezanost između transformacijskoga stila vodstva, radne motivacije odgojitelja i njihove spremnosti za profesionalni razvoj. U istraživanju je sudjelovalo 260 odgojitelja čiji su stavovi ispitani Upitnikom transformacijskoga stila vodstva (Podsakoff i sur., 1990), Multidimenzionalnom skalom radne motivacije (Gagné i sur., 2015) i Skalom spremnosti na profesionalni razvoj (Beara i Okanović, 2009). Rezultati pokazuju statistički značajnu pozitivnu povezanost transformacijskoga stila vodstva i autonomne motivacije odgojitelja (r = 0,216, p < 0,001) te autonomne motivacije odgojitelja i njihove spremnosti na profesionalni razvoj (r = 0,465, p < 0,001). Autonomna motivacija odgojitelja (F = 37,081, df = 2;245, p < 0,01) značajan je prediktor, dok transformacijski stil ne doprinosi spremnosti na profesionalni razvoj (F = 1,838, df = 1,247, p = 0,176). Analizom varijance utvrđeno je da samoinicijativa odgojitelja za profesionalnim usavršavanjem raste s porastom dobi (F = 6,619, df = 3/250, p < 0,001). Nalazi istraživanja mogu poslužiti kao smjernice ravnateljima za unaprjeđenje procesa upravljanja u ustanovama ranoga i predškolskoga odgoja s ciljem podizanja cjelokupne učinkovitosti i kvalitete rada. |
| ***Ključne riječi*** |
| *kvaliteta rada; motivacija; učinkovitost; vođenje* |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Sanja Blagdanić, Gordana Mišćević** *Faculty of Education, University of Belgrade* |
| *sanja.blagdanic@gmail.com, gordana.miscevic@uf.bg.ac.rs* |
| **Education for personal and professional development** | **Number of the paper: 7** |
| **Abstract** |
| The transition from preschool to school is an important topic that requires a systematic approach. The key competences for lifelong learning, defined by the European Union, are implemented in current preschool and school education in Serbia. One of the key competences is Learning to learn, as it enables developing efficiency in learning, continuous improvement, gaining self-confidence, as well as success in various life contexts. This research aims to discover students’ previous experiences regarding their school or out-of-school learning. A mixed-methods research procedure was used, including pilot interview protocol. During the interview, the students created their own Learning Poster. The responses of 36 second-grade students indicated that the learning of two basic school subjects (Serbian language and Mathematics) and desirable prosocial behavior were perceived as the most important things they have learned so far in school. Two thirds of students prefer learning in cooperation with other students, while the majority of students have an intrinsic motivation for learning. Cooperative learning is perceived as the usual way of doing schoolwork and as useful for everyday life. In addition, students recognize the use of a research approach in school. In general, the mentioned points to the existence of continuity between preschool and primary school levels of education. A certain lack of continuity can be observed through the students’ claims that learning through play is quite rarely represented. How to systematically regulate the educational transition in all aspects important for the child and the family and how to maintain students’ intrinsic motivation for learning in older grades, remain open questions. |
| ***Key words*** |
| *educational transition; learning; preschool education; primary education; students* |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Helena Obučina1, Majda Rijavec2** *Logopedsko-rehabilitacijski Centar Blaži* *University of Zagreb, Faculty of Teacher Education,* |
| *helena@blazi.hr, majda.rijavec@ufzg.hr* |
| **Education for personal and professional development** | **Number of the paper: 8** |
| **Abstract** |
| Reading books is generally associated with deep reading, which in turn leads to higher academic achievement. Therefore, the aim of this research was to examine the relationship between intrinsic and extrinsic motivation for reading books, the time spent reading them, and the academic achievement of elementary school students. Gender and age differences in motivation and time spent reading were also examined. Sample consisted of 156 students from 5th to 8th grade. To measure intrinsic and extrinsic motivation, the Reading Motivation Questionnaire (Schiefele and Schaffner, 2016) was used, which measures curiosity and engagement as intrinsic factors, and competition, grades and social recognition as extrinsic factors. Data on the average time per week spent reading books during the school year and holidays, as well as grades in Croatian language, mathematics and general school success were also collected. The results showed that girls are more motivated for reading books due to the engagement in reading and desire for getting better grades, and spend more time reading. Younger students achieve higher results on all factors of both intrinsic and extrinsic motivation, and spend more time reading books during the school year but not during holidays. The results of hierarchical regression analyzes showed that the intrinsic factor of engagement in reading is the only significant predictor of time spent reading books during the holidays, and social recognition as an extrinsic factor is the only significant predictor of time spent reading books during the school year. Time spent reading books during the school year was significantly related to all indicators of school achievement. Thus, research indicates the importance of encouraging both types of motivation for reading books. |
| ***Key words*** |
| *deep reading; surface reading; free time* |
| ##### **Helena Obučina1, Majda Rijavec2** *Logopedsko-rehabilitacijski Centar Blaži* *University of Zagreb, Faculty of Teacher Education,* |
| *helena@blazi.hr, majda.rijavec@ufzg.hr* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 8** |
| **Sažetak ** |
| Uz čitanje knjiga vezuje se pojam dubinskoga čitanja koje je povezano s akademskim postignućem učenika. Stoga je cilj ovoga istraživanja bio ispitati odnos između intrinzične i ekstrinzične motivacije za čitanje knjiga, vremena provedenoga u njihovom čitanju i školskoga uspjeha učenika osnovne škole. Također su ispitane rodne i dobne razlike u motivaciji i vremenu provedenom u čitanju. U istraživanju je sudjelovalo 156 učenika od petog do osmog razreda. Primijenjen je Upitnik motivacije za čitanje (Reading Motivation Questionnaire, Schiefele i Schaffner, 2016) koji mjeri znatiželju i uključenost kao faktore intrinzične, a natjecanje, ocjene i socijalno priznanje kao faktore ekstrinzične motivacije. Prikupljeni su i podatci o prosječnom tjednom vremenu provedenom u čitanju knjiga tijekom školske godine i praznika te ocjenama iz Hrvatskog jezika, Matematike i općem školskom uspjehu. Rezultati su pokazali da djevojčice više od dječaka čitaju knjige zbog uključenosti u čitanje i boljih ocjena te više vremena provode u njihovom čitanju. Mlađi učenici postižu više rezultate na svim faktorima i intrinzične i ekstrinzične motivacije od stariji, te više vremena provode u čitanju knjiga tijekom školske godine, ali ne i za vrijeme praznika. Rezultati hijerarhijskih regresijskih analiza pokazali su da je intrinzični faktor uključenosti u čitanje jedini značajni prediktor vremena provedenoga u čitanju knjiga za vrijeme praznika, a socijalno priznanje kao ekstrinzični faktor jedini značajan prediktor vremena provedenoga u čitanju knjiga tijekom školske godine. Vrijeme provedeno u čitanju knjiga tijekom školske godine bilo je značajno povezano sa svim indikatorima školskoga uspjeha. Istraživanje ukazuje na važnost poticanja obje vrste motivacije za čitanje knjiga. |
| ***Ključne riječi*** |
| *dubinsko čitanje; površinsko čitanje; slobodno vrijeme* |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Goran Nikola Zeljić** *Faculty of Education, University of Belgrade* |
| *goran.zeljic@uf.bg.ac.rs* |
| **Education for personal and professional development** | **Number of the paper: 9** |
| **Abstract** |
| A century has passed since the publication of two important normative manuals in Serbian and Croatian language by Aleksandar Belić and Dragutin Boranić. Both manuals were intended for school use. Belić's orthography manual (printed in 1923) is the first systematic orthography in Serbia, and Boranić's (printed in 1921, second, unchanged edition in 1923) is the first independent work of this prominent Croatian normativist. Starting from these school manuals, we took the exceptions of the d:t alternation before voiceless consonants in modern Serbian and Croatian languages as the subject of the paper. The analysis will first include the solutions from Belić's and Boranić's orthography from 1923, then the editions of both manuals from 1930, which were prepared according to the instructions of the Ministry of Education from 1929. This instruction mandated that the d:t alternation should not be performed only before the sequences -stvo (e.g. in the word sudstvo) and -ski (e.g. in the word gradski), which was closer to the previous Serbian standard from 1923 (Belić), in relation to the Croatian standard (the d:t alternation will not occur when the consonant d is in contact with the consonants ć, č, c, š and s; Boranić). The aim of the paper is to analyze the directions in which Serbian and Croatian normative studies moved in concerning exceptions of the d:t alternation before voiceless consonants, primarily in valid school orthography manuals in Serbia and Croatia. The analyzed corpus consists of Serbian and Croatian literary works and periodicals with a focus on the works of contemporary Croatian authors (such as A. Tomić and M. Jergović) which were published in Serbia without normative alignment with the Serbian norm. |
| ***Key words*** |
| *Aleksandar Belić; Dragutin Boranić; morphological exceptions; morphonology; school orthography* |
| ##### **Goran Nikola Zeljić** *Faculty of Education, University of Belgrade* |
| *goran.zeljic@uf.bg.ac.rs* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 9** |
| **Sažetak ** |
| Prošао је век od objavljivanja dva važna normativna priručnika u Srba i Hrvata Aleksandra Belića i Dragutina Boranića. Oba priručnika bila su namijenjena školskoj upotrebi. Belićev pravopisni priručnik (tiskan 1923. god.) prvi je sustavni pravopis u Srba, a Boranićev (tiskan 1921., drugo, neizmijenjeno izdanje 1923.) prvo samostalno djelo toga istaknutoga hrvatskog normativista. Polazeći od ovih školskih priručnika, za predmet rada uzeli smo izuzetke od alternacije d/t ispred bezvučnih suglasnika u suvremenom srpskom i hrvatskom jeziku. U analizi će najprije biti obuhvaćena rješenja iz Belićeva i Boranićeva pravopisa iz 1923. godine, zatim izdanja obaju priručnika iz 1930. godine, koja su izrađena prema uputama Ministarstva prosvjete iz 1929. godine. Ova uputa nalagala je da se alternacija d/t ne vrši samo ispred sekvenci -stvo (npr. u riječi sudstvo) i -ski (npr. u riječi gradski), što je bilo bliže prethodnom srpskom standardu iz 1923. godine (Belić), u odnosu na hrvatski standard (do alternacije d/t neće doći kad je suglasnik d u dodiru sa suglasnicima ć, č, c, š i s, Boranić). Cilj je rada analizirati smjerove u kojima su se kretale srpska i hrvatska normativistika u odnosu na izuzetke od alternacije d/t ispred bezvučnih suglasnika, prvenstveno u školskim pravopisnim priručnicima u Srbiji i Hrvatskoj. Analizirani korpus čine srpska i hrvatska književna djela i periodika s posebnim osvrtom na djela suvremenih hrvatskih pisaca (poput A. Tomića i M. Jergovića) koja su objavljena u Srbiji bez normativnoga usklađivanja sa srpskom normom. |
| ***Ključne riječi*** |
| *Aleksandar Belić; Dragutin Boranić; morfonološki izuzetci; morfonologija; školski pravopis.* |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Kristina Zlatović, Tomislava Vidić** *Faculty of Teacher Education, University of Zagreb* |
| *kzlatovi9@gmail.com, tomislava.vidic@ufzg.hr* |
| **Education for personal and professional development** | **Number of the paper: 10** |
| **Abstract** |
| Professional development and promotion of teachers to higher ranks are regulated by the Ordinance on Promotion of Teachers, Expert Associates and Headmasters in Primary and Secondary Schools and Student Dormitories. Teachers, expert associates, and headmasters can be promoted to three ranks: mentor, advisor, and excellent advisor. The aim of this research was to examine the level of satisfaction of primary school teachers with opportunities for promotion to higher ranks and to determine if these opportunities differ in terms of the acquired promotion to a higher rank, work experience and place of work. The research included 673 participants from all parts of Croatia. A questionnaire was used to collect data. The results indicate that only a quarter of the participants are satisfied with promotion opportunities. A statistically significant difference was determined in terms of promotion to a higher rank, meaning that the teachers who have been promoted tend to show a higher level of satisfaction with criteria, flexibility they have in their work and financial compensations. In terms of the place of work, there is a statistically significant difference in the opinions of classroom teachers and subject teachers. The results indicate that subject teachers exhibit a higher level of satisfaction with promotion opportunities but seem to be dissatisfied with the benefits that promotion to a higher rank brings. Furthermore, the results reveal that teachers with ten or less than ten years of work experience seem to be more dissatisfied with the duration of the promotion process than their more experienced colleagues. The obtained results suggest a need to introduce changes in the Ordinance on Promotion of Teachers, Expert Associates and Headmasters in Primary and Secondary Schools and Student Dormitories. |
| ***Key words*** |
| *classroom teachers; primary school; promotion of teachers; satisfaction with promotion opportunities; subject teachers* |
| ##### **Kristina Zlatović, Tomislava Vidić** *Faculty of Teacher Education, University of Zagreb* |
| *kzlatovi9@gmail.com, tomislava.vidic@ufzg.hr* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 10** |
| **Sažetak ** |
| Profesionalni razvoj i napredovanje učitelja u struci propisano je Pravilnikom o napredovanju učitelja, nastavnika, stručnih suradnika i ravnatelja u osnovnoj i srednjoj školi i učeničkim domovima. Odgojno-obrazovni radnik može napredovati u tri stupnja: mentor, savjetnik i izvrstan savjetnik. Cilj je ovoga istraživanja bio ispitati zadovoljstvo učitelja osnovne škole mogućnostima napredovanja u viša zvanja te ispitati razlikuju li se oni s obzirom na stečeno zvanje, radno iskustvo i mjesto rada. U istraživanju je sudjelovalo 673 ispitanika s područja cijele Republike Hrvatske, a za potrebe istraživanja korišten je anketni upitnik. Rezultati su pokazali da je tek četvrtina ispitanika zadovoljna mogućnostima napredovanja. Statistički značajnom pokazala se razlika s obzirom na napredovanje u zvanju pa su tako učitelji koji su napredovali zadovoljniji kriterijima, fleksibilnosti u radu te financijskim naknadama. S obzirom na mjesto rada, postoji statistički značajna razlika između mišljenja učitelja razredne i predmetne nastave. Rezultati su pokazali da su učitelji predmetne nastave zadovoljniji mogućnostima napredovanja, ali nezadovoljni su koristima koje im napredovanje donosi. Nadalje, rezultati pokazuju da su učitelji s deset ili manje od deset godina staža nezadovoljniji u odnosu na starije kolege trajanjem postupka napredovanja. Ovakvi rezultati ukazuju na potrebu za promjenama unutar Pravilnika i postupka o napredovanju. |
| ***Ključne riječi*** |
| *napredovanje učitelja; osnovna škola; učitelji predmetne nastave; učitelji razredne nastave; zadovoljstvo mogućnostima napredovanja* |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Đurđica Stanešić, Kristina Vokić** *Škola za medicinske sestre Mlinarska* |
| *dstanesic1@gmail.com, kristina.vokic@yahoo.com* |
| **Education for personal and professional development** | **Number of the paper: 11** |
| **Abstract** |
| High-quality education is the foundation of a prosperous society. Teachers are a crucial factor in the education system. Future teachers in Croatia study for their jobs in different ways, depending on their course of study. Teachers of vocational subjects in vocational schools acquire their professional education in one of the non-teaching degree programs. They start their teaching career when they are employed at a vocational school. Before this, they have not acquired any didactic, methodological, pedagogical, or psychological competencies. Apprentice’s expectations and the complex reality of a teaching job face each other only when a person starts working in the education system. This paper presents the challenges a vocational teacher-apprentice faces at the beginning of a teaching career. Qualitative research was conducted using an in-depth interview with a teacher-apprentice who has worked for a month in a medical high school (by completing this program, students gain a nurse/medical technician qualification). The interviewee teaches two vocational subjects in the third and fifth grades of high school. After conducting a structured interview, the data obtained were coded. The analysis of the interview reveals the teacher’s strong intrinsic motivation to work with children, the complexity of lesson planning for a teacher-apprentice, the difference between the teacher’s expectations of the students and the reality; the enthusiasm, knowledge, motivation, and interest of the students; the analysis of the influence of the environment on classroom performance and the inadequate prior education teaching vocational subjects. The paper emphasizes the importance of support from family and friends as well as from work colleagues. The role of the mentor stressed as the most important in recruiting a teacher apprentice at the school. |
| ***Key words*** |
| *motivation to work at school; teacher-apprentice; lesson plans* |
| ##### **Đurđica Stanešić, Kristina Vokić** *Škola za medicinske sestre Mlinarska* |
| *dstanesic1@gmail.com, kristina.vokic@yahoo.com* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 11** |
| **Sažetak ** |
| Kvalitetno obrazovanje je temelj uspješnoga društva. Ključni čimbenik u odgojno-obrazovnom sustavu su nastavnici. Nastavnici u
Hrvatskoj pripremaju se za rad različito ovisno o studiju koji završavaju. Nastavnici strukovnih predmeta, u strukovnom obrazovanju, svoje temeljno obrazovanje stječu na nekom od nenastavničkih studija. U nastavni proces ulaze u trenutku zapošljavanja u srednjoj školi prije kojeg nisu usvajali kompetencije iz područja didaktike, metodologije, pedagogije i psihologije.
Nastavni pripravnik prilikom zapošljavanja u školi nalazi se u trenutku kada se njegova očekivanja susreću s realitetom kompleksnosti nastavničke profesije. U ovom radu prikazuju se odgovor na pitanje koji su izazovi s kojima se susreće nastavnik pripravnik strukovnih predmeta na početku svojega rada. Provedeno je kvalitativno istraživanje metodom dubinskoga intervjua s nastavnicom pripravnicom zaposlenom mjesec dan u srednjoj školi za stjecanje kvalifikacije medicinska sestra opće njege/medicinski tehničar opće njege. Nastavnica predaje dva strukovna predmeta u trećem i petom razredu srednje škole. Nakon provođenja strukturiranoga intervjua kodirani su podatci dobiveni odgovorima.
Analiza intervjua pokazuje snažnu intrinzičnu motivaciju nastavnice za rad s djecom, kompleksnost procesa izrade pripreme za nastavu za nastavnika pripravnika, razliku u očekivanjima nastavnice od učenika i realnosti; stvarnoga entuzijazma, znanja, motiviranosti i interesa učenika; analizu utjecaja okoline na izvođenje nastave i nedostatnu pripremu za rad u nastavi. Istaknuta je važnost podrške nastavniku pripravniku od strane obitelji i prijatelja, kolega s posla i mentora kao najznačajnije osobe prilikom zapošljavanja nastavnika pripravnika u školi.
|
| ***Ključne riječi*** |
| *motivacija za rad u školi; nastavnik pripravnik; priprema za rad u nastavi* |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Tatjana Bašić** *Faculty of Teacher Education, University of Zagreb* |
| *basic.tatjana@gmail.com* |
| **Education for personal and professional development** | **Number of the paper: 12** |
| **Abstract** |
| This paper deals with the problem of language competence as well as competences related to speech and communication and how they are approached in documents, plans and programs and curricula, from 1947 to the present day. The focus of the research is language and speech as a means of communication and the interest of curriculum documents for the development of the same in preschool children. The main goal of the research is to explore the presence, position and importance of competences related to language, speech and communication through a historical-comparative analysis of plans and programs or curricula. Teaching approaches as well as ways of encouraging the development of the mentioned competences are also analyzed. In addition to the analysis of the overlap of activities and content related to the development of the aforementioned competences, the didactic-methodical uniqueness of each plan and program is also analyzed, as well as the degree of freedom, autonomy, and creativity of the implementers. The sample of this historical-comparative analysis are plans and programs from 1947 until 2015 and the National curriculum for early and preschool education. |
| ***Key words*** |
| *curriculum; historical-comparative analysis; language and communication development plan and program; speech * |
| ##### **Tatjana Bašić** *Faculty of Teacher Education, University of Zagreb* |
| *basic.tatjana@gmail.com* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 12** |
| **Sažetak ** |
| U ovom radu govori se o problemu jezične kompetencije kao i kompetencijama vezanim uz govor i komunikaciju te načinima bavljenja istim u dokumentima, planovima i programima te kurikulima od 1947. godine do danas. Fokus istraživanja jest jezik i govor kao sredstvo komunikacije te zanimanje kurikulskih dokumenata za razvitak iste kod djece predškolske dobi. Glavni cilj istraživanja jest povijesno-komparativnom analizom planova i programa odnosno kurikula istražiti prisutnost, položaj i važnost kompetencija vezanih uz jezik, govor i komunikaciju. Također se analiziraju i metodički pristupi kao i načini poticanja razvoja spomenutih kompetencija. Uz analizu zastupljenosti aktivnosti i sadržaja vezanih za razvoj navedenih kompetencija, analizira se i didaktičko-metodička posebnost svakog plana i programa kao i stupanj slobode, autonomije i kreativnosti neposrednih provoditelja. Uzorak ove povijesno-komparativne analize su planovi i programi od 1947. do zaključno 2015. i Nacionalnog kurikuluma za rani i predškolski odgoj i obrazovanje.*** ***
|
| ***Ključne riječi*** |
| *kurikul; razvoj govora, jezika i komunikacije; plan i program; povijesno-komparativna analiza* |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Tatjana Bašić** *Faculty of Teacher Education, University of Zagreb* |
| *basic.tatjana@gmail.com* |
| **Education for personal and professional development** | **Number of the paper: 13** |
| **Abstract** |
| This paper discusses the connection between children's language development and modern conditions of reduced interpersonal communication, and unilateral communication through modern media. The conducted research will attempt to show the connection between children’s increasing speech and language problems with an excessive share of free time which children spend in front of screens. The term screens implies video games on mobile phones, tablets, animated films, short clips or all forms of unilateral communication through all kinds of media. Regarding the growth of speech problems in preschool children, the research also examines the level of parental involvement in children's exposure to screens and whether this level can be linked to the parents' qualifications. The research also tries to find an answer the question whether gender differences have an impact on the number of speech problems as well as the amount of time children spend in front of screens. |
| ***Key words*** |
| *interpersonal communication; one-way communication; speech and language problems* |
| ##### **Tatjana Bašić** *Faculty of Teacher Education, University of Zagreb* |
| *basic.tatjana@gmail.com* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 13** |
| **Sažetak ** |
| U ovom radu govori se o povezanosti dječjega jezičnog razvoja i modernih uvjeta smanjene interpersonalne komunikacije, odnosno jednostrane komunikacije uz suvremene medije. Kroz provedeno istraživanje pokušava se pokazati veza između povećavanja govorno-jezičnih problema djece s prevelikim udjelom slobodnoga vremena koje djeca provode pred ekranima. Pod ekranima se smatraju videoigre na mobitelu, tabletu, animirani filmovi, kratki isječci odnosno svi oblici jednostrane komunikacije kroz medije. S obzirom na rast govornih problema kod predškolske djece, istraživanje također ispituje razinu uključenosti roditelja pri dječjoj izloženosti ekranima te može li ta razina dovesti u vezu sa stručnom spremom roditelja. Istraživanje također pokušava odgovoriti na pitanje imaju li spolne razlike utjecaja na brojnost govornih problema kao i s količinom vremena koje djeca provode pred ekranima.
|
| ***Ključne riječi*** |
| *govorno-jezični problemi; interpersonalna komunikacija; jednosmjerna komunikacija* |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Lidija Nikolić, Ana Bićanić** *Faculty of Education, University of Josip Juraj Strossmayer in Osijek* |
| *lnikolic@foozos.hr* |
| **Education for personal and professional development** | **Number of the paper: 14** |
| **Abstract** |
| The successful implementation of a high-quality music education program in early childhood depends not only on musical and methodological competencies but to a large extent on the self-efficacy of the early and preschool education teachers in teaching music (Vanatta-Hall, 2010). This study aims to determine the self-efficacy of students of early and preschool education in implementing musical activities in kindergarten. A total of 248 undergraduate students of Early and preschool education at the Faculty of Education of the Josip Juraj Strossmayer University in Osijek were surveyed. For this study, the Questionnaire on self-efficacy in implementing musical activities in kindergarten for future early and preschool education teachers was designed. The adapted questionnaire Self-assessment of musical competencies was also used (Nikolić and Ercegovac-Jagnjić, 2024) in the research. The results show that students of early and preschool education have a developed self-efficacy for musical activities in kindergarten, but not at a satisfactory level. Students have the highest level of self-efficacy in implementing singing, listening to music, and counting-out rhymes, while self-efficacy in implementing other musical activities is lower. Lower self-efficacy was also evident in independently designing all musical activities. Self-efficacy for musical activities in kindergarten was higher in students with prior musical experience. It is noted that self-efficacy increased with a year of study and was positively related to the level of self-assessed musical competencies (r=0.77). The paper emphasizes the need for qualitative changes in the music education of future early and preschool education teachers and the need for further researching the factors of their self-efficacy in implementing musical activities in kindergarten. |
| ***Key words*** |
| *musical competencies; music education; musical skills; methodological competencies; early and preschool education.* |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Virtyt Lesha1, Jozef Bushati2, Imelda Zadeja2** *1 Metropolitan University of Tirana* *2University of Shkoder* |
| *vlesha@umt.edu.al, jozefbushati@gmail.com, imelda.zadeja@gmail.com* |
| **Education for personal and professional development** | **Number of the paper: 15** |
| **Abstract** |
| Learning management systems consist of complex programmed platforms that are used to manage educational data. They contain computing elements that are used by professors and by students. The systems are part of a broader concept called distance learning that also includes online lecturing expressed below. Today’s learning management systems consider a lot of estimation computing parameters because of internet existence. Parameters such as internet bandwidth, computing security are considered to evaluate the awareness of learning management systems users on its benefits and disadvantages. However, these quality parameters are managed according to the corresponding standards to ensure the performance of communication between different users. The model treated in this paper consists of the analysis of a learning management system usability, considering statistical methods used both from the quantitative and qualitative aspects of the analysis. The methodology used in this model consists of creating a questionnaire, distributing it, receiving feedback, followed by an analysis of data through software with the aim of providing adequate results. The results obtained from the questionnaire are placed in a comparative analysis with other models that have addressed the level of usage of learning management systems at the University of Shkodra and Metropolitan University of Tirana. Part of the collection of results consists of Cronbach Alpha statistical methods to verify the stability of the collected data. The limitations of the study in question consist in the further development of the statistical analysis by introducing other methods which have their own elements of determining the accuracy of the level of use of learning management systems. |
| ***Key words*** |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Irena Klasnić, Marina Đuranović, Siniša Opić** *University of Zagreb, Faculty of Teacher Education* |
| *irena.klasnic@ufzg.hr, marina.duranovic@ufzg.hr, sinisa.opic@ufzg.hr* |
| **Education for personal and professional development** | **Number of the paper: 16** |
| **Abstract** |
| The aim of the research was to examine the prevalence of leisure activities and the ways in which students spend their leisure time, in terms of their gender and the faculty attended. The research included 670 students (461 female students), from the first to fifth year of study. The sample comprised students from six faculties of the University of Zagreb – The Academy of Music (16.4%), The Faculty of Kinesiology (17.3%), The Faculty of Science (17%), The Faculty of Humanities and Social Sciences (16.3%), The Faculty of Education and Rehabilitation Sciences (16.1%) and The Faculty of Teacher Education (16.9%). The obtained results have shown that students tend to spend their leisure time socializing with friends, listening to music and relaxing, and surfing the Internet. The least frequently mentioned leisure activities were involvement in student associations, doing yoga and dancing. Out of 42 variables of leisure activities, six composite variables were created: Cultural activities, Relaxation activities, Electronic media and the Internet, Useful activities, Sport, and Socializing and going out. A statistically significant difference was determined in the prevalence of leisure time in most of the activities, both in terms of students' gender and the faculty they attend. In comparison with their male colleagues, female students tend to spend more of their leisure time engaging in Cultural activities, (Mf = 1.96; Mm = 1.79), Relaxation activities (Mf = 3.26; Mm = 2.90), Useful activities (Mf = 2.24; Mm = 2.12) and Socializing and going out (Mf = 3.05; Mm = 2.78). However, male students tend to spend more leisure time engaging in Sport (Mf = 1.98; Mm = 2.13) than their female colleagues. The results indicate significant differences in the prevalence of leisure activities in terms of the faculty attended, in all composite variables, except Electronic media and the Internet. Research results contribute to a better understanding of the way in which students spend their leisure time. |
| ***Key words*** |
| *faculty; gender difference; leisure time; students* |
| ##### ******Irena Klasnić, Marina Đuranović, Siniša Opić****** *University of Zagreb, Faculty of Teacher Education* |
| *irena.klasnic@ufzg.hr, marina.duranovic@ufzg.hr, sinisa.opic@ufzg.hr* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 16** |
| **Sažetak ** |
| Cilj istraživanja bio je ispitati prevalenciju aktivnosti slobodnoga vremena i načine provođenja slobodnoga vremena studenata ovisno o spolu i fakultetu. U istraživanju je sudjelovalo 670 studenata (461 studentica), od prve do pete godine studija. Uzorkom su bili obuhvaćeni studenti sa šest sastavnica Sveučilišta u Zagrebu: Muzička akademija (16,4 %), Kineziološki fakultet (17,3 %), Prirodoslovno-matematički fakultet (17,0 %), Filozofski fakultet (16,3 %), Edukacijsko-rehabilitacijski fakultet (16,1 %) i Učiteljski fakultet (16,9 %). Dobiveni rezultati pokazali su da se studenti u slobodno vrijeme najčešće druže s prijateljima, opuštaju uz glazbu i surfaju internetom, a najrjeđe rade u udruzi studenata, bave se jogom te idu na ples. Od 42 varijable provođenja slobodnoga vremena kreirano je šest kompozitnih varijabli: Kulturne aktivnosti, Opuštajuće aktivnosti, Elektronički medij i internet, Korisne aktivnosti, Sport te Druženje i izlasci. Utvrđena je statistički značajna razlika u prevalenciji aktivnosti slobodnoga vremena na većini aktivnosti i po spolu i po fakultetu na kojem studenti studiraju. Tako studentice više od svojih kolega studenata slobodno vrijeme provode u Kulturnim aktivnostima (Mž = 1,96; Mm = 1,79), Opuštajućim aktivnostima (Mž = 3,26; Mm =2,90), Korisnim aktivnostima (Mž = 2,24; Mm = 2,12) te za Druženje i izlaske (Mž = 3,05; Mm = 2,78), dok studenti više slobodnoga vremena koriste za Sport (Mž = 1,98; Mm = 2,13). Rezultati pokazuju značajne razlike u prevalenciji aktivnosti slobodnoga vremena s obzirom na fakultet na svim kompozitnim varijablama osim na varijabli Elektronički mediji i internet. Nalazi istraživanja doprinose boljem razumijevanju provođenju slobodnoga vremena studenata. |
| ***Ključne riječi*** |
| *fakultet; slobodno vrijeme; spolne razlike; studenti* |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Lasta Pavić Orešković** *Kokoda Mali kućni vrtić* |
| *lastapo@gmail.com* |
| **Education for personal and professional development** | **Number of the paper: 17** |
| **Abstract** |
| The author presents the preschool program of the KOKODA LITTLE H0ME KINDERGARDEN daycare facility, living and working in line with the Waldorf education, the philosophy of Martin Buber, and the spirit of forest kindergartens. The program has been composed to educationally build, at this age, a foundation for the development of the full personal and professional potential of the individual. The child is present in crucial activities in the household, the garden, and the nature. It is shown how life and activities are developed so as to nourish creativity, independence, cooperation, efficiency, and responsibility. The author further describes how in this stage of “mini puberty” the imitativeness, the self-confidence and the trust in the world is underpinned, creating the attitude of “the world is good; I will – I am able to”. The text describes how an appreciation for beauty can be cultivated through artistic elements integrated into the space and activities, fostering a belief in „the world is beautiful“. Furthermore, creativity in all segments of life is fostered, as well as the criteria for future choices and decision-making. The paper explains how the foundation is laid for the intellectual competences and personal culture, by choosing content, account taken of the repercussions to the potentials in adulthood, aiming at the conscientious, responsible, and constructive participation in life and the community. The use of forms, by way of gross and fine physical movements is explained, as well as the selection of the traditional games, crafts and applied arts along the seasons and festivities of the local and global culture. |
| ***Key words*** |
| *cooperation; entrepreneurial potential; holistic education; human potential; Waldorf* |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### ******Snježana Dubovicki, Anita Kostanjčar****** *University of Osijek, Faculty of Education* |
| *sdubovicki@gmail.com, anita.kostanjcar@gmail.com* |
| **Education for personal and professional development** | **Number of the paper: 18** |
| **Abstract** |
| The changes taking place at the European and global level and in national educational policies affect adult education systems, the professional status of andragogues, but also the abilty to determine the competencies required today. We can say that today's circumstances concering adult education is very different from those that existed in the last decade. In the last ten years, lifelong education has become an imperative for success and one of the preconditions for survival on the global scene. Today, when the target group is no longer students in the immediate vicinity of education institutions, but residents of the whole world, we must think about teaching in foreign languages, teaching in an online environment, but also about current and potential methods and procedures that will creatively contribute to the competences of the individuals and their competitiveness on the labor market. With all the changing components in upbringing and education at all levels, the only constant is learning and knowledge acquisition throughout life. The concept of lifelong education pushes the boundaries of education that does not end with formal education and enables changing professions and titles even after formal education, in adulthood, as well as the acquisition of additional competencies. This paper presents certain creative andragogic methods that are especially accepted by the population of younger people who have completed the regular education system, but want to retrain or further train and improve in their profession. |
| ***Key words*** |
| *andragogy; lifelong education; competences; creativity* |
| ##### ******Snježana Dubovicki, Anita Kostanjčar****** *University of Osijek, Faculty of Education* |
| *sdubovicki@gmail.com, anita.kostanjcar@gmail.com* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 18** |
| **Sažetak ** |
| Promjene koje se događaju na europskoj i globalnoj razini te u nacionalnim obrazovnim politikama svakodnevno utječu i na sustave obrazovanja odraslih, profesionalni status andragoga, ali i na određivanje kompetencija koje su im potrebne. Možemo reći da su današnji uvjeti obrazovanja odraslih daleko drugačiji od onih koji su bili zastupljeni u prošlome desetljeću. Cjeloživotno obrazovanje u zadnjih desetak godina postalo je imperativ uspješnosti te jedan od uvjeta opstanka na globalnoj sceni. Danas kada ciljana skupina više nisu polaznici u neposrednoj blizini visokih učilišta nego stanovnici cijeloga svijeta, moramo promišljati o nastavi na stranim jezicima, nastavi u online okružju, ali i o trenutačnim i potencijalnim metodama i postupcima koji će na kreativan način doprinijeti kompetencijama pojedinca i njegovoj konkurentnost na tržištu rada. Uz sve promjenjive komponente u odgoju i obrazovanju na svim razinama, jedina stalna konstanta jest učenje i stjecanje znanja kroz cijeli život. Koncept cjeloživotnoga obrazovanja pomiče granice obrazovanja koje ne završava s formalnim obrazovanjem i omogućuje promjenu zanimanja, ali i zvanja i nakon formalnoga obrazovanja u odrasloj dobi, kao i stjecanje dodatnih kompetencija. U ovome su radu predstavljene određene kreativne andragoške metode koje su posebice prihvaćene kod populacije mlađih osoba koje su izašle iz redovnoga obrazovnoga sustava, ali se žele prekvalificirati ili dodatno osposobljavati i usavršavati u svome zvanju. |
| ***Ključne riječi*** |
| *andragogija; cjeloživotno obrazovanje; kompetencije; kreativnost * |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Reima Saado Al-Jarf** *King Saud University* |
| *reima.al.jarf@gmail.com* |
| **Education for personal and professional development** | **Number of the paper: 19** |
| **Abstract** |
| This study sought to find out why Arab parents speak English (L2) to their children at home, the effects of this practice on Arabic (L1), and misconceptions about L1 and L2 acquisition. The survey results coming from 150 parents showed academic, pragmatic, sociolinguist, and psychological reasons such as making it easy for children to master English, to help them practice it, learn new vocabulary, and pronounce words correctly. Their children go to an international school and are more fluent in English. Some were born in an English-speaking country. Many consider English more important than Arabic for future college study and future jobs. English is the global language, and it is useful and needed everywhere. Children need it to communicate with the foreign housemaid and other foreigners in the community. All parents believe that speaking English is prestigious, a sign of high class and like to brag about it. Some suffered because they did not speak English well and do not want their children to suffer. This status quo created a gap between children’s knowledge of English and Arabic. Some children do not speak L1 at all, respond to questions in English and conversation in Arabic, have difficulty reading and writing Arabic and communicating with grandparents and relatives. The results revealed misconceptions about L1 and L2 acquisition, and that learning English in childhood has no negative effects on Arabic and has positive effects on academic achievement. The results will be discussed in light of L1 and L2 acquisition research, the optimal age for learning L2, the effect of learning English on children's L1 language skills and academic achievement and factors that lead to successful L1 and L2 language learning. |
| ***Key words*** |
| *Arab children; Arab parents; first language acquisition; L2 at home; second language acquisition* |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### ******Lejla Kafedžić, Snježana Šušnjara****** *Univerzitet u Sarajevu - Filozofski fakultet* |
| *lejla.kafedzic@pedagogijaffsa.com, snjezana.susnjara@ff.unsa.ba* |
| **Education for personal and professional development** | **Number of the paper: 20** |
| **Abstract** |
| The Sustainable Development Goals represent a transformative plan to create a better and more sustainable future for the entire world. One of the high-ranking goals of sustainable development is quality and inclusive education for all children, which confirms the belief that it is a powerful and proven means of sustainable development. In order to achieve the set (sub)goals, it is important to integrate play into the teaching and learning process, especially in the classroom, because it is a fundamental and primordial activity that fully corresponds to the child's nature and represents an important path for the child's development. Because of play, the child gets to know its environment, learns about itself, others, and the world in general, but also develops a sense of security, self-control, independence, develops competences, and strengthens self-confidence. The child develops creativity, cooperation, and entrepreneurship during play. The aim of the paper is to show, using the example of a children's game, the possibilities of integrated teaching, which enables students to see the connection between different teaching subjects and the importance of interdisciplinarity, which is life itself and life situations. The methods used in the research are content analysis method, historical method, and descriptive method. The research results confirm the importance of play in a child's life, and that children can be the creators of a game that includes the contents of various teaching subjects, but also develops different key competences that are the starting point for every individual in a knowledge-based society. In this process, the role and competences of the teacher are extremely important, because they encourage the development of the child's skills and abilities, encourage cooperation with peers, involve them in activities in the class, and enable an adequate share of play in the lesson. Through play, the child prepares for the present and the future, and therefore it is necessary for its further development. |
| ***Key words*** |
| *competences; game; learning; teacher; teaching * |
| ##### ******Lejla Kafedžić, Snježana Šušnjara****** *Univerzitet u Sarajevu - Filozofski fakultet* |
| *lejla.kafedzic@pedagogijaffsa.com, snjezana.susnjara@ff.unsa.ba* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 20** |
| **Sažetak ** |
| Ciljevi održivoga razvoja predstavljaju transformativni plan za stvaranje bolje i održive budućnosti za cijeli svijet. Jedan od visokorangiranih ciljeva održivoga razvoja jest kvalitetno i inkluzivno obrazovanje sve djece što potvrđuje uvjerenje da je ono moćno i dokazano sredstvo održivoga razvoja. Kako bi bili postignuti postavljeni (pod)ciljevi, važno je integrirati igru u proces poučavanja i učenja, naročito u razrednoj nastavi jer je ona temeljna i iskonska aktivnost koja u potpunosti odgovara prirodi djeteta te predstavlja važan put djetetova razvoja. Zahvaljujući igri dijete upoznaje svoju okolinu, uči o sebi, o drugima i o svijetu općenito, ali i razvija osjećaj sigurnosti, samokontrole, samostalnosti, razvija kompetencije te jača samopouzdanje. Dijete u igri razvija kreativnost, suradnju i poduzetništvo. Cilj je rada prikazati na primjeru dječje igre mogućnosti ostvarivanja integrirane nastave čime se omogućava učenicima da uvide povezanost između različitih nastavnih predmeta i važnost interdisciplinarnosti kakav je i sam život i životne situacije. Korištene metode u istraživanju su: metoda analize sadržaja, historijska metoda i deskriptivna metoda. Rezultati istraživanja potvrđuju važnost igre u djetetovu životu te da djeca mogu biti kreatori igre koja u realizaciji uključuje sadržaje različitih nastavnih predmeta, ali i razvija različite ključne kompetencije koje su polazište za svakog pojedinca u društvu temeljenom na znanju. U ovom procesu uloga i kompetencije nastavnika su izuzetno važni jer potiču razvoj djetetovih vještina i sposobnosti, potiču na suradnju s vršnjacima, uključuju u aktivnosti u razrednom odjelu te omogućavaju adekvatan udio igre u nastavi. Igrom se dijete priprema za sadašnjost i budućnost tako da je ona neophodna za njegov daljnji razvoj. |
| ***Ključne riječi*** |
| *igra; kompetencije; nastavnik; poučavanje; učenje* |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### ******Petra Bajčić****** *University of Zagreb, Faculty of Teacher Education* |
| *petra.miscak@yahoo.com* |
| **Education for personal and professional development** | **Number of the paper: 21** |
| **Abstract** |
| Education is society's foundation, and teachers have a crucial role in shaping it. The value orientation of teachers guides their actions. The value system or implicit pedagogies of teachers are grounded in educational philosophies. This paper will rely on four basic educational philosophies. Self-efficacy is an essential component of a teacher's behavior. Research has shown that a teacher's belief in their ability to create the teaching process is associated with their actions and those of their students. The study will involve 200 lower secondary education teachers from Primorsko-goranska county. The questionnaire will contain socio-demographic factors, Educational Philosophies Self-Assessment, and Teacher Self-Efficacy Scale. This study examines how socio-demographic factors and educational philosophies predict self-efficacy. It also aims to investigate differences in educational philosophies between genders and subject areas and their relationship with work experience. It is expected that men are likely to gravitate towards traditional philosophies, while women may show a preference for contemporary ones. Furthermore, there is an expectation that mathematics and natural sciences teachers may tend toward essentialism and that teachers with more years of experience are more likely to adhere to traditional educational philosophies. Moreover, the educational philosophy of reconstructionism is the most significant predictor of self-efficacy. |
| ***Key words*** |
| *action; belief; elementary school; implicit pedagogy; value orientation* |
| ##### ******Petra Bajčić****** *University of Zagreb, Faculty of Teacher Education* |
| *petra.miscak@yahoo.com* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 21** |
| **Sažetak ** |
| Odgoj i obrazovanje oblikuju društvo, a u njegovom kreiranju važnu ulogu imaju učitelji. Djelovanje učitelja usmjereno je njegovom vrijednosnom orijentacijom. Vrijednosni sustav, odnosno implicitne pedagogije učitelja svoje utemeljenje imaju u odgojno-obrazovnim filozofijama. U ovom radu pozornost je usmjerena na četiri osnovne odgojno-obrazovne filozofije. Važnim segmentom učiteljeva djelovanja smatra se i njegova samoučinkovitost. Istraživanja su pokazala kako je učiteljevo uvjerenje o vlastitoj sposobnosti kreiranja nastavnoga procesa povezano s njegovim djelovanjem i njegovih učenika. Istraživanje će obuhvatiti 200 učitelja nižega sekundarnog obrazovanja Primorsko-goranske županije. Anketni upitnik sadržavat će podatke o sociodemografskim činiteljima, Skalu procjene odgojno-obrazovnih filozofija (Educational philosophies self-assessment) te Skalu procjene samoučinkovitosti učitelja (Teacher self-efficacy scale). Cilj ovog istraživanja bit će ispitati prediktorsku ulogu sociodemografskih obilježja i odgojno-obrazovnih filozofija u samoučinkovitosti, razlike u odgojno-obrazovnim filozofijama s obzirom na spol i predmetno područje te njihovu povezanost s radnim stažem. Očekuje se kako će muškarci biti skloniji tradicionalnim, a žene suvremenim odgojno-obrazovnim filozofijama, kao i da će učitelji matematike i prirodnih znanosti biti skloniji esencijalizmu. Također, pretpostavlja se da će učitelji s dužim radnim stažem biti priklonjeniji tradicionalnim odgojno-obrazovnim filozofijama, kao i da će odgojno-obrazovna filozofija rekonstrukcionizma biti najznačajniji prediktor samoučinkovitosti. |
| ***Ključne riječi*** |
| *djelovanje; implicitne pedagogije; vrijednosna orijentacija; uvjerenje; osnovno obrazovanje* |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### ******Tonća Jukić****1****, Branka Gotovac****2** *1 University of Split, Faculty of Humanities and Social Sciences* *2University of Split, Faculty of Chemistry and Technology* |
| *tjukic@ffst.hr, gotovac@ktf-split.hr* |
| **Education for personal and professional development** | **Number of the paper: 22** |
| **Abstract** |
| Project-based learning is a modern learning strategy that enables the development of learning competence as one of the eight key competences for lifelong learning. This descriptive research aimed to determine students' learning strategies and understand them in the context of project-based learning in mathematics university courses. Research participants were students attending undergraduate study programs at the Faculty of Chemistry and Technology at the University of Split who enrolled in a mathematics course for the second, third or fourth time in the academic year 2023/2024. The learning strategies questionnaire (Lončarić, 2014) was applied, and the students' project work was analyzed along with the benefits and students' challenges of project-based learning. The results of student self-assessments showed more frequent use of strategies of (meta)cognitive control of learning and deep cognitive processing along with less frequent use of strategies of shallow cognitive processing. The students' project work, on the other hand, showed insufficient knowledge and a lack of understanding or misunderstanding of mathematical concepts, as well as a lack of critical thinking in mathematics, which is not in line with students’ self-assessments of their learning strategies. The benefits of project learning, according to the students, include the acquisition of new knowledge about project-based learning and better acquisition of mathematical knowledge, understanding, applying, analyzing, organizing, and synthesizing mathematical content, while the challenges relate to insufficient prior knowledge and experience needed for project tasks. The results indicate the need for students' continuous critical and reflexive thinking about the learning strategies they use and the need to improve students' learning competence by applying suitable modern learning strategies. |
| ***Key words*** |
| *cooperation; learning how to learn; mathematical competence; motivation; reflection* |
| ##### ******Tonća Jukić****1****, Branka Gotovac****2** *1 University of Split, Faculty of Humanities and Social Sciences* *2University of Split, Faculty of Chemistry and Technology* |
| *tjukic@ffst.hr, gotovac@ktf-split.hr* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 22** |
| **Sažetak ** |
| Jedna od suvremenih nastavnih strategija koja omogućuje razvoj kompetencije učenja kao jedne od osam ključnih kompetencija za cjeloživotno učenje jest projektno učenje. Cilj ovoga deskriptivnoga istraživanja bio je utvrditi strategije učenja studenata i razumjeti ih u kontekstu projektnoga učenja u visokoškolskoj nastavi matematike. U istraživanju su sudjelovali studenti sveučilišnih prijediplomskih studija Kemijsko-tehnološkog fakulteta Sveučilišta u Splitu koji su u ak. god. 2023./2024. kolegij iz matematike upisali drugi, treći ili četvrti put. Primijenjen je upitnik strategija učenja (Lončarić, 2014) te su analizirani projektni uradci studenata, dobrobiti projektnoga učenja i poteškoće na koje su studenti naišli u projektnom učenju. Rezultati su studentskih samoprocjena pokazali učestalije korištenje strategijama (meta)kognitivne kontrole učenja i dubokoga kognitivnog procesiranja, a rjeđe površinskoga kognitivnog procesiranja. Projektni uradci studenata su pak pokazali nedostatno znanje i nerazumijevanje ili pogrešno razumijevanje matematičkih pojmova, kao i izostanak kritičkoga mišljenja o matematičkim sadržajima, što nije u skladu s njihovim samoprocjenama strategija učenja. Među dobrobitima projektnoga učenja studenti su uputili na stjecanje novih znanja o projektnom učenju te kvalitetnije stjecanje matematičkih znanja, razumijevanje, primjenjivanje, analiziranje, organiziranje i sintetiziranje matematičkih sadržaja dok su među poteškoćama izdvojili nedostatak prethodnih znanja i iskustava potrebnih za izradu projektnih zadataka. Dobiveni rezultati upućuju na potrebu kontinuiranoga kritičkoga i refleksivnoga promišljanja studenata o strategijama učenja kojima se koriste kao i unaprjeđivanja kompetencije učenja studenata primjenom prikladnih suvremenih nastavnih strategija. |
| ***Ključne riječi*** |
| *matematička kompetencija; motivacija; refleksija; suradnja, učiti kako učiti * |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Sefedin Fehim Šehović** *Faculty of Education, University of Belgrade* |
| *ufbgonp@yahoo.com* |
| **Education for personal and professional development** | **Number of the paper: 23** |
| **Abstract** |
| Within the context of renewed efforts to clarify the concepts of learning, literacy, and reading, the age-old phenomenon of "well-read" or literacy gains renewed interest. Literacy, in its literal sense, refers to the extent and capacity of reading. In a broader sense, literacy serves as a conceptual determinant for a high reading culture. Trivially put, it could imply a mere registration of read works, where the well-read individual has insight into basic, bibliographically ordered authors and their works, capable of indicating at least the approximate time of creation and the theme of each work. A higher level of literacy involves the ability to systematically consider the classification and arrangement of read works based on a freely chosen criterion. This requires not only reading but also interpreting the underlying, dominant idea of each read work. It was believed that, along with professional literacy and knowledge of the field, a well-read person established an active relationship with literature in general, engaging with written sources and works in their field with curiosity, not stopping at that. A well-read individual is someone who has successfully "conversed" with others, read works of those who lived in various epochs, lived in the distant or recent past, or are living today. Literacy, or its counterpart illiteracy, can be identified in various ways but can be most directly recognized as a level of reading culture based on the expressive capabilities and characteristics of readers with such ambitions. Numerous scientific studies, critiques, reviews, evaluations, and analyses have emerged on the works of many authors, shedding light not only on how books are perceived but also on works that illuminate selected aspects of a creator and their creativity. |
| ***Key words*** |
| *learning; reading; culture; education * |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Višnja Rajić** *Faculty of Teacher Education, University of Zagreb* |
| *visnja.rajic@ufzg.hr* |
| **Education for personal and professional development** | **Number of the paper: 24** |
| **Abstract** |
| The pedagogical ideal of Montessori pedagogy emerged from the idea of an education which will enable the development of every child’s potential. Education should result in the development of a competent individual who will be able to take care of him/herself, care for others and the society. Montessori claims that children do not need help, but through self-directed learning they can achieve become independent and achieve their goals. It is at the core of Montessori pedagogy to develop free thinkers and strong, independent individuals capable of living with others in a (peaceful) society. These attributes of a person can be achieved only in an educational approach that values and respects every child. The core principles that can be seen as pillars of Montessori pedagogy that are in line with the key values of today’s societies regarding human rights and children’s rights are: non-discrimination in access to human rights of all children, the best interest of a child as a starting point in all actions, recognition of the right of every child to life and development, and strong recognition that the child’s view must be considered and taken into account in all matters in the classroom. This paper further analyses pedagogical ideas of Montessori through the realm of human rights and peace as core values in Montessori pedagogy. |
| ***Key words*** |
| *freedom; human rights education; Montessori pedagogy; peace education* |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Katarina Matijević** *POU Hrvatski dom Petrinja* |
| *katarinakadic@gmail.com* |
| **Education for personal and professional development** | **Number of the paper: 25** |
| **Abstract** |
| Knowledge of teaching 21st Century Skills has been obtained in a small number of studies in Croatia, which most often do not offer perspectives on how teachers perceive and teach 21st Century Skills or describe those skills through theoretical-conceptual and analytical framework. 21st century skills are competencies such as critical thinking, problem solving, creativity, communication, collaboration, innovation, teamwork, decision making, leadership, application of knowledge, self-direction and learning how to learn. All of the above are immanent features of what is called innovative learning in didactics. The purpose of this study is to test whether the 21st Century Teaching and Learning Survey (Ravitz, Hixson, English i Mergendoller, 2012) could be used to generalize data on teaching innovative learning in the Croatian educational context. The goal is to validate a questionnaire developed on a sample of teachers in the United States. The questionnaire was validated on a sample of a group of teachers (N = 317) of subject teaching (5th to 8th grade) of primary school from all five regions of the Republic of Croatia, who completed the Questionnaire on teaching skills of the 21st century. Statistical procedures (Cronbach’s alpha, Pearson’s correlation coefficient, independent sample t-test, ANOVA, and factor analysis) analyzed the relationships between innovative learning and sociodemographic variables. The obtained results proved the constructional and internal validity and reliability and applicability of the “21st Century Skills Teaching Questionnaire” in the Croatian educational context. |
| ***Key words*** |
| *21st Century Skills Teaching and Learning Survey; Croatian teachers; questionnaire validation; teaching 21st Century Skills * |
| ##### **Katarina Matijević** *POU Hrvatski dom Petrinja* |
| *katarinakadic@gmail.com* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 25** |
| **Sažetak ** |
| Poučavanje vještina 21. stoljeća proučava se u malom broju istraživanja u Hrvatskoj, koja najčešće ne nude perspektive o tome kako učitelji percipiraju i poučavaju vještine 21. stoljeća ili ne opisuju te vještine kroz teorijsko-konceptualni i analitički okvir. Vještine 21. stoljeća su kompetencije poput kritičkoga mišljenja, rješavanja problema, kreativnosti, komunikacije, suradnje, inovativnosti, timskoga rada, donošenja odluka, vodstva, primjene znanja, usmjeravanja prema sebi i učenja kako učiti. Sve navedeno imanentne su značajke onoga što se u didaktici naziva inovativno učenje. Svrha je ovoga istraživanja ispitati može li se Upitnik o poučavanju vještina 21. stoljeća (Ravitz, Hixson, English i Mergendoller, 2012.) koristiti za generaliziranje podataka o poučavanju inovativnoga učenja u hrvatskom obrazovnom kontekstu. Cilj je validirati Upitnik razvijen na uzorku učitelja Sjedinjenih Američkih Država. Upitnik je validiran na uzorku skupine učitelja (N = 317) predmetne nastave (od 5. do 8. razreda) osnovne škole iz svih pet regija Republike Hrvatske, koji su ispunili Upitnik o poučavanju vještina 21. stoljeća. Statističkim postupcima (Cronbachov alfa, Pearsonov koeficijent korelacije, neovisni t-test uzorka, ANOVA i faktorska analiza) analizirali su se odnosi između inovativnoga učenja i sociodemografskih varijabli. Dobiveni su rezultati također dokazali konstrukcijsku i unutarnju valjanost i pouzdanost te primjenjivost Upitnika poučavanja vještina 21. stoljeća u hrvatskom obrazovnom kontekstu. |
| ***Ključne riječi*** |
| *hrvatski učitelji; poučavanje vještina 21. stoljeća; Upitnik za poučavanje vještina 21.stoljeća; validacija upitnika * |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Mirjana Stakić, Jelena Stamatović** *University in Kragujevac, Faculty of Education in Užice* |
| *mirjanastakic073@gmail.com, jstamatovic@pfu.kg.ac.rs* |
| **Education for personal and professional development** | **Number of the paper: 26** |
| **Abstract** |
| The teacher has a responsible societal role that implies professional expertise and desirable traits. In modern education, teachers are expected to possess professional competencies and expertise that represent a symbiosis of certain components, whereas the European Standards also imply their high competency and professionalism. The question of standardization of teaching competencies is part of the modern paradigm of professional development. Considering that, the paper critically examines the theoretical approach to teaching competencies, whereas the research part is focused on examining these values by students, future teachers. The sample comprised undergraduate students of the Faculty of Education in Užice. The scaling technique and an assessment scale developed for the purposes of this research were used. The results show which competencies are valued as priorities by future teachers, and which are valued the least. Prioritization or a poor evaluation of certain competencies can indicate a positive attitude and expectations of students in regard to them, and as such, be a good indicator of their development during studies, whereas less valued competencies can indicate ignorance about them, or an attitude that shows said competencies are not necessary for the teaching profession. The quality of evaluation of teaching competencies by the students-respondents is a significant starting point for the development of study programs. Pedagogical implications of this research can help improve study programs focused on the outcomes that support the development of competencies necessary for modern teachers. |
| ***Key words*** |
| *initial teacher education; teacher; teaching competencies; teacher professional development * |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Martina Gajšek, Tajana Ljubin Golub** *Faculty of Teacher Education, University of Zagreb* |
| *martina.gajsek@ufzg.hr, tajana.ljubingolub@ufzg.hr* |
| **Education for personal and professional development** | **Number of the paper: 27** |
| **Abstract** |
| Positive psychology in education recognises self-compassion as a factor that promotes students‘ stress resilience and well-being. Thus, it seems important to study factors that promote students’ self-compassion, especially among those who are preparing for stressful and demanding professions such as preschool teaching. Some studies link mindfulness and emotional intelligence (EI) with self-compassion development, but there is a lack of studies that examine the role of individual EI components in self-compassion as well as their mediating role in the relationship between mindfulness and self-compassion. Therefore, the first aim of this study was to examine the role of mindfulness and EI components in self-compassion. The second aim was to examine the mediating role of EI components in the relationship between mindfulness and self-compassion. 163 students of the Faculty of Teacher Education, University of Zagreb, studying early and preschool education, participated in the research (99% women, M = 25.79; SD = 6.38) by voluntarily and anonymously filling out the questionnaire. The questionnaire consisted of Mindful Attention Awareness Scale, Emotional Intelligence Scale and Self-Compassion Scale. Regression analysis showed that mindfulness and three of the four EI components (self-emotional appraisal, use of emotion and regulation of emotion) were significant predictors of self-compassion. Mediation analysis showed a partial mediation of mindfulness on self-compassion through the above mentioned three EI components as parallel mediators. The findings of this study serve as the basis for directing greater attention of the educational process into the development of mindfulness and EI in order to promote students‘ self-compassion and, consequently, their readiness for the demands of the profession. |
| ***Key words*** |
| *emotional intelligence; mindfulness; positive psychology; preschool teacher*s ** |
| ##### **Martina Gajšek, Tajana Ljubin Golub** *Faculty of Teacher Education, University of Zagreb* |
| *martina.gajsek@ufzg.hr, tajana.ljubingolub@ufzg.hr* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 27** |
| **Sažetak ** |
| U pozitivnoj psihologiji obrazovanja samosuosjećanje je prepoznato kao čimbenik u promociji otpornosti na stres i dobrobiti studenata. Stoga se čini bitnim istraživati faktore koji pospješuju razvoj samosuosjećanja studenata, posebice onih koji se pripremaju na stresne i zahtjevne pomagačke profesije kao što je odgojiteljska. Neka istraživanja povezuju usredotočenu svjesnost (US) i emocionalnu inteligenciju (EI) s razvojem samosuosjećanja, no nedostaju istraživanja koja bi ispitivala ulogu pojedinih komponenti EI u samosuosjećanju te medijacijsku ulogu EI u odnosu US i samosuosjećanja. Stoga, prvi cilj rada bio je ispitati ulogu US i komponenti EI u samosuosjećanju. Drugi cilj bio je ispitati medijacijsku ulogu komponenti EI u odnosu između US i samosuosjećanja. U istraživanju je sudjelovalo 163 studenata Učiteljskog fakulteta u Zagrebu, studija Ranog i predškolskog odgoja i obrazovanja (99 % žena, M = 25,79; SD = 6,38), koji su dobrovoljno i anonimno ispunili anketni upitnik. Upitnik se sastojao od Skale usredotočene svjesnosti, Skale emocionalne inteligencije i Skale samosuosjećanja. Regresijske analize pokazale su da su US te tri od četiri komponente EI (prepoznavanje vlastitih emocija, korištenje emocija za samomotivaciju i samoregulacija emocija) značajni prediktori u objašnjenju individualnih razlika varijance samosuosjećanja. Medijacijske analize pokazale su da postoji parcijalna medijacija US na samosuosjećanje preko navedene tri komponente EI kao paralelnih medijatora. Rezultati ovoga istraživanja služe kao osnova za usmjeravanje veće pažnje u odgojno-obrazovnom procesu na razvoj usredotočene svjesnosti i emocionalne inteligencije studenata u svrhu razvoja samosuosjećanja i posljedično bolje spremnosti na zahtjeve profesije. |
| ***Ključne riječi*** |
| *emocionalna inteligencija; usredotočena svjesnost; odgojitelji; pozitivna psihologija * |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Dean Cikovac, Mirko Lukaš** *Filozofski fakultet u Osijeku* |
| *dcikovac@ffos.hr* |
| **Education for personal and professional development** | **Number of the paper: 28** |
| **Abstract** |
| The paper examines pedagogical values as a foundation in the developmental shaping of the educational subject. In the narrower sense, values are not only thought of as desirable character traits that are shaped by education but in a broader sense, they are also determined as cultural and social constructs that condition the socialization context of educational activities. The axiological approach to the formation of educational values through hermeneutic discourse provides insight into their origin and immanent presence in education, thus actualizing the problems of permanent neglection of action as well as reflection on its value-determined foundations. Narrowly oriented intellectualism, technicism, scientism and positivism, which in the spirit of progressivism dominate contemporary pedagogical practice, ignore moralism, aestheticism, and spiritualism in the general sense, reducing humanism to utilitarianism, the ultimate purpose of which is presented as materialistic consumerism. Technological development permanently reflects on educational activity, directing the development course of the educational process faster than man can develop and take a critical attitude towards it. The educational process thus becomes permanently marked and affected by technological progress, the uncritical adoption of which hides the danger of its negative effects in the form of educational outcomes. The future of education is considered following the determination of its inherent values. Concluding thoughts are directed towards the implications and possible solutions of the crisis of education as determined by values. Clarification, as well as revitalization of pedagogical values is presented as an urgent need, but also a permanent imperative to preserve the integrity of educational science and practice, which are increasingly shaken by the liberal ideology of relativization, trivialization and marginalization of educational activities. |
| ***Key words*** |
| *axiology; shaping; pedagogy; upbringing; values* |
| ##### **Dean Cikovac, Mirko Lukaš** *Filozofski fakultet u Osijeku* |
| *dcikovac@ffos.hr* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 28** |
| **Sažetak ** |
| U radu se razmatraju pedagogijske vrijednosti kao temelj u razvojnom oblikovanju odgojnoga subjekta. Vrijednosti se u užem smislu ne promišljaju samo kao poželjne karakterne osobine koje se oblikuju odgojem, već se u širem smislu determiniraju i kao kulturno-društveni konstrukti kojima je uvjetovan i socijalizacijski kontekst odgojnoga djelovanja. Aksiološki pristup oblikovanju odgojnih vrijednosti hermeneutičkim diskursom pruža uvid u njihovo podrijetlo i imanentnu prisutnost u odgoju čime se aktualiziranja problematika trajne zanemarenosti djelovanja kao i promišljanja njegovih vrijednosno određenih temelja. Usko orijentirani intelektualizam, tehnicizam, scijentizam i pozitivizam koji u duhu progresivizma dominiraju suvremenom pedagoškom praskom zanemaruju moralizam, esteticizam, spiritualizam u općem smislu reducirajući humanizam na utilitarizam čija se krajnja svrha prezentira kao materijalistički konzumerizam. Tehnološki razvoj trajno se odražava na odgojno djelovanje usmjeravajući razvojni tijek odgojnoga procesa brže nego što je čovjek prema njemu u mogućnosti razviti i zauzeti kritički stav. Odgojni proces time postaje trajno obilježen i zahvaćen tehnološkim napretkom čije nekritičko usvajanje krije opasnost negativnih učinaka u vidu ishoda odgojnoga djelovanja. Budućnost odgoja razmatra se sukladno određenju vrijednosti koje su mu inherentne. Zaključne misli se usmjeravaju prema implikacijama i mogućim rješenjima odgojne kao vrijednosno određene krize. Klarifikacija kao i revitalizacija pedagogijskih vrijednosti prezentira se kao prijeka potreba, ali i trajni imperativ u svrhu očuvanja integriteta odgojne znanosti i prakse koje sve više bivaju poljuljane liberalnom ideologijom relativizacije, trivijalizacije i marginalizacije odgojnoga djelovanja. |
| ***Ključne riječi*** |
| *aksiologija; oblikovanje; odgoj; pedagogija; vrijednost*i ** |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Katarina Vanek1, Tomislav Topolovčan2** *1 Elementary school Brezovica, Zagreb* *2University of Zagreb, Faculty of Teacher Education* |
| *katarinavanek5@gmail.com, tomislav.topolovcan@ufzg.hr* |
| **Education for personal and professional development** | **Number of the paper: 29** |
| **Abstract** |
| This paper critically elaborates the role of artificial intelligence in lifelong learning using a hermeneutic, historical and theoretical-comparative methodological approach. The direction of the development of artificial intelligence inevitably brings changes in the consideration of learning, all the more so because the digital age expects the individual to master the latest technologies, which implies questioning the possibility of a possibly omniscient artificial intelligence becoming the backbone of modern learning and a dominant source of knowledge. Constructivist teaching established in reform pedagogy shifts the emphasis from instruction to processes of (lifelong) learning and individualized teaching. In the concept of lifelong learning, there is a visible shift towards the economization of education with an emphasis on a sustainable futures and techno-solutionist based on crisis situations and the absence of political debate, as well as a shift from the right to education to the duty of lifelong learning for the sake of the sustainability of employability. The emphasis is shifting from the formation of national to supranational educational policies based on standardized (inter)national external evaluations and evidence-based education, which has the repercussion of replacing educational theories with evaluation theories. It is justified to ask whether artificial intelligence reflects what is considered intelligence in the human sense, whether it has the potential to manage human knowledge, and whether it can be the way to end institutionalized education. In addition to educational benefit in the individualization of teaching, the role of artificial intelligence in this paper is discussed in the context of psychologization, standardization, economization, globalization and medicalization (research) of education and in the perspective of humanistic, emancipatory, democratic and creative essence of education. |
| ***Key words*** |
| *comparative education; curriculum; didactics; digital media; hermeneutics * |
| ##### **Katarina Vanek1, Tomislav Topolovčan2** *1 Elementary school Brezovica, Zagreb* *2University of Zagreb, Faculty of Teacher Education* |
| *katarinavanek5@gmail.com, tomislav.topolovcan@ufzg.hr* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 29** |
| **Sažetak ** |
| U radu je hermeneutičkim, povijesnim i teorijsko-komparativnim metodološkim pristupom kritički elaborirana uloga umjetne inteligencije u cjeloživotnom učenju. Smjer razvoja umjetne inteligencije neminovno donosi promjene u razmatranju učenja tim više jer digitalno doba od pojedinca očekuje ovladavanje najnovijim tehnologijama što implicira na propitivanje mogućnosti možebitno sveznajuće umjetne inteligencije da postane okosnica suvremenoga učenja i dominantan izvor znanja. Konstruktivistička nastava etablirana u reformnoj pedagogiji premješta naglasak s poučavanja na procese (cjeloživotnoga) učenja i individualiziranu nastavu. U konceptu cjeloživotnoga učenja vidljiv je pomak prema ekonomizaciji obrazovanja s naglaskom na održivu budućnost i tehnološka rješenja temeljenim na kriznim stanjima i izostanku političke rasprave te pomak s prava na obrazovanje na dužnost cjeloživotnoga učenja radi održivosti zapošljivosti. Premješta se naglasak s formiranja nacionalnih na nadnacionalne obrazovne politike temeljene na standardiziranim (inter)nacionalnim vanjskim vrednovanjima i obrazovanju temeljenom na dokazima što za reperkusiju ima supstituciju teorija obrazovanja teorijom evaluacije. Opravdano je zapitati se odražava li umjetna inteligencija ono što se u humanom smislu smatra inteligencijom, ima li potencijal za upravljanje ljudskim znanjima te može li ona biti put k prekidu institucionaliziranoga obrazovanja. Pored obrazovne dobrobiti u individualizaciji nastave, uloga umjetne inteligencije u radu je razmotrena u kontekstu psihologizacije, standardizacije, ekonomizacije, globalizacije i medikalizacije (istraživanja) obrazovanja te u perspektivi humanističke, emancipacijske, demokratske i kreativne esencije obrazovanja. |
| ***Ključne riječi*** |
| *didaktika; digitalni mediji; hermeneutika; komparativna pedagogija; kurikul * |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Maja Drvodelić, Vlatka Domović** *University of Zagreb, Faculty of Teacher Education* |
| *maja.drvodelic@ufzg.hr, vlatka.domovic@ufzg.hr* |
| **Education for personal and professional development** | **Number of the paper: 30** |
| **Abstract** |
| The aim of this research was to determine what are ECEC teachers’ professional aspirations at the end of their master study program. More specifically, what were the reasons for choosing an ECEC teaching profession, reasons for enrolment into master ECEC study, what are their aspirations concerning their ECEC teaching career, with special emphasis on their future career trajectory and what could be their reasons for attrition from the ECEC profession. In the climate of escalating teacher shortage, research attention has been given to pre-service teachers’ entry motivation and career development aspirations (Watt & Richardson, 2008; Hong et al. 2017). Identification of anticipated professional plans is crucial for offering differentiated initial teacher education (ITE) opportunities to support pre-service teacher development (Reeves & Lowenhaupt, 2016). The study was conducted with a mixed method paradigm (Creswell, 2014) through an on-line questionnaire. A sample consists of 100 students at the end of graduate ECEC study at University of Zagreb Faculty of Teacher Education. The findings show that the main reasons for choosing ECEC teaching profession are participants' intrinsic and altruistic reasons, social utility, and the sense of profession as a calling. The two main reasons for enrollment to master ECEC study are the desire for own proffesional development and higher salary. Three quarters of student are certain that they want to work in the ECEC profession after graduation. They see ECEC institutions founded by local government as most desirable place of employment. Almost half of the participants would like to establish their own private ECEC institution in the future and more than one third of students aspire to become ECEC institution principals. They would consider attrition from ECEC profession due to inadequate work conditions, low teacher status and negative work environment. |
| ***Key words*** |
| *early childhood education and care (ECEC); Initial teacher education (ITE); pre-service ECEC teacher; teacher career path* |
| ##### **Maja Drvodelić, Vlatka Domović** *University of Zagreb, Faculty of Teacher Education* |
| *maja.drvodelic@ufzg.hr, vlatka.domovic@ufzg.hr* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 30** |
| **Sažetak ** |
| Cilj ovog istraživanja bio je utvrditi koje su profesionalne aspiracije studenata Ranog i predškolskog odgoja i obrazovanja (RPOO) na kraju diplomskoga studija. Konkretnije, koji su bili studentski razlozi za odabir odgojiteljske profesije, razlozi za upis na diplomski studij RPOO, koje su njihove poslovne aspiracije s posebnim naglaskom na njihov budući karijerni put te, finalno, koji bi mogli biti razlozi njihova izlaska iz odgojiteljske profesije. U ozračju sve većeg nedostatka učitelja, istraživačka je pozornost posvećena učiteljskoj motivaciji za zapošljavanjem i težnjama za razvoj karijere (Watt i Richardson, 2008; Hong i sur. 2017). Identifikacija profesionalnih planova ključna je za pružanje mogućnosti diferenciranoga inicijalnog obrazovanja učitelja kojim se podržava njihov profesionalni razvoj (Reeves i Lowenhaupt, 2016.). U istraživanju je korištena kombinacija kvantitativne i kvalitativne metodologije (Creswell, 2014.). Istraživanje je provedeno putem online upitnika na uzorku od 100 studenata na završnoj godini diplomskoga studija RPOO na Učiteljskom fakultetu Sveučilišta u Zagrebu. Rezultati pokazuju da glavni razlozi za odabir odgojiteljske profesije proizlaze iz intrinzičnih i altruističnih motiva sudionika istraživanja, snažnoga osjećaja društvene korisnosti i osjećaja profesije kao poziva. Dva glavna razloga za upis diplomskoga studij RPOO su želja za vlastitim profesionalnim razvojem i veća plaća. Tri četvrtine studenata sigurno je da nakon diplome želi raditi u profesiji. Kao najpoželjnije radno mjesto vide ustanove RPOO čiji je osnivač jedinica lokalne samouprave. Gotovo polovica sudionika željela bi u budućnosti osnovati svoj privatni vrtić, a više od jedne trećine sudionika istraživanja žele postati ravnatelj ustanove za RPOO. Kao razloge koji bi mogli utjecati na njihov izlazak iz profesije sudionici navode neadekvatne radne uvjete, nizak odgojiteljski status i negativno radno okružje. |
| ***Ključne riječi*** |
| *inicijalno obrazovanje odgojitelja; karijerni put odgojitelja; rani i predškolski odgoj i obrazovanje (RPOO); studenti RPOO * |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Mirjana Beara Benjak1, Snježana Dubovicki2, Ivana Milojević3** *1 University in Kragujevac, Faculty of Philology & Art* *2*Faculty of Education, University Josip Juraj Strossmayer, Osijek *3*Metafuture |
| *mirjana.beara@gmail.com, sdubovicki@gmail.com, imilojev@gmail.com* |
| **Education for personal and professional development** | **Number of the paper: 31** |
| **Abstract** |
| Futures Studies is a discipline that explores potential, probable, and preferred futures, employing diverse and imaginative methodologies to do so. One such method is the Polak Game, a research tool used to assess both the essence of optimism/pessimism and the influence thereof, applied not only in Futures Studies but also across various fields including Education. This game, employing a 2x2 matrix to capture participants' perspectives on the future, has seen extensive use in these domains. Our study aimed to investigate how current university students of Philology and Education in Serbia and Croatia perceive the future of education. The methodology involved students completing an online questionnaire featuring the Polak Game, alongside open-ended questions regarding their metaphors for the future of education and their opinions on its current state. Additionally, students rated their desire to work as teachers in schools on a scale from 1 to 10. The sample comprised 204 students (122 from Serbia and 82 from Croatia). Results indicated a predominantly essence-pessimistic view of the educational future among Serbian students (81%), though less pronounced in the Croatian sample (54.9%). Conversely, the level of influence-optimism was similar in both groups (79.5% in Serbia, 74.4% in Croatia), suggesting that despite differing levels of essence-pessimism/optimism, students in both countries harbor an optimistic outlook regarding their own impact on the future of education. Notably, students from both Croatian and Serbian faculties of education expressed a strong desire to work in schools (scoring an average of 9 on a 1-10 scale), whereas Serbian philology students exhibited less enthusiasm (with an average score of 6). The metaphors chosen by students to characterize their views on the future of education were found to align with their respective optimism/pessimism paradigms and will be detailed in the presentation. |
| ***Key words*** |
| *educational futures; essence optimism/pessimism; influence optimism/pessimism; metaphors; Polak Game* |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Morana Koludrović** *Faculty of Humanities and Social Sciences, University of Split* |
| *morana@ffst.hr* |
| **Education for personal and professional development** | **Number of the paper: 32** |
| **Abstract** |
| Numerous authors have recognized the Work-based Learning model (WBL) as an integral part of the competency-based and student-oriented approach to education. It has been noted that WBL can help students at all levels to be more motivated, engaged and more satisfied with the teaching process resulting with more competent students in a personal and professional sense (Boud and Symes, 2000; Boud, Solomon and Symes, 2001; Raelin, 1997; 2008; Kis, 2016). At the same time, the literature points out that WBL reduces the shortcomings of content-oriented teaching and teachers (Boud and Symes, 2000; European Training Foundation, 2013; Lester and Costley, 2010; Sweet, 2013), as well as the fact that WBL is implemented in teaching process to enable the rapid adaptation of students to the labor market (Boud and Symes, 2000; Avis, 2002; Lester and Costley, 2010; Heyler, 2015; Riga Conclusions, 2015). In this paper, the features of WBL that contribute to the promotion of a student-centered approach and transformative learning are analyzed, and didactic guidelines for their effective application in teaching practice, for achieving positive climate and learning environment as well as the methods of self-evaluation and evaluation are proposed. A special emphasis is placed on the importance, role and methods of curriculum planning and programming, which is characterized by flexibility in curriculum creation and individualization of the learning process. Furthermore, the role of participants in WBL are analyzed with special emphasis on intergenerational learning. The importance of WBL in the development and improvement of professional and generic competences is analyzed with special emphasis on the competences of learning how to learn, innovation, responsibility, independence, creativity, and critical thinking. |
| ***Key words*** |
| *competency-based approach of education; quality of contemporary education; student -centered approach; Working – based Learning Model * |
| ##### **Morana Koludrović** *Faculty of Humanities and Social Sciences, University of Split* |
| *morana@ffst.hr* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 32** |
| **Sažetak ** |
| Brojni su autori prepoznali učenje temeljeno na radu (Work – based Learning Model) kao sastavni dio kompetencijskoga i na pojedinca usmjerenoga pristupa obrazovanju. Uočeno je da učenje temeljeno na radu može pomoći učenicima na svim razinama da budu motiviraniji, zadovoljniji nastavnim procesom i kompetentniji u osobnom i profesionalnom smislu (Boud i Symes, 2000; Boud, Solomon i Symes, 2001; Raelin, 1997, 2008; Kis, 2016). Istovremeno, u literaturi se ističe kako primjena učenja temeljenoga na radu umanjuje ili u potpunosti otklanja nedostatke nastave usmjerene na sadržaj i nastavnika (Boud i Symes, 2000; European Training Foundation, 2013; Lester i Costley, 2010; Sweet, 2013) te pridonosi bržem prilagođavanju ljudi tržištu rada (Boud i Symes, 2000; Avis, 2002; Lester i Costley, 2010; Heyler, 2015; Riga Conclusions, 2015). U ovom su radu analizirane značajke učenja temeljenoga na radu uključujući didaktičke smjernice za njihovu učinkovitu primjenu u praksi. Poseban naglasak je stavljen na važnost, ulogu i načine kurikulaskog planiranja i programiranja u procesu učenja temeljenog na radu koje karakterizira fleksibilnost u izradi kurikula i individualizacija procesa učenja. Nadalje, analizirana je uloga sudionika u procesu učenja temeljenog na radu s posebnim naglaskom na intergeneracijsko učenje te su ponuđene smjernice za postizanje kvalitetnoga ozračja i okružja za učenje, kao i proces, važnost i načini samovrednovanja i vrednovanja. Također, analizirana je uloga učenja temeljenoga na radu u razvijanju i usavršavanju profesionalnih i generičkih kompetencija s posebnim naglaskom na kompetencije učiti kako učiti, inovativnost, odgovornost, samostalnost, kreativnost i kritičko mišljenje. |
| ***Ključne riječi*** |
| *kompetencijski pristup obrazovanju; kvaliteta suvremenoga sustava odgoja i obrazovanja; učenje i poučavanje usmjereno na pojedinca; učenje temeljeno na radu * |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Ana Štambuk, Lea Skokandić\*, Marija Penava Šimac** *\*Pravni fakultet Sveučilišta u Zagrebu, Studijski centar socijalnog rada* |
| *lea.skokandic@gmail.com* |
| **Education for personal and professional development** | **Number of the paper: 33** |
| **Abstract** |
| The aim of the research was to examine how education in palliative care affects social work students’ attitudes toward death. The participants in this study were 159 social work students (with an average age of 24, range 22 to 33), participants of the elective course "Introduction to palliative care" at the Department of Social Work, Faculty of Law, University of Zagreb. A quasi-experimental research design was used to examine differences in attitudes toward death as measured by the Death Attitude Profile-Revised (DAP-R; Wong, Rekker & Gesser, 1994). Compared to students prior to the course, upon completion of the course students reported a significantly less expressed fear of death (t=2.91; p<.01), smaller avoidance of death (t=2.5; p<.05), greater acceptance death (t=-2.17; p<.05), and greater neutral acceptance of death (t=-1.97; p=.05). The difference between students before and after the course in accepting death by escape is not statistically significant (t=-1.22; p>.05). Based on the research results, it can be concluded that attending the course had a significant effect on changing attitudes towards death, which supports current knowledge about the possibility of influencing changes in attitudes according to theories of learning and contact, and the importance of the role of education in the professional and personal development of future experts. |
| ***Key words*** |
| *attitudes toward death; education; palliative care; social work students* |
| ##### **Ana Štambuk, Lea Skokandić\*, Marija Penava Šimac** *\*Pravni fakultet Sveučilišta u Zagrebu, Studijski centar socijalnog rada* |
| *lea.skokandic@gmail.com* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 33** |
| **Sažetak ** |
| Cilj istraživanja bio je ispitati kod studenata socijalnoga rada kako edukacija iz palijativne skrbi utječe na njihove stavove prema smrti. U istraživanju je sudjelovalo 159 studenata socijalnoga rada prosječne dobi 24 godine (raspon od 22 do 33 godine), polaznika izbornoga kolegija Uvod u palijativnu skrb na Studijskom centru socijalnog rada, Pravni fakultet Sveučilištu u Zagrebu. Kvazieksperimentalnim nacrtom ispitane su razlike u stavovima prema smrti mjerene Upitnikom stavova prema smrti (Death attitude profile-revised; DAP-R; Wong, Rekker i Gesser, 1994). U odnosu na stavove studenata prije edukacije, nakon edukacije studenti su izvijestili o značajno manje izraženom strahu od smrti (t = 2,91; p < ,01) i manjem izbjegavanju smrti (t = 2,5; p < ,05) te većem prihvaćanju smrti (t = -2,17; p < ,05) i većem neutralnom prihvaćanju smrti (t = -1,97; p = ,05). Razlika između studenata prije i nakon edukacije u prihvaćanju smrti bijegom, nije statistički značajna (t = -1,22; p > ,05). Temeljem rezultata istraživanja, može se zaključiti da je pohađanje edukacije imalo značajan učinak na promjenu stavova prema smrti što potkrepljuje dosadašnje spoznaje o mogućnosti utjecaja na promjenu stavova, prema teorijama učenja i kontakta te važnost uloge edukacije u profesionalnom i osobnom razvoju budućih stručnjaka. |
| ***Ključne riječi*** |
| *edukacija; palijativna skrb; stavovi prema smrti; studenti socijalnoga rada* |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Manuela Kušec\*, Goran Bobić** *\*Veleučilište Ivanić-Grad* |
| *manuela.kusec@gmail.com* |
| **Education for personal and professional development** | **Number of the paper: 34** |
| **Abstract** |
| The aim of this research was to examine the role and styles of humor (affiliative, self-enhancing, aggressive, and self-defeating) that are represented among students and teachers at the University of Applied Sciences Ivanić-Grad and to see if they depend on gender, age, subject area of the teacher and the selected study program. The research was conducted through an online questionnaire on a sample of 100 respondents (66 students and 34 teachers). The Humor Styles Questionnaire (HSQ) was used. Open-ended questions were also implemented in the questionnaire in order to determine their views on the role of humor in teaching. The results of the research show that the self-enhancing style of humor is the most prevalent among both teachers and students, while the self-defeating style of humor is the least prevalent. A comparison by gender and age shows that female students under the age of 20 use an aggressive style of humor significantly more than students in general. Also, a significant difference in the use of self-defeating style of humor was observed between teachers over 30 and students under 20, while there was no significant difference between the other groups. Teachers of professional subjects differ significantly in their use of self-enhancing, aggressive and self-defeating humor styles from teachers of social subjects. Differences in the use of affiliative style of humor between the mentioned groups were not determined. There is no significant difference in humor styles between the students of professional undergraduate studies in Nursing and Physiotherapy and professional graduate studies in Prosthetics, Orthotics and Robotics. The respondents agree that the use of positive humor in class creates a pleasant atmosphere and increases the motivation to learn. |
| ***Key words*** |
| *learning; motivation; opinions; sense of humor; teaching* |
| ##### **Manuela Kušec\*, Goran Bobić** *\*Veleučilište Ivanić-Grad* |
| *manuela.kusec@gmail.com* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 34** |
| **Sažetak ** |
| Cilj ovoga istraživanja bio je ispitati ulogu i stilove humora (afilijativni, samopomažući, agresivni i samoporažavajući) koji su zastupljeni među studentima i nastavnicima na Veleučilištu Ivanić-Grad te vidjeti ovise li o spolu, dobi, predmetnom području nastavnika i izabranom studijskom programu studenata. Istraživanje je provedeno putem online upitnika na uzorku od 100 ispitanika (66 studenata i 34 nastavnika). Korišten je Upitnik stilova humora (HSQ). U upitnik su bila implementirana i pitanja otvorenoga tipa kako bi se utvrdili njihovi stavovi o ulozi humora u nastavi. Rezultati istraživanja pokazuju kako je i kod nastavnika i kod studenata najzastupljeniji samopomažući, dok je najmanje zastupljen samoporažavajući stil humora. Usporedba po spolu i dobi pokazuje kako studentice mlađe od 20 godina značajno više koriste agresivni stil humora, za razliku od studenata općenito. Također, uočena je značajna razlika u korištenju samoporažavajućega stila humora između nastavnika starijih od 30 godina i studenata mlađih od 20, dok između ostalih grupa nema značajne razlike. Nastavnici stručnih predmeta značajno se razlikuju u korištenju samopomažućega, agresivnoga i samoporažavajućega stila humora od nastavnika društvenih predmeta. Razlike u korištenju afilijativnoga stila humora između navedenih grupa nisu utvrđene. Između studenata stručnih prijediplomskih studija Sestrinstva i Fizioterapije te stručnoga diplomskog studija Protetika, ortotika i robotika nema značajne razlike u stilovima humora. Ispitanici su suglasni kako upotreba pozitivnoga humora u nastavi stvara ugodnu atmosferu te povećava motivaciju za učenje. |
| ***Ključne riječi*** |
| *nastava; motivacija; smisao za humor; stavovi; učenje* |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Ema Petričević\*, Ines Hraste** *\*University of Zagreb, Faculty of Teacher Education* |
| *ema.petricevic@ufzg.hr* |
| **Education for personal and professional development** | **Number of the paper: 35** |
| **Abstract** |
| The success of learning in an online environment can be related to some characteristics of teaching and personality traits of the students. Therefore, two research questions were posed: 1. What are the advantages of instruction in an online environment from the point of view of students with different personality traits (extraversion/introversion and the need for cognition)? 2. What are the disadvantages of instruction in an online environment from the point of view of students with different personality traits (extraversion/introversion and the need for cognition)? The participants were 256 students from Zagreb and Zadar (79% female, average age: 25). Quantitative and qualitative methodology was used. The participants completed an online questionnaire that contained the Extraversion scale, the Need for Cognition Scale, and two open-ended questions about the advantages and disadvantages of instruction in an online environment. Based on the data from the personality scales, the participants were divided into four groups: 1. high introversion (n = 43), 2. high extraversion (n = 44), 3. low need for cognition (n = 37) and 4. high need for cognition (n = 42). The results of the thematic analysis within these groups showed that introverted students and students with a high need for cognition highlighted the independent organization of time and the availability of lecture recordings as advantages. Extraverted students highlighted fewer opportunities to participate in classes, to communicate with professors, and lack of direct contact as disadvantages. Students with a high need for cognition pointed out lower quality of instruction, less opportunity to discuss and communicate with professors as disadvantages, which resulted in lower engagement and motivation of these students. The results are in accordance with the theoretical framework and have practical implications in the context of teaching in an online environment. |
| ***Key words*** |
| *extraversion; introversion; need for cognition* |
| ##### **Ema Petričević\*, Ines Hraste** *\*University of Zagreb, Faculty of Teacher Education* |
| *ema.petricevic@ufzg.hr* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 35** |
| **Sažetak ** |
| Uspješnost učenja u online okružju može biti povezana s nekim karakteristikama nastave i osobinama ličnosti studenata. Stoga su postavljena dva istraživačka pitanja: 1. koje su prednosti i 2. koji su nedostatci nastave u online okružju sa stajališta studenata različitih osobina ličnosti (ekstraverzija/introverzija i potreba za spoznajom). U istraživanju je sudjelovalo 256 studenata iz Zagreba i Zadra (79 % studentice, prosječna dob: 25 godina). Korištena je kvantitativna i kvalitatativna metodologija. Sudionici su ispunili online upitnik koji je sadržavao podskalu ekstraverzije iz IPIP Junior S skale, Skalu potrebe za spoznajom i dva otvorena pitanja o prednostima i nedostatcima nastave u online okružju. Na temelju podataka iz skala ličnosti sudionici su podijeljeni u četiri skupine: 1. visoka introverzija (n = 43), 2. visoka ekstraverzija (n = 44), 3. niska potreba za spoznajom (n = 37) i 4. visoka potreba za spoznajom (n = 42). Unutar tih skupina analizirane su glavne teme u odgovorima o prednostima i nedostatcima nastave u online okružju. Rezultati tematske analize pokazali su da su introvertirani studenti i studenti s visokom potrebom za spoznajom kao prednosti istaknuli samostalnu organizaciju vremena i dostupnost snimki predavanja. Ekstravertirani studenti kao najveće nedostatke istaknuli su manje mogućnosti sudjelovanja u nastavi, slabiju mogućnost komunikacije s profesorima i nedostatak izravnoga kontakta. Studenti s visokom potrebom za spoznajom kao nedostatke istaknuli su nižu kvalitetu nastave, manju mogućnost raspravljanja i komunikacije s profesorima što kao posljedicu ima nižu uključenost i motivaciju ovih studenata. Rezutati su u skladu s teorijskim okvirom te imaju praktične implikacije u kontekstu poučavanja u online okružju. |
| ***Ključne riječi*** |
| *ekstraverzija; introverzija; potreba za spoznajom* |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Marinela Kermeci, Jasna Kudek Mirošević** *University of Zagreb, Faculty of Teacher Education* |
| *kermecimarinela@gmail.com, jasna.kudek@ufzg.hr* |
| **Education for personal and professional development** | **Number of the paper: 36** |
| **Abstract** |
| The fundamental right of every child is the right to quality nurturing and education. The process of growth and development of a child, its social development needs to be fostered in an environment where it feels safe and satisfied. This thesis emphasizes the importance of including children in vulnerable situations (poor children, children belonging to the Roma national minority, children with developmental disabilities, refugee and migrant children, children living in remote rural settlements and children growing up in unfavorable family circumstances) in the early and preschool nurturing and education, considering that the support attitudes of preschool teachers constitute one of the fundamental factors in the successful implementation of the inclusion process. Numerous factors contribute to the vulnerability of children, they are interrelated and interconditioned, arising as a result of the interaction of an array of individual and environmental factors that change in time. Participants in this research are a group of convenience sampled preschool teachers. The aim of this thesis is to research the opinions of preschool teachers regarding the provision of support to and effective interventions for children in vulnerable situations. For the purposes of this research, the Teacher's Readiness Questionnaire and support factors for successful preschool inclusion will be utilized (Skočić Mihić, 2011). In the context of the obtained results, the thesis aims to show which support factors from the perspective of preschool teachers are considered effective for the learning and the socialization of children in vulnerable situations. |
| ***Key words*** |
| *attitudes of preschool teachers; environment; rights of the child; successful preschool inclusion; vulnerability factors * |
| ##### **Marinela Kermeci, Jasna Kudek Mirošević** *University of Zagreb, Faculty of Teacher Education* |
| *kermecimarinela@gmail.com, jasna.kudek@ufzg.hr* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 36** |
| **Sažetak ** |
| Temeljno je pravo svakog djeteta pravo na kvalitetan odgoj i obrazovanje. Proces rasta i razvoja djeteta, njegov socijalni razvoj, potrebno je poticati u okružju u kojem se dijete osjeća sigurno i zadovoljno. U ovom radu naglašava se važnost uključivanja djece u ranjivim situacijama (siromašna djeca, djeca pripadnici romske nacionalne manjine, djeca s teškoćama u razvoju, djeca izbjeglice i migranti, djeca koja žive u udaljenim ruralnim naseljima i djeca koja odrastaju u nepovoljnim obiteljskim prilikama) u rani i predškolski odgoj i obrazovanje smatrajući pritom da su stavovi i pružanje podrške odgojitelja jedan od temeljnih čimbenika uspješnoga ostvarivanja procesa inkluzije. Brojni su čimbenici koji doprinose ranjivosti djece, međusobno su povezani i uvjetovani te nastaju kao rezultat interakcije niza individualnih i okolišnih čimbenika koji se mijenjaju tijekom vremena. Prigodna su skupina sudionika u istraživanju odgojitelji. Cilj je ovoga rada istražiti mišljenja odgojitelja o pružanju podrške djeci u ranjivim situacijama i o učinkovitim intervencijama u radu s tom djecom. Za potrebe istraživanja bit će upotrijebljen *Upitnik spremnosti odgajatelja i faktori podrške za uspješno predškolsko uključivanje* (Skočić Mihić, 2011). U kontekstu dobivenih rezultata, u radu se želi prikazati koji se faktori podrške iz perspektive odgojitelja smatraju učinkovitima za učenje i socijalizaciju djece u ranjivim situacijama. |
| ***Ključne riječi*** |
| *čimbenici ranjivosti; okružje; prava djeteta; stavovi odgojitelja; uspješno predškolsko uključivanje * |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Sani Ćavar, Siniša Kušić, Tonća Jukić** *Faculty of Humanities and Social Sciences, University of Split* |
| *scavar@ffst.hr, tjukic@ffst.hr* |
| **Education for personal and professional development** | **Number of the paper: 37** |
| **Abstract** |
| Social competence is highlighted as one of the most important competencies for living in the modern world. The aim of this study was to examine the frequency of teacher encouragement of social competence development in high school students through teaching strategies of individualization and socialization, and whether teachers differ in the frequency of encouraging social competence in students based on some of their sociodemographic characteristics. For the purposes of the research, the Scale of the frequency of implementation of teaching strategies to encourage social competence (modified Questionnaire for teachers, Blažević, 2015a) was applied, and the research was conducted on a sample of 355 high school teachers in the Split-Dalmatia County. The research results indicate that teachers frequently use both teaching strategies to promote the development of students' social competence in their teaching. When examining differences in promoting the development of students' social competence based on the type of school, subject area, and years of teaching experience, the type of school did not prove to be a statistically significant factor for the frequency of implementing either of the two teaching strategies, while the subject area and teachers' teaching experience proved significant only for the implementation of the teaching strategy of individualization. It was found that teachers of general education subjects more often implement the teaching strategy of individualization compared to teachers of vocational subjects, as well as teachers with up to 5 years of teaching compared to teachers with more than 30 years of teaching experience. The obtained results confirm the importance of students' social competence and are discussed in the context of contemporary high school education aimed at the development of students' competencies. |
| ***Key words*** |
| *holistic student development, teachers, teaching strategy of individualization, teaching strategy of socialization * |
| ##### **Sani Ćavar, Siniša Kušić, Tonća Jukić** *Faculty of Humanities and Social Sciences, University of Split* |
| *scavar@ffst.hr, tjukic@ffst.hr* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 37** |
| **Sažetak ** |
| Socijalna kompetencija ističe se kao jedna od najvažnijih kompetencija za život u suvremenome svijetu. Cilj ovoga rada bio je ispitati učestalost nastavničkoga poticanja razvoja socijalne kompetencije srednjoškolskih učenika kroz nastavne strategije individualizacije i socijalizacije te razlikuju li se nastavnici u učestalosti poticanja socijalne kompetencije učenika s obzirom na neka njihova sociodemografska obilježja. Za potrebe istraživanja primijenjena je Skala učestalosti provođenja nastavnih strategija za poticanje socijalne kompetencije (modificirani Upitnik za učitelje, Blažević, 2015a), a istraživanje je provedeno na uzorku od 355 srednjoškolskih nastavnika u Splitsko-dalmatinskoj županiji. Rezultati istraživanja upućuju na to da nastavnici u svojoj nastavi učestalo koriste obje nastavne strategije za poticanje razvoja socijalne kompetencije učenika. Prilikom ispitivanja razlika u poticanju razvoja socijalne kompetencije učenika s obzirom na vrstu škole, predmetno područje i godine radnoga iskustva u nastavi vrsta škole nije se pokazala statistički značajnim čimbenikom za učestalost ostvarivanja nijedne od dviju nastavnih strategija, dok su se predmetno područje i radno iskustvo nastavnika pokazali značajni samo za ostvarivanje nastavne strategije individualizacije. Pritom je utvrđeno da nastavnu strategiju individualizacije češće ostvaruju nastavnici općeobrazovnoga u odnosu na nastavnike strukovnoga predmetnog područja te nastavnici s do 5 godina radnoga iskustva u odnosu na nastavnike s više od 30 godina staža u nastavi. Dobiveni rezultati potvrđuju važnost socijalne kompetencije učenika te se o njima raspravlja u kontekstu suvremene srednjoškolske nastave usmjerene na razvoj kompetencija učenika. |
| ***Ključne riječi*** |
| *cjeloviti razvoj učenika; nastavnici; nastavna strategija individualizacije; nastavna strategija socijalizacije * |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Romana Holetić, Jelena Blašković Galeković** *University of Zagreb, Faculty of Teacher Education* |
| *romana.holetic@gmail.com, elena.blaskovic@ufzg.hr* |
| **Education for personal and professional development** | **Number of the paper: 38** |
| **Abstract** |
| The fundamental activity of the educational system is to influence the overall development of students. In addition to compulsory education, educational institutions enable organization of students' free time with extracurricular activities. The selection of extracurricular activities is guided by the individual interests of students in the context of the development of one's own potentials and desires. In the area of extracurricular activities, the school offers contents that will achieve goals and tasks that cannot be achieved in the regular course by listening to the students' interests. In the music education area, students have the opportunity to attend extracurricular activities, such as choral singing, playing in orchestras, folklore groups, instrumental groups, dance groups. On the other hand, there are extracurricular activities aimed at formal education in music schools and informal education in cultural and artistic societies, private lessons, pop-rock schools, different vocal or instrumental amateur ensembles. This paper deals with the research of students' involvement in additional music activities, whether they are carried out in school or out of school. The research was conducted in 2024, among students from fifth to eighth grade (N = 194). The research results show that 82.5 % students are happy to participate in Music classes at school, and they like listening to music (M = 4.13) and singing songs (M = 3.92) the most of all music content. At extracurricular activities, more than a third of students (35.6 %) spend time singing in a choir (16.5 %) or attend music school (12.4 %). Almost everyone attending additional music activities in or out of school, fully enjoys them. Of the students, 30.9% take private music instrument lessons, and 21.6% attend private music studios. Structuring free time, whether in or out of school, depends on how much school and social communities encourage such programs. Involvement of students in any form of additional music education based on choice contributes to the recognition of certain groups in the school, but also in the wider social community. The effect of participation in extracurricular activities is positive. If it is well structured, it can be concluded that it is important for the acquisition of students' competences according to their areas of interests, providing them with different experiences that contribute to their overall growth and development. |
| ***Key words*** |
| *extracurricular music activities; music class; primary education; students* |
| ##### **Romana Holetić, Jelena Blašković Galeković** *University of Zagreb, Faculty of Teacher Education* |
| *romana.holetic@gmail.com, elena.blaskovic@ufzg.hr* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 38** |
| **Sažetak ** |
| Temeljna je djelatnost odgojno-obrazovnoga sustava utjecaj na cjelokupni razvoj učenika. Osim obveznoga obrazovanja, obrazovne institucije omogućuju organizaciju slobodnoga vremena učenika izvannastavnim i izvanškolskim aktivnostima. Odabir izvannastavnih i izvanškolskih aktivnosti vođen je individualnim interesima učenika u kontekstu razvoja vlastitih potencijala i želja. U prostoru izvannastavnih aktivnosti škola nudi sadržaje kojima će se ostvarivati ciljevi i zadatci koje nije moguće ostvariti u redovnoj nastavi osluškujući pritom interese učenika. U području glazbenoga obrazovanja, učenici imaju mogućnost pohađati izvannastavne aktivnosti, poput zbornoga pjevanja, sviranja u orkestrima, folklorne grupe, instrumentalne grupe, plesne grupe. S druge strane postoje i izvanškolske aktivnosti koje su usmjerene formalnom obrazovanju u glazbenim školama i neformalnom obrazovanju u kulturno-umjetničkim društvima, privatnim podukama, pop-rock školama, različitim vokalnim ili instrumentalnim amaterskim sastavima. U radu je predstavljeno istraživanje o uključenosti učenika u dodatne glazbene aktivnosti bilo da se one provode u školi ili izvan nje. Istraživanje je provedeno 2024. godine, a sudjelovali su učenici od petog do osmog razreda (N = 194). Rezultati istraživanja pokazuju kako 82,5 % učenika rado sudjeluje u satima Glazbene kulture, a od glazbenih sadržaja koji se izvode na nastavi najviše im se sviđa slušanje glazbe (M = 4,13) i pjevanje pjesama (M = 3,92). Što se tiče izvanškolskih i izvannastavnih aktivnosti, više od trećine učenika (35,6 %) svoje slobodno vrijeme provodi pjevajući u zboru (16,5 %) ili pohađa glazbenu školu (12,4 %). Gotovo svi koji idu na dodatne glazbene sadržaje u školi ili izvan nje, uživaju u njima ili u potpunosti uživaju u njima. Privatnu pouku iz instrumenta prima 30,9 % učenika, a 21,6 % ih je pohađalo privatni glazbeni studio. Strukturiranje slobodnoga vremena, bilo u školi ili izvan nje, ovisi o tome koliko škole i društvene zajednice osnažuju takve programe. Uključivanje učenika u bilo koji oblik dodatnoga glazbenog obrazovanja prema vlastitom izboru pridonosi prepoznatljivosti određene skupine u školi, ali i široj društvenoj zajednici. Učinak je sudjelovanja u izvannastavnim i izvanškolskim aktivnostima pozitivan. Ako su kvalitetno strukturirane, može se zaključiti da su važne za stjecanja kompetencija učenika prema područjima njihova interesa pružajući im pritom različita iskustva koja pridonose njihovu cjelovitu rastu i razvoju. |
| ***Ključne riječi*** |
| *glazbeno obrazovanje; izvannastavne glazbene aktivnosti; izvanškolske glazbene aktivnosti; primarno obrazovanje; učenici * |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Božica Jurinec, Monika Pažur** *University of Zagreb, Faculty of Teacher Education* |
| *rbroginic@gmail.com, monika.pazur@ufzg.hr* |
| **Education for personal and professional development** | **Number of the paper: 39** |
| **Abstract** |
| Within the framework of the conducted research, the relationship between working conditions, the reputation of the teaching profession and the job satisfaction of vocational teachers in healthcare was examined. The research is based on previous theories in this field that point to the connection between job satisfaction and working conditions and the reputation of the teaching profession. Given that existing research in Croatia does not explicitly deal with the job satisfaction of vocational teachers in healthcare, the research goal is to examine the job satisfaction of vocational teachers in healthcare employed in secondary schools for nurses and secondary schools that educate different health profiles, and to examine the relationship between job satisfaction of vocational teachers teachers employed in schools that educate nurses and in schools that educate different health profiles with working conditions and the perception of the reputation of the teaching profession. The research was carried out using a quantitative methodology, using a survey questionnaire intended for teachers of the health group of subjects who are employed in secondary schools that carry out the education of general care nurses/general care medical technicians. The questionnaire contained an instrument for measuring job satisfaction (taken from Ho and Au, 2006), an instrument for assessing working conditions (made for research purposes) and an instrument for measuring the perception of the reputation of the teaching profession (made for research purposes). 125 healthcare teachers from the Republic of Croatia participated in the research. |
| ***Key words*** |
| *job satisfaction; professional teachers; reputation; working conditions * |
| ##### **Božica Jurinec, Monika Pažur** *University of Zagreb, Faculty of Teacher Education* |
| *rbroginic@gmail.com, monika.pazur@ufzg.hr* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 39** |
| **Sažetak ** |
| U okviru provedenoga istraživanja ispitan je odnos između uvjeta rada, ugleda nastavničke profesije i zadovoljstva poslom strukovnih nastavnika u zdravstvu. Istraživanje se temelji na dosadašnjim teorijama u ovom području koje upućuju na povezanost zadovoljstvom posla s uvjetima rada i ugledom nastavničke profesije. S obzirom da se postojeća istraživanja u Hrvatskoj ne bave eksplicitno zadovoljstvom posla strukovnih nastavnika u zdravstvu, istraživački je cilj ispitati zadovoljstvo poslom strukovnih nastavnika zaposlenih u srednjim školama za medicinske sestre i srednjim školama koje obrazuju različite zdravstvene profile te ispitati povezanost između zadovoljstva poslom strukovnih nastavnika zaposlenih u školama koje obrazuju medicinske sestre i u školama koje obrazuju različite zdravstvene profile s uvjetima rada i percepcijom ugleda nastavničke profesije. Istraživanje se provelo kvantitativnom metodologijom, pomoću anketnoga upitnika namijenjenoga nastavnicima zdravstvene skupine predmeta koji su zaposleni u srednjima školama koje provode obrazovanje medicinskih sestara opće njege/medicinskih tehničara opće njege. Upitnik je sadržavao Instrument za mjerenje zadovoljstva poslom (preuzet od Ho i Au, 2006.), instrument za procjenu uvjeta rada (izrađen za potrebe istraživanja) i instrument za mjerenje percepcije ugleda nastavničke profesije (izrađen za potrebe istraživanja). U istraživanju je sudjelovalo 125 nastavnika zdravstvene njege iz Republike Hrvatske. |
| ***Ključne riječi*** |
| *strukovni nastavnici; ugled; uvjeti rada; zadovoljstvo poslom * |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Marzia Luzzini1, Ivana Milković2, Esther Luisa Nieto Moreno de Diezmas3 Sandra Reami4,** *1 University of Sacred Heart in Milan* *2University of Zagreb, faculty of Teacher Education* *3University of Castilla-La Mancha, Faculty of Education* *1 University of Bologna* |
| *Marzia.Luzzini@unicatt.it, ivana.milkovic@ufzg.hr, esther.nieto@uclm.es, sandra.reami@unibo.it* |
| **Education for personal and professional development** | **Number of the paper: 39** |
| **Abstract** |
| eTwinning as part of the European School Education Platform (ESEP) offers a safe platform for international collaboration on educational projects. Since research in pre-primary, primary and secondary educational settings proved many benefits for both teachers and pupils who participated in eTwinning projects, eTwinning has gained momentum in the initial teacher education as an opportunity to better prepare future teachers for the life and work in the 21st century. eTwinning in initial teacher education has been used for personal and professional development of future teachers and as a possible support for the development of key competences, including autonomy, creativity, collaboration, and entrepreneurship. The participation in eTwinning projects provides the opportunity to promote project-based teaching and learning, inter-/multi-disciplinary work, and to develop linguistic and digital competences. eTwinning offers the perfect environment for European openness and internationalization, which promotes intercultural competences and, at the same time, the development of professional skills, useful for future teachers. This paper presents the results of a survey conducted among students of three European countries (Italy, Spain, and Croatia) who participated in an eTwinning project. The study aims to compare the student teachers’ opinions on personal and professional benefits of eTwinning with respect to their country of studies. The key findings of this study indicate the personal and professional benefits of using eTwinning as an educational tool in the education of future teachers and point out areas for possible improvements. |
| ***Key words*** |
| *eTwinning; initial teacher education; personal and professional benefits* |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Melita Ivankovic, Mara Plaza Leutar** *Ministry of Science and Education* |
| *melitaivankovic8@gmail.com, mara.plazaleutar@gmail.com* |
| **Education for personal and professional development** | **Number of the paper: 41** |
| **Abstract** |
| Accelerated digitalizition in modern society in recent years has had a significant impact on the change in the professional competences of teachers, from didactic, collaborative to organizational. All these transformations also require the improvement of educational competencies. In addition to the education of students, there are more and more educational challenges that need to be answered. The aim of this work was to investigate teachers' attitudes about educational challenges in school (and thus the necessary pedagogical competences). 250 subject teachers in the Republic of Croatia participated in the online survey. The questionnaire Teacher's Attitudes on Educational Challenges at School (Plaza Leutar and Ivanković, 2024) yielded interesting results showed the neglected educational dimension in modern schools, and at the same time a great need for preventive and educational work with children and young people within the framework of educational process. The results point to the urgent need to direct students to critical judegment and take personal positions, empower them in dealing with the phenomena of materialistic-technological society and train them for responsible and meaningful living in a society of degraded humanity. Also, the results showed that the partnership between school, family and community is becoming even more important due to the increasing complexity of education. Related to this, there is a need to modernize of teacher's competences with an emphasis on educational components in terms of the ability to respond to the school's educational requirements. |
| ***Key words*** |
| *educational challenges in school; pedagogical competence of teachers * |
| ##### **Melita Ivankovic, Mara Plaza Leutar** *Ministry of Science and Education* |
| *melitaivankovic8@gmail.com, mara.plazaleutar@gmail.com* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 41** |
| **Sažetak ** |
| Ubrzana digitalizacija i nesigurnost u suvremenom društvu posljednjih godina značajno je utjecalo na promjenu profesionalnih kompetencija učitelja, od didaktičkih preko suradničkih pa sve do organizacijskih. Sve te transformacije na značajan i inovativan način oblikuju učitelja, zahtijevajući da osim kompetencija razvije i veću fleksibilnost i prilagodljivost kako bi odgovarali na izazove vlastite profesije i potrebe učenika. Osim obrazovanja učenika, sve je više odgojnih izazova na koje je potrebno odgovoriti. Cilj ovoga rada bio je istražiti stavove učitelja o odgojnim izazovima u školi (a time i potrebnim pedagoškim kompetencijama). U *online* istraživanju sudjelovalo je 250 učitelja predmetne nastave u Republici Hrvatskoj. Upitnikom *Stavovi učitelja o odgojnim izazovima u školi* (Ivanković i Plaza Leutar, 2024) došlo se do zanimljivih rezultata koji su pokazali zanemarenu odgojnu dimenziju u suvremenoj školi, a u isto vrijeme veliku potrebu za preventivno-odgojnim radom s djecom u mladima u okviru odgojno-obrazovnoga procesa. Rezultati upućuju na goruću potrebu usmjeravanje učenika na kritičko prosuđivanje i zauzimanje osobnih stavova, osnaživanje u suočavanju s fenomenima materijalističko-tehnološkoga društva i osposobljavanje za odgovorno i smisleno življenje u društvu degradirane ljudskosti. Također, rezultati su pokazali da partnerstvo između škole, obitelji i zajednice postaje još važnije zbog sve veće kompleksnosti odgoja. S tim povezano, nameće se nužnost osuvremeniti kompetencije učitelja s naglaskom na odgojne komponentne u smislu mogućnosti odgovora na odgojne zahtjeve škole. |
| ***Ključne riječi*** |
| *odgojni izazovi u školi; pedagoške kompetencije učitelja * |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Klara Bahtić, Mihaela Žigmond** *Dječji vrtić Prečko* |
| *klara.bahtic@gmail.com, mihaela\_muzenjak@yahoo.com* |
| **Education for personal and professional development** | **Number of the paper: 42** |
| **Abstract** |
| In the ongoing action research, the focus is on increasing the digital competences of preschool teachers, one of the key competences of lifelong learning according to the recommendations of the European Commission (General Directorate of the EU for Education, Youth, Sports and Culture, 2019). Recognizing the central role of digital tools in modern pedagogy, the research aims to raise the level of digital competences of educators within the institution and respond to their specific needs by encouraging their expertise in the effective use of digital tools and resources. Recognizing the transformative potential of technology in education (Ali, 2023), there is an urgent need to empower educators with the necessary skills and knowledge. Therefore, this action research seeks to bridge the gap between the current competences of preschool teachers and the requirements of the modern educational environment. For the purposes of the research, a combination of qualitative and quantitative research methods was used. The initial assessment of the situation in the institution required educators to self-assess their digital competences. For the purposes of the research, a questionnaire was created and administered to 24 educators. The results of the initial assessment showed that almost half of the respondents do not consider themselves digitally competent, and as many as 71% of them feel the need for training in the areas of information literacy, communication and collaboration, and the creation of digital content. In order to achieve progress in the mentioned areas, this research implemented IT workshops carried out with teachers who expressed their desire and need for it. At the end of the workshops, data will be collected using the focus group method. The final results will be presented at the STOO 4 conference. |
| ***Key words*** |
| *ICT; kindergarten; lifelong learning competence, professional development* |
| ##### **Klara Bahtić, Mihaela Žigmond** *Dječji vrtić Prečko* |
| *klara.bahtic@gmail.com, mihaela\_muzenjak@yahoo.com* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 42** |
| **Sažetak ** |
| U akcijskom istraživanju koje je u tijeku, fokus je na povećanju digitalnih kompetencija odgojitelja, jednoj od ključnih kompetencija cjeloživotnoga učenja po preporukama Europske komisije (Glavna uprava EU za obrazovanje, mlade, sport i kulturu, 2019). Prepoznajući središnju ulogu digitalnih alata u modernoj pedagogiji, istraživanje ima za cilj podići razinu digitalnih kompetencija odgojitelja unutar ustanove i odgovoriti na njihove specifične potrebe potičući njihovu stručnost u učinkovitom korištenju digitalnih alata i resursa. Priznajući transformativan potencijal tehnologije u obrazovanju (Ali, 2023), javlja se hitna potreba za osnaživanjem edukatora s potrebnim vještinama i znanjem. Stoga, ovo akcijsko istraživanje nastoji premostiti jaz između trenutačnih kompetencija odgojitelja i zahtjeva suvremenoga obrazovnog okružja. Za potrebe istraživanja korištena je kombinacija kvalitativne i kvantitativne istraživačke metode. Za inicijalnu procjenu stanja u ustanovi, odgojitelji su samoprocjenili svoje digitalne kompetencije. Za potrebe istraživanja napravljen je upitnik u kojem su sudjelovala 24 odgojitelja. Rezultati inicijalne procjene pokazali su kako se gotovo polovica ispitanika ne smatra digitalno kompetentnima, a njih čak 71 % osjeća potrebu za usavršavanjem na područjima informacijske pismenosti, komunikacije i suradnje te stvaranja digitalnih sadržaja. Kako bi ostvarili napredak u navedenim područjima, u ovom istraživanju organizirana je i u tijeku je provedba informatičkih radionica s odgojiteljima koji su za to izrazili želju i potrebu. Završetkom radionica, podatci će biti prikupljeni metodom fokus grupa. Zaključni rezultati bit će izneseni na STOO 4 konferenciji. |
| ***Ključne riječi*** |
| *IKT; kompetencija cjeloživotnog učenja; dječji vrtić; profesionalno usavršavanje* |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Nataša Milan Nikolić, Đurđa Siniša Maksimović** Pedagoški fakultet u Užicu Univerziteta u Kragujevcu, Srbija |
| *natasa.nikolic0604@gmail.com, petrovicdjurdja7@gmail.com* |
| **Education for personal and professional development** | **Number of the paper: 43** |
| **Abstract** |
| Creativity is considered one of the most important competences in the 21st century, and it is necessary to nurture and encourage it, especially among preschool children. How creativity is perceived by those who work with children is very important, considering that these subjective attitudes and ideas influence actions directed towards children and their creativity. The problem of this research is the question of how future preschool teachers, preschool teacher majors, experience creativity. The aim of this work is to examine, analyze and interpret their experience of creativity and its expression. The research is qualitative, and the focus group method was used with students of the Faculty of Education in Užice. The transcripts of the answers were the basis for categorizing and grouping the answers to individual questions and their content analysis, as well as connecting them with certain theoretical models of creativity. The results of the research show that students highly value creativity as a competence. It also shows that it is necessary for students who will work in preschool institutions to develop implicit theories, attitudes, and ideas that imply that creativity can be viewed from multiple angles (multidimensional), and especially process perspectives of creativity that indicate that creativity can be developed in every child. Furthermore, the need for personal development of creativity through various hobbies is emphasized, which can directly or indirectly affect the work of preschool teachers, considering that they are also expected to be creative and as such provide an example to the children they work with. |
| ***Key words*** |
| *creativity; experience of creativity; faculty; future preschool teachers* |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Slavica Šimić Šašić** *University of Zadar* |
| *ssimic@unizd.hr* |
| **Education for personal and professional development** | **Number of the paper: 44** |
| **Abstract** |
| Self-regulated learning (SRU) has a key impact on academic achievement and learning effectiveness. Teaching students how to self-regulate their learning and engaging in work in a stimulating environment improves their performance. The authors believe that self-regulated learning has a mediating influence in the relationship between teaching and school success. We also know gender differences in self-regulation of learning. Therefore, the aim of this research was to examine the relationship between teachers' encouragement of self-regulated learning and school success of students, and to examine the mediating role of proactive self-regulation strategies in this relationship, as well as the moderating role of gender in the relationship between self-regulation of learning and school success. The research was conducted on a sample of 2154 primary and secondary school students, who assessed the teacher's encouragement of SRU and their self-regulatory strategies during class and school performance. The paper analyzes the relationships between encouraging SRU and school success, as well as the mediating effects of proactive self-regulation strategies and the moderating effect of gender. |
| ***Key words*** |
| *mediation; moderation; teacher encouragement of SRU; proactive self-regulation strategies; gender; school achievement* |
| ##### **Slavica Šimić Šašić** *University of Zadar* |
| *ssimic@unizd.hr* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 44** |
| **Sažetak ** |
| Samoregulirano učenje (SRU) ima ključni utjecaj na akademsko postignuće i učinkovitost učenja. Poučavanje učenika kako da sami reguliraju svoje učenje te uključenost u rad u poticajnom okružju poboljšava njihov učinak. Autori smatraju da samoregulirano učenje ima medijacijski utjecaj u odnosu između poučavanja i školskoga uspjeha. Također su nam poznate spolne razlike u samoregulaciji učenja. Stoga je cilj ovoga istraživanja bio ispitati odnos između nastavničkoga poticanja samoreguliranoga učenja i školskoga uspjeha učenika te ispitati medijacijsku ulogu proaktivnih strategija samoregulacije u tom odnosu, kao i moderacijsku spola u odnosu između samoregulacije učenja i školskoga uspjeha. Istraživanje je provedeno na uzorku od 2154 učenika osnovnih i srednjih škola, koji su procijenili nastavničko poticanje SRU i svoje samoreglacijske strategije tijekom nastave i školski uspjeh. U radu se analiziraju odnosi između poticanje SRU i školskoga uspjeha kao i medijacijski efekti proaktivnih strategija samoregulacije te moderacijski efekt spola. |
| ***Ključne riječi*** |
| *medijacija; moderacija; nastavničko poticanje SRU; proaktivne strategije samoregulacije; spol; školski uspjeh * |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Koraljka Modić Stanke, Valentina Ružić\*, Tena Velki** *University of Zagreb, Faculty of Law, Social Work Study Centre* |
| *vruzic12@gmail.com* |
| **Education for personal and professional development** | **Number of the paper: 45** |
| **Abstract** |
| Interpretation of the behavior of others and reactions to it depend on the perception of the cause, which can be challenging in a professional context. The goal of research was to investigate the influence of (scarce) information about the family context and usual behavior of the child and parents on the perception of the causes and frequency of undesirable child behaviors, as well as the emotional, cognitive, and behavioral reaction of (future) preschool teachers. Participants in this quasi-experimental study were 176 graduate students of early and preschool education (age between 20 and 44 years). For the purposes of the research vignettes were made describing age and the child's undesirable behavior, implying a parenting style (authoritative or permissive) and describing one of four family contexts that are assumed to elicit lower (a child in a biological family or in an adoptive family from a young age, with married parents) or a higher level of acute stress (a child in a biological family with divorced parents or in an adoptive family from an older age). Results show that assessments of responsibility and the ability to control the child's behavior are significantly lower for the children than for parents, and that they depend on the implied parenting style and family context. Undesirable behaviors of the child are assessed as more common when parents have permissive style. Emotions towards the described children and parents depend on the family context with overall more anger towards the parents, and more regret and compassion towards the child. The results imply the importance of the family context and perception of the causes (external/internal), stability and the possibility of controlling behavior, in accordance with the propositions of the attribution theory. |
| ***Key words*** |
| *anger; attributions; compassion; control of behavior; family context * |
| ##### **Koraljka Modić Stanke, Valentina Ružić\*, Tena Velki** *University of Zagreb, Faculty of Law, Social Work Study Centre* |
| *vruzic12@gmail.com* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 45** |
| **Sažetak ** |
| Interpretacije i reakcije na ponašanja drugih ovise o percepciji uzroka ponašanja, što može predstavljati izazov u profesionalnom kontekstu. Cilj istraživanja bio je istražiti utjecaj (šturih) informacija o obiteljskom kontekstu i uobičajenom ponašanju djeteta i roditelja na percepciju uzroka i čestine nepoželjnih ponašanja djeteta te emocionalnu, kognitivnu i bihevioralnu reakciju (budućih) odgojitelja na njih. U kvazieksperimentalnom istraživanju sudjelovalo je 176 studentica diplomskoga studija Ranoga i predškolskoga odgoja i obrazovanja (dob između 20 i 44 godine). Za potrebe istraživanja sastavljene su vinjete koje povrh dobi i opisa nepoželjnoga ponašanja djeteta, impliciraju roditeljski stil (autoritativni ili permisivni) te variraju četiri obiteljska konteksta za koje se pretpostavlja da sugeriraju nižu (dijete u biološkoj obitelji ili posvojiteljskoj obitelji od male dobi s roditeljima u braku) i višu razinu akutnoga stresa (dijete u biološkoj obitelji s razvedenim roditeljima ili dijete u posvojiteljskoj obitelji od starije dobi). Dobiveni rezultati pokazuju da su procjene odgovornosti i mogućnosti kontrole djetetova ponašanja značajno niže za dijete nego za roditelje te da su ovisne o impliciranom roditeljskom stilu i obiteljskom kontekstu. Nepoželjna djetetova ponašanja odgojitelji procjenjuju češćim kod permisivnoga roditeljskog stila. Emocije prema opisanoj djeci i roditeljima ovise o obiteljskom kontekstu s općenito više ljutnje usmjerene prema roditeljima, a više žaljenja i suosjećanja prema djetetu. Rezultati upućuju na važnost obiteljskoga konteksta i procjene uzroka ponašanja (vanjskoga/unutarnjega), stabilnosti i mogućnost kontrole ponašanja, u skladu s postavkama teorije atribucije. |
| ***Ključne riječi*** |
| *atribucije; kontrola ponašanja; ljutnja; obiteljski kontekst; suosjećanje * |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Danijela Jurac1, Bogdanka Conjar2** *1Osnovna škola Banija, 2Osnovna škola Grabrik* |
| *danijela.jurac1@skole.hr* |
| **Education for personal and professional development** | **Number of the paper: 46** |
| **Abstract** |
| Through participating in this workshop participants will learn how to use a new method of working with literature to increase the motivation of their students to read. Using drama methods, we develop communication abilities, empathy, enable immersion in various characters, becoming aware of the importance of reading. Participants actively go through the whole process, freely express themselves and release their own creative potentials, develop creativity and enriche the expression skills. Immersion in certain roles and situations with movement and words enables the realization of educational and functional tasks. The participants will master concrete drama procedures and drama games that they can apply in their class activities in various ways. Dramatization is a form of knowing oneself and the world, and by mastering drama techniques, the teacher becomes more successful organizer of activities. |
| ***Key words*** |
| drama methods; learning through experience; learning through movement |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Daliborka Pašić** *University of Zagreb* |
| *daliborka.pasic@gmail.com* |
| **Education for personal and professional development** | **Number of the paper: 47** |
| **Abstract** |
| Rapport is a positive interpersonal construct that can be applied to educational environments (Spencer-Oatey, 2015) and viewed as “a close and interactive relationship built on trust, shared control, and engagement in activities aimed at enhancing skills, abilities, or knowledge…” (Wright et al., 2016, p. 1). Does a relationship that could be interpreted as rapport exist between students and teachers in art academies? If so, does it play a role in supporting students' intrinsic motivation through perceived autonomy support and perceived competence from self-determination theory? A quantitative research was conducted using an online survey questionnaire. A total of 316 responses were collected from students of public art academies in the Republic of Croatia. The questionnaire comprised of three adapted instruments. For investigating rapport, the Professor-Student Rapport Scale (Wilson & Ryan, 2013) was utilized, consisting of two dimensions: student engagement and perception of teacher. The Learning Climate Questionnaire (Black & Deci, 2000) was employed to assess perceived autonomy support, while the Perceived Competence Scale (Williams & Deci, 1996) was used to measure perceived competence. Demographic data of the students were also collected. The research confirmed that the nature of the relationship between teachers and students in art academies can be characterized as rapport. The results indicate that such a relationship is also one in which students find good autonomy support and experience a sense of competence, which is associated with student persistence, motivation for learning, and positive academic outcomes. However, no association was found between the level of study and higher rapport. |
| ***Key words*** |
| *art education; higher education; Self-Determination Theory; student-teacher relationship* |
| ##### **Daliborka Pašić** *University of Zagreb* |
| *daliborka.pasic@gmail.com* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 47** |
| **Sažetak ** |
| Rapport je pozitivan interpersonalni konstrukt koji se može primijeniti na obrazovno okružje (Spencer-Oatey, 2015) i promatrati „kao blizak i interaktivan odnos izgrađen na povjerenju, dijeljenoj kontroli i angažmanu u aktivnostima koje imaju za cilj unapređenje vještina, sposobnosti ili znanja…“ (Wright i sur., 2016 str. 1). Postoji li na umjetničkim akademijama takav odnos studenata i nastavnika koji bismo mogli očitati kao rapport? Ako postoji, ima li ulogu u podršci intrinzičnoj motivaciji studenata pomoću percipirane podrške autonomiji i doživljaja kompetentnosti iz teorije samoodređenja? Provedeno je kvantitativno istraživanje putem online anketnog upitnika. Prikupljeno je 316 odgovora studenata javnih umjetničkih akademija u Republici Hrvatskoj. Upitnik je sastavljen od 3 gotova, prevedena i prilagođena instrumenta. Za istraživanje rapporta korišten je Professor–Student Rapport Scale (Wilson i Ryan, 2013), upitnik koji se sastoji od dvije dimenzije: angažman studenata i doživljaj nastavnika. Za ispitivanje percipirane podrške autonomiji korišten je Learning climate questionnaire (Black i Deci, 2000), a za doživljaj kompetentnosti Perceived Competence Scale (Williams i Deci, 1996). Prikupljeni su i demografski podatci studenata. Istraživanjem je potvrđeno da je priroda odnosa nastavnika i studenata na umjetničkim akademijama takva da ju možemo okarakterizirati kao rapport. Rezultati pokazuju da je takav odnos ujedno i onaj u kojemu studenti pronalaze dobru podršku autonomiji i doživljavaju osjećaj kompetentnosti, a što je povezano sa studentskom ustrajnošću, motivacijom za učenje i pozitivnim ishodima na studiju. Nije dokazana povezanost razine studija s višim rapportom kao ni s višom procjenom autonomije i kompetentnosti. |
| ***Ključne riječi*** |
| odnos student-nastavnik; visoko obrazovanje; teorija samodređenja; umjetničko obrazovanje |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Jadranka Runcheva1, Kiril Barbareev1, Yumi Takahaski2** *1Osnovna škola Banija, 1Goce Delcev University* *2Anthropology, and International Development Program, American University of Central Asia* |
| *jadranka0709@gmail.com, kiril.barbareev@ugd.edu.mk, takahashi\_y@auca.kg* |
| **Education for personal and professional development** | **Number of the paper: 48** |
| **Abstract** |
| The educational system in Japan is often regarded as successful and as a good example for others for several reasons: strong emphasis on discipline and respect, teacher quality and training, well-defined educational goals, strong support system, cultural factors. This was more than enough reason (for the Macedonian educational context) to explore the educational system in Japan in several segments. In the paper, we give an overview of the educational system in Japan from pre-school to higher education, while our focus is on preschool education and primary education. In parallel with the presentation of the situation in Japan, we also present the situation in Macedonia. Our attention in the educational segments is focused on the education and organization aspects. The differences between these two countries are big, naturally each of them is developing in a direction conditioned by the historical past, culture, economic power, but the desire for continuous improvement and strengthening needs to exist. Good educational practices and successes are an important roadmap showing the direction in which we should move and improve. es more successful organizer of activities. |
| ***Key words*** |
| *good practices, Japan, Macedonia, preschool education, primary school education* |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Gordana Čosić** *OŠ Dragutina Domjanića* |
| *gordana.cosic1@skole.hr* |
| **Education for personal and professional development** | **Number of the paper: 49** |
| **Abstract** |
| Communication literacy, which includes reading literacy, is the fundamental outcome of teaching the Croatian language in primary school, but also an important component in the learning of all subjects. Students must be able to read the textbook text, understand it, adopt it and successfully apply the acquired knowledge at the level of outcomes set in a certain period of schooling, within a certain subject area. The paper examines the attitudes of elementary school students about the textbooks they learn from and questions the understanding of textbook texts starting from examining the extent to which students understand the meaning of words in textbook texts, and whether there is a connection between understanding the meaning of words and understanding the complete text. The paper investigates whether text difficulty affects the students’ attitude towards the subject and the students’ success in the subject. Furthermore, it examines the connection between students' attitudes towards the Croatian standard language and the understanding of textbook texts. In the theoretical part, the work starts from vertical multilingualism in the mother tongue (Pavličević-Franić, 2011) and connects the acquisition and learning of the Croatian language (Aladrović Slovaček, 2019) through the contents of different teaching subjects and the communication skills of elementary school students. |
| ***Key words*** |
| *adoption of teaching contents; communication literacy; Croatian language; reading literacy; student attitudes * |
| ##### **Gordana Čosić** OŠ Dragutina Domjanića |
| *gordana.cosic1@skole.hr* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 49** |
| **Sažetak ** |
| Komunikacijska pismenost, koja uključuje čitalačku pismenost, temeljni je ishod nastave Hrvatskoga jezika u osnovnoj školi, ali i važna sastavnica u učenju svih nastavnih predmeta. Učenici moraju moći pročitati udžbenički tekst, razumjeti ga, usvojiti te uspješno primijeniti stečena znanja na razini ishoda postavljenih u određenom razdoblju školovanja, u okviru određenoga predmetnoga područja. U radu se ispituju stavovi osnovnoškolskih učenika o udžbenicima iz kojih uče te razumijevanje udžbeničkih tekstova polazeći od istraživanja u kojoj mjeri učenici razumiju značenje riječi u tekstovima udžbenika, postoji li povezanost između razumijevanja značenja riječi i razumijevanja cjelovitoga teksta. U radu se istražuje utječe li težina tekstova na stav učenika prema nastavnome predmetu te na uspjeh učenika u nastavnome predmetu. Također se istražuje povezanost stava učenika prema hrvatskome standardnome jeziku i razumijevanju udžbeničkih tekstova. U teorijskom dijelu polazi se od vertikalne višejezičnosti u materinskome jeziku (Pavličević-Franić, 2011) te se povezuje usvajanje i učenje hrvatskoga jezika (Aladrović Slovaček, 2019) kroz sadržaje različitih nastavnih predmeta i komunikacijska osposobljenost osnovnoškolskih učenika. |
| ***Ključne riječi*** |
| *čitalačka pismenost; komunikacijska pismenost; stavovi učenika; učenje; hrvatski jezik* |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Vedrana Vučković, Iskra Tomić Kaselj** *Filozofski fakultetu u Splitu* |
| *vvuckovic@ffst.hr, itomic@ffst.hr* |
| **Education for personal and professional development** | **Number of the paper: 50** |
| **Abstract** |
| Networking as a learning strategy is an area of development in many education and training systems. Apart from creating an opportunity for deeper learning through the exchange of knowledge and ideas, and fostering innovation, it provides opportunities for the development of interpersonal, intrapersonal, metacognitive, civic, and digital competences. One form of networking in professional development is a professional learning network that represents a system of interpersonal connections and resources that support non-formal learning. Networking as an important aspect of individual professional development. To professionals, lifelong learning is usually a process that takes place within the early and preschool learning institution with a colleague from the shared classroom or the classroom within the institution. In addition, it can take place through internal professional training, professional learning network or continuous professional training outside the institution. The aim of this research was to establish the attitudes of experts in the field of early childhood education and care on networking as a learning strategy and to explore the experiences of participants with networking. The participants in the survey were 161 experts in Split-Dalmatia County. Quantitative (descriptive) and qualitative data analysis was applied. The results show that early childhood education and care professionals have networking experience but are often not familiar with the term itself, as well as with all the areas and possibilities. In conclusion, although participants have networking experience within the institution and local community, the concept of networking in professional development needs to be made more visible precisely because of the possibilities it provides. |
| ***Key words*** |
| *attitudes; competences for the 21st century; experiences; lifelong learning; professional learning network* |
| ##### **Vedrana Vučković, Iskra Tomić Kaselj** *Filozofski fakultetu u Splitu* |
| *vvuckovic@ffst.hr, itomic@ffst.hr* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 50** |
| **Sažetak ** |
| Umrežavanje kao strategija učenja predstavlja područje razvoja u brojnim sustavima odgoja i obrazovanja. Osim što stvara priliku za dublje učenje kroz razmjenu znanja i ideja, te poticanje inovativnosti, pruža mogućnosti razvoja interpersonalnih, interpersonalnih, metakognitivnih, građanskih i digitalnih kompetencija. Jedan od oblika umrežavanja u profesionalnom razvoju jest zajednica učenja koja predstavlja sustav međuljudskih veza i resursa koje podržavaju neformalno učenje. Umrežavanje kao važan aspekt profesionalnoga razvoja pojedinca i cjeloživotnoga učenja stručnjacima najčešće predstavlja proces koji se odvija unutar ustanove s kolegicom/om u odgojnoj skupini ili pak u susjednoj grupi. Uz navedeno ostvaruje se i kroz interna stručna usavršavanja, zajednice učenja ili pak neke cikluse stručnih usavršavanja izvan ustanove. Cilj ovoga istraživanja bio je utvrditi stavove stručnjaka u području ranoga i predškolskoga odgoja i obrazovanja o umrežavanju kao strategiji učenja te istražiti iskustva sudionika s umrežavanjem. U istraživanju je sudjelovao 161 stručnjak na području Splitsko-dalmatinske županije, korištene su kvantitativna (deskriptivna) i kvalitativna analiza podataka. Rezultati ukazuju kako stručnjaci ranoga i predškolskoga odgoja i obrazovanja imaju iskustvo umrežavanja, ali često nisu upoznati sa samim terminom kao i svim područjima i mogućnostima istoga. Zaključno, iako sudionici imaju iskustvo umrežavanja unutar ustanove i lokalne zajednice, koncept umrežavanja u profesionalnom razvoju potrebno je učiniti vidljivijim upravo zbog mogućnosti koje ono pruža. |
| ***Ključne riječi*** |
| *cjeloživotno učenje; iskustva; kompetencije 21. stoljeća; stavovi; zajednica učenja.* |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Suzana Nikodinovska - Bancotovska** *Pedagogical faculty St. Kliment Onridski Skopje, R. Macedonia* |
| *suzi.niko.bancot@gmail.com* |
| **Education for personal and professional development** | **Number of the paper: 51** |
| **Abstract** |
| Teachers’ professional competences represent the basis and essence of the teaching profession. Teachers' competences are extremely important for constant didactic-methodical enrichment with new and modified work strategies, adapted to the demands and needs of the modern student. In this work, we study competences as professional and pedagogical. The subject and purpose of this research is to examine students' opinions and views about the taxonomy and meaning of the professional competences of teachers. The following research methods were used in the study: theoretical-analytical method and analytical-descriptive method. The research was carried out using the following research techniques: student surveying, with the research instrument ready for that purpose: Student Survey Paper. The research sample consisted of students from the third and fourth year at the Pedagogical Faculty “St. Climent Ohridski” in Skopje. This work emphasizes the importance of teacher competences, from the view of students – future teachers. From the analysis of the results, we note that students in their proposals and opinions emphasize the proper work of teachers as the foundation for demonstrating competences. The role of university professors in introducing students to the taxonomy of teachers' competences is also emphasized. As a result of this work, we propose appropriate changes that will focus on: constant revision of curriculum position; raising the quality of working conditions in both our faculty and primary schools - from basic conditions to equipment with modern educational technology; greater efficiency in the implementation of pedagogical practice; systematic evaluation of the work of the student – future teacher, which will result in the rise of the teacher's status in society. |
| ***Key words*** |
| changes; pedagogical; taxonomy; teaching |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Tea Gavrilović Smolić\*, Dijana Posedi** *\*University of Zagreb, Faculty of Teacher Education* |
| *tea.gavrilovicsmolic@ufzg.hr* |
| **Education for personal and professional development** | **Number of the paper: 52** |
| **Abstract** |
| Teaching practice courses, which provide student-teachers with the opportunities to apply their theoretical knowledge of teaching methodology to practice, represent a vital component of teacher training programs. In a fast-paced changing environment of today’s world, teachers are faced with various challenges of adapting their teaching practices to meet the needs of the learners. The methodology courses are expected to provide future teachers with specific competences which will prepare and enable them to cope with the demands of the teaching profession. The authors of the study aim to gain insight into the attitudes and perspectives on the preparedness and readiness for the teaching profession of the student-teachers at the end of their final year of studies. The acquisition and development of key competences and skills related to teaching young learners are also explored, as well as specific areas of the teaching profession which student-teachers find most challenging. The participants of the study are fifth-year students of a university study program for primary teacher education with the English language. To collect data, the participants will be requested to complete online questionnaires which will be administered at the end of the summer semester of the 2023/2024 academic year. The results will be analyzed both qualitatively and quantitatively. The research should provide insight into the efficacy of the teaching practice courses, as well as potentially reveal the areas within pre-service teacher education where enhancement is needed to provide the future teachers with adequate groundwork for the challenges of the 21st century language classroom. |
| ***Key words*** |
| *English teaching; teacher education; teaching competences; teaching profession; young learners* |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Tatjana Koteva - Mojsovska** *Ss Cyril and Methodious University Skopje Faculty of pedagogy St Kliment Ohridski Skopje* |
| *anja.koteva@yahoo.com* |
| **Education for personal and professional development** | **Number of the paper: 53** |
| **Abstract** |
| This paper is focused on research in order to reveal the students' perception of the organization of the initial education of future educators and teachers aimed at the complementary relationship of the three holistically significant aspects of influence: The influence on the cognitive-intellectual and professional component of the person ( epistemological foundations) , the impact on social cohesiveness and self-concept (ontological foundations) and the impact on knowledge transfer capabilities in practice. In doing so, surveys and interviews with focus groups were used. The questionnaire was anonymous and with an emphasis on complete confidentiality regarding the students' decision to answer. The interview with the focus groups was structured, open and public, which gave the effect of full responsibility among the participants. The data was processed statistically through the Google form, as well as with additional processing according to certain parameters through the SPSS program, and from the interview the data was qualitatively processed and contributed to obtaining a complete picture of the answers to the set goals and hypotheses in the research. The sample consisted of 156 students in the third and fourth year of studies from the pedagogical faculties at four universities in the Republic of North Macedonia. The research resulted, at general, that the initial education does not perceive an organized holistic impact on the personality totality of future teachers in epistemological and ontological terms, which does not provide a complete sense of readiness in the transfer of knowledge in practice. The influence of the faculty is reduced to the strengthening of the cognitive-intellectual component in the students, while the strengthening of the self-awareness is not recorded in an organized institutional form. |
| ***Key words*** |
| Initial education; epistemological and ontological influence; knowledge transfer student perception |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Alena Letina, Suzana Tomaš, Alma Škugor** *University of Zagreb, Faculty of Teacher Education* *Faculty of Humanities and Social Sciences in Split* *Faculty of Education, University of Osijek* |
| *alena.letina@ufzg.hr, suzana@ffst.hr, askugor@foozos.hr* |
| **Education for personal and professional development** | **Number of the paper: 54** |
| **Abstract** |
| The paper presents the results of research aimed at exploring primary education teachers' conceptualization of the nature and purpose of assessment while simultaneously exploring potential correlations between identified conceptualizations and the implementation of assessment in their teaching practice. The analysis of the conceptualization of the assessment process involves considerations of its reliability and significance, its role in fostering student development at both cognitive and affective levels, and the perception of assessment as a tool for ensuring the quality of school and teacher work. Furthermore, the practice of assessment by teachers is examined, and the dominance of its orientation towards promoting student development or preparing students for examination tasks is analyzed. The research was conducted through surveys of primary education teachers in the Republic of Croatia. The obtained results indicate a statistically significant correlation between teachers' perceptions of the nature and purpose of the assessment process and its implementation in daily teaching. Teachers who perceive assessment as crucial for personal student development more frequently employ formative assessment methods in their teaching, utilizing them with the aim of fostering student development. The findings inform recommendations for improving assessment practices in primary education, discussing possibilities for enhancing teachers' perception and implementation of assessment, highlighting the importance of harnessing its potential to foster holistic student development. |
| ***Key words*** |
| *assessment purpose; formative assessment; summative assessment; student development promotion; teachers' attitudes * |
| ##### **Alena Letina, Suzana Tomaš, Alma Škugor** *University of Zagreb, Faculty of Teacher Education* *Faculty of Humanities and Social Sciences in Split* *Faculty of Education, University of Osijek* |
| *alena.letina@ufzg.hr, suzana@ffst.hr, askugor@foozos.hr* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 54** |
| **Sažetak ** |
| U radu su prikazani rezultati istraživanja čiji je cilj ispitati koncepciju učitelja o prirodi i svrsi vrednovanja u primarnom obrazovanju, istovremeno istražujući moguću korelaciju između utvrđenih koncepcija i provedbe vrednovanja u njihovoj nastavnoj praksi. Analiza koncepcije o procesu vrednovanja uključuje razmatranje pouzdanosti i važnosti vrednovanja, njegove uloge u poticanju razvoja učenika kako na kognitivnoj tako i na afektivnoj razini te percepciju vrednovanja kao alata za osiguravanje kvalitete rada škola i učitelja. Nadalje, ispituje se učiteljska praksa vrednovanja te se analizira dominacija njezine usmjerenosti na poticanje razvoja učenika ili na pripremu učenika za ispitne zadatke. Istraživanje je provedeno anketiranjem učitelja primarnoga obrazovanja u Republici Hrvatskoj. Dobiveni rezultati pokazuju statistički značajnu povezanost između učiteljske percepcije prirode i svrhe procesa vrednovanja te njegove provedbe u svakodnevnoj nastavi. Učitelji koji vrednovanje percipiraju važnim za osobni razvoj učenika češće primjenjuju formativne oblike vrednovanja u svojoj nastavi koristeći ih sa svrhom poticanja razvoja učenika. Na temelju dobivenih rezultata, zaključuje se o njihovoj implikaciji za odgojno-obrazovnu praksu te se razmatraju mogućnosti za poboljšanje percepcije i provedbe vrednovanja u primarnom obrazovanju, naglašavajući važnost korištenja potencijala vrednovanja u poticanju holističkoga razvoja učenika. |
| ***Ključne riječi*** |
| *formativno vrednovanje; mišljenje učitelja; poticanje razvoja učenika; sumativno vrednovanje; svrha vrednovanja * |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Ivana Kovačević Bekić, Marija Jagić Gombar** *Sveučilište Sjever* |
| *ivkobekic@unin.hr, gombar.ma@gmail.com* |
| **Education for personal and professional development** | **Number of the paper: 55** |
| **Abstract** |
| Europe, a continent separated from Asia by the Ural Mountains, the coast of the Caspian Lake, the Great Caucasus, the Black Sea, the Bosporus and the Dardanelles, is currently in a unstable security situation. On the one hand, there are constant migrations of the population of eastern countries, and on the other hand, there is an ongoing war in Ukraine. The European Union and the NATO alliance have reinstituted military service. Despite that, EU and NATO countries are increasing estimated expenses for military in order to be prepared in case of crises. The aim of the paper is to investigate the students' opinions on the geopolitical situation in Europe, war in Ukraine and bringing back military service. They are the ones whose future will be most affected by that. The paper examines their views on the current geopolitical situation in Europe in relation to their social status and use of social networks. The assumption is that the social status of an individual contributes to shaping their attitude about migrants from eastern countries and their attitude about the war in Ukraine and reinstitution of military service. It is an assumption that, due to this being about generation Z, social networks have an influence on creating their opinions about the geopolitical situation in Europe. |
| ***Key words*** |
| Europe, geopolitics, military service, social networks, students |
| ##### **Ivana Kovačević Bekić, Marija Jagić Gombar** *Sveučilište Sjever* |
| *ivkobekic@unin.hr, gombar.ma@gmail.com* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 55** |
| **Sažetak ** |
| Europa, kontinent kojeg od Azije razdvaja gorje Ural, obala Kaspijskoga jezera, Veliki Kavkaz, Crno more, Bospor i Dardaneli, trenutačno se nalazi u sigurnosno nesigurnoj situaciji. S jedne strane stalne su migracije stanovništva istočnih zemalja, a s druge strane u tijeku je rat u Ukrajini. Zemlje članice Europske unije i NATO saveza počele su uvoditi obavezno služenje vojnoga roka. Osim uvođenja vojnoga roka, sve one izdvajaju sve veće iznose za vojsku kako bi pokušali očuvati sigurnost koju imaju te bile spremne za moguće sigurnosne ugroze. Cilj je rada istražiti stavove studenata o svemu prethodno navedenom. Oni su ti na čiju će budućnost najviše utjecati trenutačna geopolitička situacija. U radu se istražuju njihovi stavovi o trenutačnoj geopolitičkoj situaciji na području Europe u odnosu na njihov socijalni status i korištenje društvenih mreža. Pretpostavka je da socijalni status pojedinca doprinosi oblikovanju njihova stava o migrantima iz istočnih zemalja te na njihov stav o ratu u Ukrajini i uvođenju vojnoga roka. Osim socijalnoga statusa, s obzirom da se radi o generaciji Z, istražuje se i utjecaj društvenih mreža na kreiranje njihovih stavova, s obzirom na to da većina njihove generacije ima profile na društvenim mrežama te ih svakodnevno koristi. *** *** |
| ***Ključne riječi*** |
| *geopolitika; Europa; vojni rok; društvene mreže; studenti* |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Libron Kelmendi\*, Valdet Hysenaj** *\*Faculty of MTHE, University Haxhi Zeka* |
| *libron.kelmendi@unhz.eu* |
| **Education for personal and professional development** | **Number of the paper: 56** |
| **Abstract** |
| This research critically assesses the effectiveness of the primary and lower secondary education curriculum in Kosovo in developing English language skills among students. In a dynamically oriented world towards a global mindset, proficiency in English is increasingly essential for communication, academic success, and participation in the global economy. As such, it is necessary to evaluate the alignment of the curriculum with the communicative competence needs of students at an early age. The study employs a multifaceted approach, analyzing curriculum documentation, instructional methodologies, assessment practices, and empirical data to ensure a comprehensive assessment. Drawing on theoretical frameworks from applied linguistics and curriculum development, this research identifies strengths and weaknesses in the curriculum approach to English language development. The analysis focuses on several key aspects, including the coherence of curriculum objectives, the appropriateness of instructional materials and activities, and the effectiveness of assessment methods in measuring language proficiency. Additionally, the study examines the integration of language skills (reading, writing, listening, speaking) and the development of socio-cultural competence necessary for effective communication in diverse contexts. Findings from the research will highlight areas for improvement, and recommendations are provided for curriculum designers, policymakers, and educators to enhance the curriculum's responsiveness to the linguistic and communicative needs of students. By aiming to bridge the gap between curriculum goals and language learning outcomes, this research seeks to contribute to the continuous improvement of English language education in primary and lower secondary schools in Kosovo, ultimately preparing students for success in the globalized world. |
| ***Key words*** |
| assessment practices, communicative competence, curriculum alignment, curriculum evaluation, English language proficiency, instructional methodologies, language education, Kosovo education system |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Tomislav Cerinski** *Osnovna škola Ljudevita Gaja, Zaprešić* |
| *tomislav.cerinski@gmail.com* |
| **Education for personal and professional development** | **Number of the paper: 57** |
| **Abstract** |
| The goal of the research was to determine the possible differences in the perception of a "desirable" teacher by students, their parents, and the teachers themselves. For the purposes of the research, a questionnaire which determines the characteristics of desirable (ideal?) teachers was constructed. Teaching method, communication style (eg. willingness to answer the questions) and some aspects of non-verbal communication (eg. physical features and style of clothing) are assessed. Also, the Life Satisfaction Questionnaire (Diener et al., 1985) and the Flourishing Scale (Diener et al., 2010) were used. The results of this research can be used in the creation of professional training programs for teachers, workshops for parents and pupils about acceptance of different teacher profiles in the order to better understand and accept the changes brought by the new era, and with the aim of developing a quality and sustainable education system. |
| ***Key words*** |
| *teacher characteristics; psychological flourishing; parents; pupils; life satisfaction * |
| ##### **Tomislav Cerinski** *Osnovna škola Ljudevita Gaja, Zaprešić* |
| *tomislav.cerinski@gmail.com* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 57** |
| **Sažetak ** |
| Cilj istraživanja bio je utvrditi moguće razlike koje u percepciji „poželjnoga“ učitelja imaju učenici, njihovi roditelji, a i sami učitelji. Za potrebe istraživanja konstruiran je Upitnik percepcije poželjnoga učitelja kojim se utvrđuju osobine poželjnih (idealnih?) učitelja. Procjenjuju se način poučavanja, komunikacijski stil (npr. spremnost za odgovaranje na pitanja) i neki aspekti neverbalnoga komuniciranja (npr. fizička obilježja i stil odijevanja). Također, korišteni su i Upitnik zadovoljstva životom (Diener i sur., 1985) i Skala psihološkoga procvata (Diener i sur., 2010). Rezultati ovoga istraživanja mogu se koristiti pri kreiranju programa stručnoga usavršavanja za učitelje, radionica za roditelje i učenike o prihvaćanju različitih profila učitelja u funkciji boljega razumijevanja i prihvaćanja promjena koje nosi novo doba, a u cilju kvalitetnoga i održivoga odgojno-obrazovnoga sustava. *** *** |
| ***Ključne riječi*** |
| *osobine učitelja; psihološki procvat; roditelji; učenici; zadovoljstvo životom * |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Vedrana Šimunić Rod1, Goran Lapat2** *1Agencija za strukovno obrazovanje i obrazovanje odraslih ,2Učiteljski fakultet Sveučilišta u Zagrebu* |
| *vedrana.simunic.rod@gmail.com, goran.lapat@ufzg.hr* |
| **Education for personal and professional development** | **Number of the paper: 58** |
| **Abstract** |
| The paper is based on previous knowledge from the field related to job satisfaction and continuous stress, which often results in burnout at work. Conducted research in the field of job satisfaction is mainly related to the level of stress present in secondary vocational school teachers, but the existence of burnout at work has not been proven. Therefore, the research goal is to examine the relationship between job satisfaction and job burnout among teachers teaching in secondary vocational schools. It will be examined whether there is a difference between teacher of teaching major and teacher of non-teaching major certain aspects of job satisfaction and the level of burnout at work, as well as the existence of differences depending on gender. The research will be conducted using a qualitative methodology, using a survey questionnaire intended for teachers of general education and vocational subjects who teach in vocational secondary schools. The questionnaire will contain the Job Satisfaction Survey Scale (Spector, 1994) and the Job Burnout Scale, the Oldenburg Job Burnout Questionnaire - OLBI (Demereuti et al., 2003). More than 120 secondary vocational school teachers from the Republic of Croatia will participate in the research. |
| ***Key words*** |
| *burnout at work; job satisfaction; stress; vocational teachers * |
| ##### **Vedrana Šimunić Rod1, Goran Lapat2** *1Agencija za strukovno obrazovanje i obrazovanje odraslih ,2Učiteljski fakultet Sveučilišta u Zagrebu* |
| *vedrana.simunic.rod@gmail.com, goran.lapat@ufzg.hr* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 58** |
| **Sažetak ** |
| Rad se temelji na dosadašnjim spoznajama iz područja koja su vezana sa zadovoljstvom na poslu te kontinuiranim stresom iz kojeg često proizlazi sagorijevanje na poslu. Provedena istraživanja iz područja zadovoljstva s poslom uglavnom su vezana s razinom stresa koja su prisutna kod nastavnika srednjih strukovnih škola, ali nije dokazano postojanje sagorijevanja na poslu. Stoga je istraživački cilj ispitati povezanost zadovoljstva poslom i sagorijevanje na poslu kod nastavnika koji izvode nastavu u srednjim strukovnim školama. Ispitat će se postoji li razlika između nastavnika nastavničkoga i nenastavničkoga smjera u pojedinim aspektima zadovoljstva poslom te razini sagorijevanja na poslu kao i postojanje razlika ovisno o spolu. Istraživanje će se provesti kvalitativnom metodologijom, pomoću anketnoga upitnika namijenjenoga nastavnicima općeobrazovnih i strukovnih predmeta koji izvode nastavu u srednjim strukovnim školama. Upitnik će sadržavati *Skalu za mjerenje zadovoljstva poslom* (*Job Satisfaction Survey Spector*, 1994) i *Skalu za mjerenje sagorijevanja na poslu*, *Oldenburški upitnik sagorijevanja na poslu* – OLBI (Demereuti i sur., 2003). U istraživanju će sudjelovati više od 120 nastavnika srednjih strukovnih škola iz Republike Hrvatske. *** *** |
| ***Ključne riječi*** |
| *sagorijevanje na poslu; stres; strukovni nastavnik; zadovoljstvo na poslu * |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Vera Života Radović, Tančić Nataša, Milica Marković** *Faculty of Education, University of Belgrade* |
| *vera.radovic@uf.bg.ac.rs* |
| **Education for personal and professional development** | **Number of the paper: 59** |
| **Abstract** |
| Didactic analysis of the problem of assessment of students’ work and achievement have instigated a number of dilemmas regarding the objectivity of assessors (Radović at all 2019; Hardre, 2014), fairness of the assessment (Stančić, 2020), purpose of the assessment (Prukalski, 2024), didactic competencies of teachers (teacher assessment literacy) (Pastore, 2023; Adamson, 2020; Radović, 2019; De Luca at all, 2016). The aim of the study was to analyse how mistakes in assessment of student’s work and achievement are perceived by teachers in practice and future teachers bearing in mind mapped dilemmas. Qualitative analysis of transcribed answers given by active teachers from 107 primary schools in Serbia, in cooperation with students of second year of teacher academic education, was used. Teachers in practice and future teachers were asked to come to an agreement and select three typical mistakes related to the teacher factor and a student factor along with their comments and recommendations for overcoming them. The results of the analysis have shown that typical mistakes are most commonly related to the lack or inadequacy of didactic competencies of teachers, i.e. inadequate methods of teaching, lack of motivation for learning and certain students’ characteristics. Comments and recommendations by active and future teachers aimed at overcoming typical mistakes in assessment are significant for the improvement of initial education and professional development of teachers regarding this aspect of their work, especially regarding the purpose of learning assessment, assessment for learning and assessment as learning. |
| ***Key words*** |
| *assessment; didactic competencies; teacher; student; learning * |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Stela Beljak** *Osnovna škola "Kajzerica"* |
| *stelabeljak3@gmail.com* |
| **Education for personal and professional development** | **Number of the paper: 60** |
| **Abstract** |
| Competence is a term that is often mentioned in modern education, and it applies to both students and teachers. In 2011, the Ministry of Science, Education and Sports adopted the "National Framework Curriculum for Preschool Education and General Compulsory and Secondary Education", and that is when the Republic of Croatia began to talk about competence-oriented education, and it continues with the adopted curriculum of teaching subjects in 2019. This work aims to investigate the role of literary competence in modern education, how it is acquired during primary school education, to what extent it is represented, and how it is evaluated in teaching according to the curriculum for the subject Croatian language. The analysis of the curriculum concluded that the representation of literature teaching is statistically satisfactory, but it cannot be asserted with certainty that the quality is equally satisfactory. The quality of teaching literature and the development of literary competence among teachers depends on the literary competence of the teacher. Given that the educational system relies on the competences of teachers, the educational policy should be harmonized with teacher education and provide existing teachers with the opportunity for continuous training and education to acquire additional and further develop already acquired competences for the development of their literary competences and literary competences of students. |
| ***Key words*** |
| *Croatian language curriculum, book report, evaluation, literary competence * |
| ##### **Stela Beljak** *Osnovna škola "Kajzerica"* |
| *stelabeljak3@gmail.com* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 60** |
| **Sažetak ** |
| Kompetencija je pojam koji se često spominje u suvremenom odgoju i obrazovanju, a on se primjenjuje i na učenike i na učitelje, odnosno nastavnike. Ministarstvo znanosti, obrazovanja i športa (MZOŠ) 2011. godine donijelo je Nacionalni okvirni kurikulum za predškolsko obrazovanje te opće obvezno i srednjoškolsko obrazovanje i tada se počelo u Republici Hrvatskoj govoriti o obrazovanju usmjerenom na kompetencije, a nastavlja se s kurikulom nastavnih predmeta donesenim 2019. godine. Cilj je ovoga rada istražiti ulogu književne kompetencije u suvremenom odgoju i obrazovanju, načine na koje se ona stječe tijekom osnovnoškolskoga obrazovanja, u kojoj je mjeri zastupljena i na koji se način ona vrednuje u nastavi prema kurikulu nastave predmeta Hrvatski jezik. Analizom kurikula došlo se do zaključka da je zastupljenost nastave književnosti statistički zadovoljavajuća, ali se ne može sa sigurnošću tvrditi da je kvaliteta jednako tako zadovoljavajuća. Kvaliteta provođenja nastave književnosti te razvijanje književne kompetencije kod učitelja ovisi o književnoj kompetenciji učitelja, odnosno nastavnika. S obzirom na to da se odgojno-obrazovni sustav oslanja na kompetencije učitelja i nastavnika, obrazovna bi politika trebala biti usklađena s obrazovanjem učitelja te postojećim učiteljima i nastavnicima pružiti priliku za neprestano usavršavanje i obrazovanje kako bi stekli dodatne i dalje razvijali već stečene kompetencije za razvoj vlastite književne kompetencije i književne kompetencije učenika. *** *** |
| ***Ključne riječi*** |
| *književna kompetencija; kurikul nastavnoga predmeta Hrvatski jezik; školska lektira; vrednovanje* |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Iris Šmidt Pelajić** *University of Zagreb, Faculty of Teacher Education* |
| *smidt.pelajic@ufzg.hr* |
| **Education for personal and professional development** | **Number of the paper: 61** |
| **Abstract** |
| The paper emphasizes the need for continuous, thoughtful, and intensive implementation of children's literary texts in elementary school teaching. Additionally, it highlights the importance of children's literature courses within teacher studies. In doing so, it focuses on German as a foreign language. We want to underline the advantages that the implementation of German children's literature brings to teaching. It enables the development of reading and literary skills as well as intercultural skills, which numerous authors and educational documents (PISA) cite as key skills for successfully overcoming the challenges of the future, the development of one's own potential and knowledge, and the achievement of a quality life in a multicultural society, with the right to "free expression of personal, national and cultural identity" (Rosandić 2003, p.40), but also allowing others to express themselves freely. Such an attitude towards life, oneself and others develops in children from an early age and within the foreign language lessons. The paper will provide concrete examples of how suitable literary texts can be used to foster students' free development of their personality, cultivating qualities such as curiosity, critical thinking, responsibility, creativity, and language, art, dance, music, and stage expression. Examples from language lessons will show how German language students develop their creative potential, intercultural competences, critical thinking, etc. using children's literary content. By actively participating in the processing of these works, students themselves can experience the benefits and advantages that creative expression provides for personality development and decide to apply them in class. Otherwise, the advantages and potentials offered using children's literature in teaching, unfortunately, often remain unused. |
| ***Key words*** |
| *challenges of the future; encouraging creativity; intercultural competence; literary and reading competence; personality development* |
| ##### **Iris Šmidt Pelajić** *University of Zagreb, Faculty of Teacher Education* |
| *smidt.pelajic@ufzg.hr* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 61** |
| **Sažetak ** |
| Rad ukazuje na potrebu kontinuirane, promišljene i intenzivnije implementacije dječjeknjiževnih tekstova u osnovnoškolskoj nastavi, ali i na važnost kolegija Dječje književnosti u okviru učiteljskih studija. Pritom se usredotočuje na njemački kao strani jezik. Želimo podcrtati prednosti koje implementacija dječje književnosti na njemačkom jeziku unosi u nastavu. Ona, primjerice, omogućuje razvoj književno-čitateljske i interkulturne kompetencije, koje brojni autori, ali i obrazovni dokumenti (PISA) ističu kao ključne za uspješno ovladavanje izazovima budućnosti, razvoj vlastitih potencijala i znanja te postizanje kvalitetnoga života u višekulturnom društvu, s pravom na „slobodno izražavanje osobnog, nacionalnog i kulturnog identiteta“ (Rosandić 2003: 40), ali i dopuštanje drugima da se slobodno izražavaju i razvijaju. Takav odnos prema životu, sebi i drugima razvija se kod djece od najranije dobi i u okviru nastave stranoga jezika. U radu će se na konkretnim primjerima prikazati na koje načine primjena odgovarajućih književnih tekstova u nastavi doprinosi slobodnom razvoju osobnosti učenika – od znatiželje, kritičkoga mišljenja, odgovornosti do razvoja kreativnosti u području jezičnoga, ali i likovnoga, plesnoga, glazbenoga i scenskoga izražavanja. Na konkretnim će se primjerima iz nastave prikazati kako studenti njemačkoga jezika razvijaju svoje kreativne potencijale, interkulturne kompetencije, kritičko mišljenje i dr. pomoću dječjeknjiževnih sadržaja. Aktivnim sudjelovanjem u obradi tih djela, studenti i sami mogu iskusiti blagodati i prednosti što ih za razvoj osobnosti pruža kreativno izražavanje te ih odlučiti primijeniti u nastavi. U suprotnom, prednosti i potencijali, što ih pruža primjena dječje književnosti u nastavi, nažalost često ostaju neiskorištenima. *** *** |
| ***Ključne riječi*** |
| *interkulturna kompetencija; izazovi budućnosti; književno-čitateljska kompetencija; poticanje kreativnosti; razvoj osobnosti * |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Vatroslav Zovko** *University of Zagreb, Faculty of Teacher Education* |
| *vatroslav.zovko@ufzg.hr* |
| **Education for personal and professional development** | **Number of the paper: 62** |
| **Abstract** |
| Human resources in education represent are a prerequisite for the survival and development of the education sector. However, the European Union and Croatia are facing the problem of an increasing shortage of teaching staff due to several factors, including labor rights. The material labor rights of teaching staff workers are regulated primarily by the Labor Act, but also by special laws related to the education system. Major changes related to salary determination were made by the adoption of a new legal framework that regulates the salary system for the entire public sector in the Republic of Croatia that defines universal salary classes. In this paper, an overview of the factors affecting the growing shortage of teaching staff in primary and secondary schools was made. The genesis of the legal framework in the Republic of Croatia, which regulates the status and labor material rights of teachers in primary and secondary schools, is presented. A presentation of teaching staff salaries and a comparison of salaries in relation to the average salary in the EU27 countries was made. Salaries were analysed on a monthly basis and compared with other employees in the public sector, corrected for effective working hours. The issue of possible underpayment was viewed in the context of the Salary Ordinance and was compared with other public sector employees. From the analysis of the legal framework, it is evident that teaching staff in primary and secondary schools belong to the category of lower paid highly educated employees in the public sector. Considering the demanding nature of the studies and the small opportunities for advancement, the material labor rights regulated by the existing legal framework make work in education less attractive compared to other jobs in the public sector. |
| ***Key words*** |
| legal framework; primary and secondary school; salaries; teaching staf |
| ##### **Vatroslav Zovko** *University of Zagreb, Faculty of Teacher Education* |
| *vatroslav.zovko@ufzg.hr* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 62** |
| **Sažetak ** |
| Ljudski potencijali u odgoju i obrazovanju predstavljaju ključ opstojnosti i razvoja sektora obrazovanja. Međutim, Europska unija pa tako i Hrvatska suočavaju se s problemom sve većega nedostatka nastavnoga kadra zbog niza čimbenika među kojima su i radno-materijalna prava. Radno-materijalna prava radnika nastavnoga osoblja regulirana su prvenstveno Zakonom o radu, ali i specijalnim zakonima koji se odnose na sustav odgoja i obrazovanja. Velike promjene po pitanju određivanja plaća nastale su donošenjem novoga zakonskoga okvira kojima se sustav plaća regulira na razini cijeloga javnoga sektora u Republici Hrvatskoj te se objedinjuje uz jedinstvene plate razrede. U ovom radu napravljen je pregled čimbenika koji utječu na sve veći manjak nastavnoga kadra u osnovnim i srednjim školama. Prikazana je geneza zakonskoga okvira u Republici Hrvatskoj kojim se regulira status te radno-materijalna prava nastavnika u osnovnim i srednjim školama. Napravljen je prikaz plaća nastavnoga kadra te usporedba plaća u odnosu na prosječnu plaću u 27 država Europske unije. Plaće su analizirane na mjesečnoj razini te uspoređivane s drugim zaposlenicima u javnom sektoru korigirano za efektivne sate rada. Pitanje eventualne potplaćenosti sagledavano je u kontekstu Uredbe o plaćama te je uspoređivano s drugim zaposlenicima javnoga sektora. Iz analize zakonskoga okvira vidljivo je da nastavno osoblje u osnovnim i srednjim školama spada u kategoriju niže plaćenih visoko obrazovnih zaposlenika u javnom sektoru. Uzimajući u obzir zahtjevnost studija i male mogućnosti napredovanja radno-materijalna prava uređena postojećim zakonskim okvirom čine rad u odgoju i obrazovanju manje privlačnim u odnosu na druga radna mjesta u javnom sektoru. *** *** |
| ***Ključne riječi*** |
| *nastavno osoblje; osnovna i srednja škola; plaće; zakonski okvir * |
| ##### **[](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)** |
| ##### **Violeta Valjan Vukić, Martina Raboteg** *University of Zadar* |
| *vvukic@unizd.hr* |
| **Education for personal and professional development** | **Number of the paper: 63** |
| **Abstract** |
| The pandemic of the COVID-19 virus has significantly affected the conditions for the realization of the teaching process in education at the world level. Schools and universities were forced to close their doors to their students and move to online learning, leading to a paradigm shift in the way education is delivered (Rashid, 2020). The sudden change posed significant challenges for teachers, students and parents, raising the question of the effectiveness of online teaching and its impact on the future of the education system. Given the new circumstances in which teaching took place in an online environment, parents, especially of students of younger school age, became key stakeholders in the educational process. The paper presents the results of a survey conducted on a sample of 150 respondents, the aim of which was to determine how parents evaluate the quality of remote teaching during the COVID-19 virus pandemic. The results of the research show that parents believe that children behaved differently in the virtual environment compared to the classroom environment, and that teachers should have provided better communication and feedback during online classes, and all parents who were actively involved in online classes positively evaluated it quality compared to parents who did not participate in the process. |
| ***Key words*** |
| *online teaching; pandemic COVID-19; parents; students; teachers * |
| ##### **Violeta Valjan Vukić, Martina Raboteg** *University of Zadar* |
| *vvukic@unizd.hr* |
| **Odgoj i obrazovanje za osobni i profesionalni razvoj** | **Broj rada: 63** |
| **Sažetak ** |
| Pandemija bolesti COVID-19 značajno je utjecala na uvjete realizacije nastavnoga procesa u obrazovanju na svjetskoj razini. Škole i sveučilišta bili su prisiljeni zatvoriti vrata svojim polaznicima i prijeći na online učenje, što je dovelo do promjene paradigme u načinu na koji se obrazovanje pruža (Rashid, 2020). Iznenadna promjena postavila je značajne izazove pred učitelje, učenike i roditelje, postavljajući pitanje učinkovitosti online nastave i njezinoga utjecaja na budućnost obrazovnoga sustava. S obzirom na nove okolnosti u kojima se nastava odvijala u online okružju roditelji, posebno učenika mlađe školske dobi, postali su ključni dionici odgojno-obrazovnoga procesa. U radu se iznose rezultati istraživanja provedenoga na uzorku od 150 ispitanika koje je imalo za cilj utvrditi kako roditelji procjenjuju kvalitetu provedbe nastave na daljinu u vrijeme pandemije bolesti COVID-19 virusa. Rezultati istraživanja pokazuju kako roditelji smatraju da su se djeca ponašala drugačije u virtualnom okružju u usporedbi s razrednim okružjem te da su učitelji trebali pružiti kvalitetniju komunikaciju i povratne informacija tijekom online nastave, a svi roditelji koji su aktivno bili uključeni u online nastavu pozitivno procjenjuju njezinu kvalitetu u odnosu na roditelje koji nisu sudjelovali u procesu. *** *** |
| ***Ključne riječi*** |
| *kvaliteta online nastave; pandemija bolesti COVID-19; roditelji; učenici; učitelji * |