Book of Abstracts STOO4
Teaching (Today for) Tomorrow: Bridging the Gap between the Classroom and Reality
3rd International Scientific and Art Conference
Faculty of Teacher Education, University of Zagreb in cooperation with the Croatian Academy of Sciences and Arts
STOO4
ISBN 978-953-380-022-6
- Teaching (Today for) Tomorrow: Bridging the Gap between the Classroom and Reality
- Education for personal and professional development
- Historical and Geographical Terms in Textbooks for the Lower Grades of Primary School – Foundation for the Localisation of Epic Poems
- Perception of the Teachers' Contribution to Positive Mental Health by Students of the Teacher Study Programme / Percepcija studenata učiteljskih studija o doprinosu nastavnika pozitivnom ment
- Competencies for Documenting Children’s Play in The Preschool Teachers’ Initial Education / Kompetencije za dokumentiranje dječje igre u inicijalnom obrazovanju odgojitelja
- The quality of educational work in kindergartens with an afternoon shift / Kvaliteta odgojno-obrazovnoga rada u vrtićima s poslijepodnevnom smjenom
- Methodological approach to the noun gender and number categories in textbooks for the second grade of elementary school
- The role of principals’ transformational leadership style and teachers’ motivation in professional development readiness / Uloga transformacijskoga stila vodstva ravnatelja i motivacije odgoj
- Learning experiences from the students’ perspective: Is there continuity in learning between preschool and primary education?
- The Relationship Between Extrinsic and Intrinsic Motivation for Reading Books, Time Spent Reading, and Academic Achievement of Students in Upper Grades of Elementary School
- Exceptions from alternation of consonants by sound in modern Serbian and Croatian orthography normative through the prism of the Belić-Boranić Compromise from 1930
- Satisfaction with promotion of teachers to higher ranks in primary school / Zadovoljstvo napredovanjem učitelja u osnovnoj školi
- Teacher of Vocational Subjects - Apprentice / Nastavnik strukovnih predmeta - pripravnik
- Children's language development and fostering communicative competence within program documents - a historical overview / Dječji jezični razvoj i poticanje komunikacijske kompetencije u progr
- Children's speech and language development with modern media / Dječji govorni i jezični razvoj uz suvremene medije
- Self-efficacy of future teachers of early and preschool education in the implementation of musical activities in kindergarten
- Usage Evaluation of Learning Management System in Albanian Universities
- The prevalence of leisure activities – What is the significance of gender and faculty? / Prevalencija aktivnosti slobodnoga vremena – ima li veze spol i fakultet?
- Development of potentials and competences through the KOKODA preschool
- Creative Andragogic Methods in Teaching Young People who have Completed Formal Education / Kreativne andragoške metode u poučavanju mladih koji su završili formalno obrazovanje
- Why Arab parents speak English to their children at home
- What do children teach us / Čemu nas uče djeca
- The relationship between educational philosophies and self-efficacy of lower secondary education teachers / Povezanost odgojno-obrazovnih filozofija i samoučinkovitosti učitelja nižega seku
- Students' learning strategies in the context of project-based learning in mathematics university courses / Strategije učenja studenata u kontekstu projektnoga učenja u visokoškolskoj nastavi
- Literacy as an Essential Competence for Teachers and Educators in the 21st Century
- Montessori pedagogy: through the realm of human rights education and peace education
- Validation of the 21st century skills teaching and learning survey on a sample of croatian teachers / Validacija upitnika poučavanja vještina 21. stoljeća na uzorku hrvatskih učitelja
- Evaluation of professional competencies from the standpoint of future teachers
- The Role of Mindfulness and Emotional Intelligence in Self-Compassion / Uloga usredotočene svjesnosti i emocionalne inteligencije u samosuosjećanju
- Axiological approach to shaping pedagogical values in the past, present and future / Aksiološki pristup oblikovanju pedagogijskih vrijednosti u prošlosti, sadašnjosti i budućnosti
- Artificial intelligence and lifelong learning: El Dorado or Pandora's box of the future of teaching, education and schooling? / Umjetna inteligencija i cjeloživotno učenje: Eldorado ili Pando
- Professional aspirations of prospective ECEC teachers at the end of the graduate studies / Profesionalne aspiracije studenata RPOO na kraju diplomskoga studija
- (Not) Everything is Black: University Students on the Future of Education in Serbia and Croatia
- The role of Work – based Learning in promoting and enhancing student – centered approach / Uloga učenja temeljenog na radu u promicanju pristupa učenju i poučavanju usmjerenoga na pojedinca
- The effect of palliative care education on changing attitudes toward death among social work students / Učinak edukacije iz palijativne skrbi na promjenu stavova prema smrti kod studenata soc
- Styles of humor in classes at the University of Applied Sciences Ivanić-Grad / Stilovi humora u nastavi na Veleučilištu Ivanić-Grad
- Perception of teaching characteristics in an online environment with regard to some personality traits of students / Percepcija karakteristika nastave u online okružju s obzirom na neke osobi
- Support for children in vulnerable situations from the perspective of preschool teachers / Podrška djeci u ranjivim situacijama iz perspektive odgojitelja
- Encouraging the development of students' social competence in secondary education / Poticanje razvoja socijalne kompetencije učenika u srednjoškolskom odgoju i obrazovanju
- Music as a Structured Free Time Activity in Primary School Education / Glazba kao strukturirani prostor slobodnoga vremena učenika u primarnom obrazovanju
- Job satisfaction of vocational teachers in nursing schools / Zadovoljstvo poslom strukovnih nastavnika u školama za medicinske sestre
- eTwinning in initial teacher education for personal and professional development
- Teacher's Attitudes on Educational Challenges at School / Stavovi učitelja o odgojnim izazovima u školi
- Cooperation for the development of educators' digital competences: Action research / Suradnja za razvoj digitalnih kompetencija odgojitelja: akcijsko istraživanje
- How future preschool teachers experience creativity and its manifestation?
- Teacher encouragement of self-regulated learning and school success of students - mediation effects of proactive learning strategies and moderation effect of student's gender
- The role of contextual factors in children's undesirable behaviors – perspective of preschool teachers / Uloga kontekstualnih čimbenika u nepoželjnim ponašanjima djece - perspektiva odgojitel
- Into the deep
- The correlation between rapport, perceived autonomy, and competence of students in art academies / Povezanost rapporta, percipirane autonomije i kompetentnosti studenata na umjetničkim akadem
- Educational system in Japan and R.N. Macedonia: Lessons from Japan
- Textbooks as a challenge to understanding, learning, and communication in primary school / Udžbenički tekstovi kao izazov razumijevanju, učenju i komunikaciji u osnovnoj školi
- Networking opportunities in the professional development of early childhood education and care professionals
- Students’ perceptions of teachers’ professional competences
- Student-teachers' attitudes and perspectives on their preparedness for the teaching profession
- The holistic setting of initial education of teachers through the perception of students
- Assessment conceptualization and practice from the perspective of primary education teachers / Koncepcija i praksa vrednovanja iz perspektive učitelja primarnog obrazovanja
- Analysis of students’ attitudes toward armed forces and the geopolitical situation across Europe with respect to their social status and social network use
- Cultivating communicative competence: Evaluating the Kosovo primary and lower secondary education curriculum impact on English language proficiency
- Perception of a desirable teacher / Percepcija poželjnoga učitelja
- The relationship between job satisfaction and job burnout of secondary vocational school teacher / Povezanost zadovoljstva poslom i sagorijevanje na poslu nastavnika srednjih strukovnih škola
- Mistakes in assessment of students’ work and achievement - perceptions of teachers in practice and future teachers
- Literary competence and its position in official educational documents / Književna kompetencija i njezin položaj u službenim obrazovnim dokumentima
- Children’s and adolescent literature in the classroom and in the education of future German language teachers / Dječja i adolescentska književnost u nastavi i u obrazovanju učitelja njemačkog
- Material labor rights of teachers in the Republic of Croatia - are educational workers an underpaid profession / Radno-materijalna prava učitelja i nastavnika u Republici Hrvatskoj – jesu li
- Assessment of the quality of teaching in an online environment - parents' perspective / Procjena kvalitete nastave u online okružju – perspektiva roditelja
- Education for social and cultural diversity
- Self-Efficacy and Inclusive Education Practice: Differences Among Elementary School Teachers
- Commercialization of schooling as a factor that supports disparities in quality and performance: A case study of the Albanian education system
- Odgoj, škola i tradicijsko mišljenje / Education, school, and traditional thinking
- Promicanje romske kulture: analiza školskih kurikula osnovnih škola u Republici Hrvatskoj / Promotion of Roma culture: analysis of elementary school curricula in the Republic of Croatia
- Višejezičnost i multikulturalnost u nastavi i obrazovanju kao otpor dominaciji političkih moći / Multilingualism and multiculturalism in teaching and education as resistance to the domination
- Inkluzivni odgoj i obrazovanje učenika s Downovim sindromom iz perspektive učiteljice primarnoga obrazovanja / Inclusive education of students with Down syndrome from the perspective of a pri
- Children's literature as an opportunity to learn about love through life situations
- “Saiki” creative contest as an experiential learning tool to explore global citizenship education and connection between Kyrgyzstan and Japan
- Asistivna tehnologija u obrazovanju učenika s teškoćama u razvoju / Assistive technology in education of pupils with disabilities
- Exploring the Potential of Authentic Picturebooks in a Combined Grade Level Classroom
- Developing L1 culture-related vocabulary competence in real-world EFL settings
- Sestre i braća učenika s teškoćama u razvoju: sustavni pregled literature / Siblings of students with developmental disabilities: A systematic literature review
- Participation of students with different types of difficulties during practical work in the subject Nature and Society in primary classroom teaching
- Stavovi studenata prema inkluziji učenika migranata i tražitelja azila u obrazovni sustav Srbije / Students’ attitudes towards the inclusion of migrant and asylum seeker students in the educa
- Attitudes of future teachers towards members of minorities and migrants
- Kako odgojiteljice i učiteljice razumiju elemente demokracije? / How do preschool and primary education teachers understand elements of democracy?
- Poticanje jezično-govornoga razvoja djece predškolske dobi – uloga mjesnih organskih idioma / Fostering speech development in early childhood and preschool-aged children - the role of the ver
- Izazovi i pozitivni aspekti višejezičnoga školskog konteksta u Crnoj Gori / Challenges and positive aspects of the multilingual school context in Montenegro
- Ovladavanje stranim (engleskim) jezikom u ranoj i predškolskoj dobi: pregled istraživanja objavljenih u posljednjih deset godina / Pre-primary (E)FL: A review of research published in the las
- Intersection of children's rights and preschool program analysis
- Uloga postmodernističkih postupaka u romanu Nemoj reći nikome, Maje Brajko Livaković u pristupu osjetljivim temama / The role of postmodernist procedures in the novel Don’t tell anyone, by Ma
- Risky and outdoor play in early and preschool education /Rizična i igra na otvorenom u ranom i predškolskom odgoju i obrazovanju
- Education for innovation and research
- Usporedba kurikula Hrvatskoga jezika u osnovnoj školi u Republici Hrvatskoj i u Bosni i Hercegovini / Comparative analysis of Croatian language curricula in Croatia and Bosnia and Herzegovina
- Evaluation of high school Biology teachers' satisfaction with the reformed Biology curriculum: A case study from Croatia
- Physics students’ ideas about inquiry-based-education: A qualitative approach
- Leading quality changes in the education system of the Republic of Croatia - supernatural aspiration or compelling reality?
- Kako potaknuti istraživački duh i kreativnost učenika osnovnoškolskoga obrazovanja / How to stimulate the research spirit and creativity in primary school students?
- Nastavna sredstva i pomagala u metodi simulacije / Teaching aids in the Simulation Method
- Generativna umjetna inteligencija i igrifikacija u obrazovanju / Generative artificial intelligence and gamification in education
- Sources of stress among teachers in primary schools
- Verbal associations of preschool children to the names of certain colors and feelings – stereotypes and changes
- Student’ self-assessment of asking questions in class
- Pessimism, optimism, and defensive pessimism as predictors of school success, school and life satisfaction of high school students
- Curriculum of vocational education institutions
- LASSO and RIDGE linear regression – better prediction or much more?
- Obvezno obrazovanje u Republici Hrvatskoj i Estoniji: komparativna analiza kurikula matematike / Compulsory education in the Republic of Croatia and Estonia: A comparative analysis of the
- Education for sustainable development
- The importance of developing global competencies from the perspective of students in the Republic of Croatia
- Development of vocational curricula as part of the ESF project Modernisation of the Vocational Education and Training System in the Health sector
- Empowering sustainable minds: A handbook for integrating sustainable development into school curricula
- Blogging about Sustainable Development in the EFL College Classroom
- Gender equality from the perspective of preschool teachers / Ravnopravnost spolova iz perspektive odgojitelja
- Urban ecology within multidisciplinary educative framework
- The collaborative commons: Schools, communities, and society
- Education for sustainable development and technology: Why do technological and engineering skills need to be integrated more intensively into learning and teaching?
- Student teachers' preparedness for implementation of education for sustainable development / Pripremljenost studenata učiteljskih studija za provedbu odgoja i obrazovanja za održivi razvoj
- Collaborative learning for change: Sustainability in the palm of your hand / Suradničko učenje za promjenu: održivost na dlanu
- Strengthening the role of education for sustainable development: Case studies of Croatia and Cyprus
- Competency self-assessment and the principles of green pedagogy in teaching for sustainable development from the perspective of a pedagogue
- Artificial Intelligence in Education: Challenges and Opportunities for Sustainable Development
- Student perception of the concept of sustainability in geography lessons / Učenička percepcija koncepta održivosti u nastavi geografije
- Education for digital transformation
- Assessment of student work in synchronized and unsynchronized distance learning courses.
- Assessing AI readiness in education: A comprehensive analysis
- Reading - writing and using digital tools in their acquisition
- Draw a robot - pre-service teachers’ conceptions
- Diversity of the digital environment in political education
- Classroom education students to engage in productive discussions about elementary mathematics instructional videos using an online application
- Tools for individualized education in inclusive classrooms / Alati za individualizaciju obrazovanja u inkluzivnim razredima
- Digital competences of teachers for developing pupils' algorithmic thinking / Digitalne kompetencije učitelja za razvoj algoritamskog načina razmišljanja učenika
- Games for developing algorithmic thinking in Digital World textbooks for the first grade of primary education
- The correlation between teachers' perceptions of digital textbooks and their use in teaching Croatian language in primary education
- Teachers' views on the use of digital technologies to enhance the teaching and learning process/ Mišljenje nastavnika o upotrebi digitalnih tehnologija u cilju postignuća nastavnog procesa
- Research on students’ AI literacy / Istraživanje AI pismenosti studenata
- Teacher’s perspective for didactic-methodological potentials of metaverse
- Internet safety among adolescents / Sigurnost adolescenata na internetu
- Digital literacy of primary school first grade students
- Digital Education: Education today for tomorrow
- Learning literature and digital skills among high school students
- New teaching approaches in healthcare subjects using simulation / Novi pristupi poučavanja u nastavnim predmetima zdravstvene njege upotrebom simulacije
- Science teachers’ attitudes regarding e-learning / Stavovi nastavnika iz područja prirodnih znanosti o e-učenju
- Teachers’ and students’ attitudes to using gamification in teaching / Stavovi učitelja i studenata prema korištenju igrifikacije u nastavi
- Threshold concepts in Computer Science teaching / Koncepti praga u nastavi informatike
- Students' attitudes towards artificial intelligence / Stavovi učenika prema umjetnoj inteligenciji
- Pedagogical Values of Contemporary Digital Technologies at Faculties of Fine Arts
- ICT in primary education – students’ perspective
- Academics’ perceptions of using AI in Higher Education
- LESS IS MORE: A review of shortening the questionnaire on students' attitudes towards artificial intelligence (SATAI) / MANJE JE VIŠE: prikaz skraćivanja upitnika o stavovima studenata prema
- Possibilities of using AI (ChatGPT) for teaching purposes
- Opinions and attitudes of prospective primary school teachers on the use AI applications in education
- Analysis of digital resources for teaching ICT in the City of Zagreb primary schools / Analiza digitalnih resursa za provedbu nastave informatike u osnovnim školama Grada Zagreba
- Aligning initial teacher education learning outcomes and the program for professional development as a prerequisite for the development of digital competences
- The importance of art education for the cognitive, social and emotional development of children and youth
- Umjetnost i djeca
- The possibility of applying STEAM activities in preschool education from the perspective of fine arts / Mogućnost primjene STEAM aktivnosti u predškolskom odgoju i obrazovanju iz perspektive
- Life painting - art as a stimulus to the development of phonological awareness
- Drawing as a method of teaching: An example from 1885 / Crtanje kao metoda nastave: primjer iz 1885. godine
- Exploring the Attitudes of Students and Artists towards Creativity in Visual Expression
- “Children’s drawings should be nice, cheerful, and colorful” – personal notions of preschool teachers related to visual art activities in the kindergarten
- Visual abstraction as a key competence for critical thinking through art practice
- Mathematics in neoplasticism, neoplasticism in mathematics
- Integrating art education and literature, or how did the fairy tale “Thumbelina” by H. C. Andersen connect us?
- Contemporary strategies and teaching methods in preparing and implementing art activities in kindergarten / Suvremene strategije i metode rada u organiziranju i provođenju likovnih aktivnosti
- Pre-primary teachers' perception of preschool children's visual-art creativity / Percepcija odgojitelja o likovnoj kreativnosti djece predškolske dobi
- Are traditional art education methods still relevant in today's modern era? Exploring Henry Schaefer-Simmern's ideas
- Non-visual motives in art education: visualization, correlation, synesthesia and ideaesthesia / Nevizualni motivi u likovnoj edukaciji: vizualizacija, korelacija, sinestezija i ideastezija
- Croatia and Italy: National Curricula and the Artistic Music Education in the 0 to 6 years system
- Quality of education in ECEC (0-6 years): The contribution of art music
- Goals and objectives of singing in Croatian primary school / Ciljevi i zadaće pjevanja u hrvatskoj osnovnoj školi
- Listening to concerts to enhance students' perception of music quality / Slušanje koncerata u svrhu povećanja studentske percepcije kvalitete glazbe
- Attending cultural events as a prerequisite for successful practice of future educators in the field of music activities / Pohađanje kulturnih događanja kao preduvjet uspješne prakse budućih
- Understanding cultural diversity and intercultural competences in music education: Perspectives of teacher education students
- Everyone can improvise: Music improvisation pedagogy in the early childhood education context / Svatko može improvizirati: pedagogija glazbene improvizacije u kontekstu predškolskoga odgoja
- School climate, sense of satisfaction and belonging to school and school music activities - literature review / Školska klima, osjećaj zadovoljstva i pripadnosti školi i školske glazbene akti
- Teaching Instrument Classes (Today) For Tomorrow / Nastava sviranja (danas za) sutra
- Croatian music academy and teacher education students’ perceptions on the use of artificial intelligence in general music education
- Children's creativity within the Functional Music Pedagogy by Elly Bašić / Dječje stvaralaštvo u funkcionalnoj muzičkoj pedagogiji Elly Bašić
- Word associations and the development of emotion and affective state nouns in elementary school students / Verbalne asocijacije i razvoj imenica za emocije i afektivna stanja kod učenika osno
- Required reading as an incentive for free art creativity / Lektira kao poticaj za slobodno umjetničko stvaralaštvo
- Creative-development workshops in schools’ extended stay: Integration of drama education, elements of child psychodrama, and somatically oriented approach
- Kinesiology education and sports
- Differences in the manifestation of undesirable behavior in early school-age children during the performance of kinesiology activities with regard to gender
- How child’s gender and parents’ gender affect the play and physical activity of early and preschool age children / Kako spol djeteta i spol roditelja utječe na igru i fizičku aktivnost djece
- Implementation of physical and health education in primary education / Provedba nastave tjelesne i zdravstvene kulture u primarnom obrazovanju
- Construction of a specific test for coordination assessment in rhythmic gymnastics / Konstrukcija specifičnoga testa za procjenu koordinacije u ritmičkoj gimnastici
- The influence of sports on the motor development of preschool children / Utjecaj sporta na motorički razvoj djece predškolske dobi
- Physical activity as educational value / Tjelesna aktivnost kao odgojna vrijednost
- The relationship between diet, leisure-time habits, and the physical fitness of students enrolled in Military Studies at the University of Zagreb
- Metric characteristics of tests of ball handling skills in preschool age / Metrijske karakterstike testova vještine baratanja loptom u predškolskoj dobi
- Progress in individual components of physical fitness of primary education students with respect to nutritional status / Napredak u pojedinim sastavnicama tjelesnoga fitnesa učenika primarnog
- Differences in the acquisition and improvement of motor tasks in students with disabilities through different learning methods / Razlike u usvajanju i usavršavanju motoričkih zadataka kod uče
- Relationship between parental upbringing style and children’s use of electronic media and their participation in kinesiology activities / Povezanost roditeljskoga odgoja s korištenjem elektro
- Physical fitness as a factor in adolescent health: perspectives and challenges of systematic monitoring in the military system / Tjelesna spremnost kao čimbenik zdravlja adolescenata: Perspe
- Kindergarten teachers' perception of physical activities at preschool age / Percepcija odgojitelja o tjelesnim aktivnostima u predškolskoj dobi
- The immediate impact of aerobic exercise on pre-math skills of 4–6-year-old children / Neposredan utjecaj aerobnoga vježbanja na predmatematičke vještine djece od 4 do 6 godina
- The relationship between students’ perceptions of their school environment and motivation for sport and exercise / Povezanost učeničkih percepcija školskoga okružja i motivacije za sport i tj
Teaching (Today for) Tomorrow: Bridging the Gap between the Classroom and Reality
Dragi i poštovani kolege i kolegice,
Još je prije skoro pola stoljeća jedan od pisaca znanstvene fantastike rekao kako je samo vrijeme prepreka između mašte i stvarnosti. To se vrijeme stalno skraćuje. Svjedoci smo svijeta koji se brzo mijenja i postaje sve složeniji. Naši obrazovni sustavi moraju pratiti te promjene i pružiti učenicima ne samo temeljna znanja, već i ključne kompetencije potrebne za život i rad u globaliziranom, digitalnom i ekološki osviještenom društvu. Ovdje objavljeni sažetci, a vjerujemo i cjeloviti radovi koji će uslijediti, daju pregled suvremenih tema iz područja odgoja i obrazovanja (STOO), prezentirajući istraživanja i ideje koje povezuju teoriju s praksom, ali pružaju i konkretne prijedloge za unaprjeđenje obrazovnih politika i praksi.
Ponosni smo na širinu tema koje Konferencija pokriva: od važnosti osobnog razvoja i stjecanja vještina poput kreativnosti, suradnje i poduzetništva, preko inkluzivnog obrazovanja koje promiče multikulturalnost i interkulturalni dijalog, do izazova digitalne transformacije i ulogu tehnologije u obrazovanju (koja mijenja i naše učionice, a i naše živce), održivog razvoja, inovacija i istraživačkog duha, kineziologije, umjetničkog odgoja i obrazovanja. Konferencija je zamišljena kao platforma na kojoj će se tražiti odgovori na pitanja o tome kako možemo pripremiti djecu i mlade za svijet budućnosti za koji još uvijek ne znamo kako će izgledati.
Vjerujemo da će vam teme sažetaka biti i koristan izvor inspiracije, da će potaknuti vaša daljnja istraživanja i implementaciju novih odgojno-obrazovnih praksi.
Želimo vam uspješno sudjelovanje na Konferenciji (uključujući i uspješno ostvarivanje novih kontakata).
Vidimo se na STOO6 2026. godine.
Za Programski odbor konferencije, predsjednica
Dubravka Miljković, professor emerita
Za Organizacijski odbor konferencije, predsjednik
prof. dr. sc. Mario Dumančić
Dear colleagues,
Nearly half a century ago, a science fiction writer noted that only time stands between imagination and reality. That time is continuously shrinking. We are witnessing that is rapidly changing and becoming increasingly complex. Our education systems must keep pace with these changes, providing students not only with foundational knowledge but also with the key competences needed for life and work in a globalized, digital, and environmentally conscious society. The abstracts published here, and we believe the full papers to follow, offer an overview of contemporary topics in education (STOO), presenting research and ideas that bridge theory and practice, while also providing concrete proposals for improving educational policies and practices.
We are proud of the wide range of topics covered by the Conference: from the importance of personal development and acquiring skills such as creativity, collaboration, and entrepreneurship, to inclusive education that promotes multiculturalism and intercultural dialogue, as well as the challenges of digital transformation and the role of technology in education (which is changing not only our classrooms but also testing our patience), sustainable development, innovation and research, kinesiology, and arts education. The Conference is designed as a platform for seeking answers to how we can prepare children and youth for a future world whose shape we still cannot foresee.
We believe the topics presented here will be a useful source of inspiration for you, that they will spark further research and implementation of new educational practices.
We wish you a successful participation at the Conference and hope you make many valuable connections.
See you at STOO6 in 2026!
On behalf of the Conference Program Committee,
Dubravka Miljković, professor emerita
On behalf of the Organizing Committee:
Dr. Mario Dumančić, PhD
Education for personal and professional development
How to support the development of key competencies and skills that are needed for success in life and work in the 21st century? How to encourage autonomy, creativity, collaboration and entrepreneurship among children and young people?
Section Editors: prof. dr. sc. Daria Tot; doc. dr. sc. Tomislava Vidić
Historical and Geographical Terms in Textbooks for the Lower Grades of Primary School – Foundation for the Localisation of Epic Poems
|
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 |
Perception of the Teachers' Contribution to Positive Mental Health by Students of the Teacher Study Programme / Percepcija studenata učiteljskih studija o doprinosu nastavnika pozitivnom ment
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 Mirošević1, Mirjana Radetić-Paić21 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
|
Competencies for Documenting Children’s Play in The Preschool Teachers’ Initial Education / Kompetencije za dokumentiranje dječje igre u inicijalnom obrazovanju odgojitelja
|
Monika Terlević, Danijela Blanuša TrošeljJuraj 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 TrošeljJuraj 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 |
The quality of educational work in kindergartens with an afternoon shift / Kvaliteta odgojno-obrazovnoga rada u vrtićima s poslijepodnevnom smjenom
|
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
|
Methodological approach to the noun gender and number categories in textbooks for the second grade of elementary school
|
Ljubica Vesić, Milena MitrovićFaculty 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
|
The role of principals’ transformational leadership style and teachers’ motivation in professional development readiness / Uloga transformacijskoga stila vodstva ravnatelja i motivacije odgoj
|
Petra Gotal, Daria TotUniversity 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 TotUniversity 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
|
Learning experiences from the students’ perspective: Is there continuity in learning between preschool and primary education?
|
Sanja Blagdanić, Gordana MišćevićFaculty 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
|
The Relationship Between Extrinsic and Intrinsic Motivation for Reading Books, Time Spent Reading, and Academic Achievement of Students in Upper Grades of Elementary School
|
Helena Obučina1, Majda Rijavec2Logopedsko-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 Rijavec2Logopedsko-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 |
Exceptions from alternation of consonants by sound in modern Serbian and Croatian orthography normative through the prism of the Belić-Boranić Compromise from 1930
|
Goran Nikola ZeljićFaculty 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 ZeljićFaculty 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.
|
Satisfaction with promotion of teachers to higher ranks in primary school / Zadovoljstvo napredovanjem učitelja u osnovnoj školi
|
Kristina Zlatović, Tomislava VidićFaculty 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 VidićFaculty 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 |
Teacher of Vocational Subjects - Apprentice / Nastavnik strukovnih predmeta - pripravnik
|
Đurđica Stanešić, Kristina VokićŠkola 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 VokićŠkola 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 |
Children's language development and fostering communicative competence within program documents - a historical overview / Dječji jezični razvoj i poticanje komunikacijske kompetencije u progr
|
Tatjana BašićFaculty 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 BašićFaculty 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 |
Children's speech and language development with modern media / Dječji govorni i jezični razvoj uz suvremene medije
|
Tatjana BašićFaculty 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 BašićFaculty 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 |
Self-efficacy of future teachers of early and preschool education in the implementation of musical activities in kindergarten
|
Lidija Nikolić, Ana BićanićFaculty 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. |
Usage Evaluation of Learning Management System in Albanian Universities
|
Virtyt Lesha1, Jozef Bushati2, Imelda Zadeja21 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 |
The prevalence of leisure activities – What is the significance of gender and faculty? / Prevalencija aktivnosti slobodnoga vremena – ima li veze spol i fakultet?
|
Irena Klasnić, Marina Đuranović, Siniša OpićUniversity 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 OpićUniversity 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 |
Development of potentials and competences through the KOKODA preschool
|
Lasta Pavić OreškovićKokoda 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 |
Creative Andragogic Methods in Teaching Young People who have Completed Formal Education / Kreativne andragoške metode u poučavanju mladih koji su završili formalno obrazovanje
|
Snježana Dubovicki, Anita KostanjčarUniversity 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 KostanjčarUniversity 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 |
Why Arab parents speak English to their children at home
|
Reima Saado Al-JarfKing 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 |
What do children teach us / Čemu nas uče djeca
|
Lejla Kafedžić, Snježana ŠušnjaraUniverzitet 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 ŠušnjaraUniverzitet 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 |
The relationship between educational philosophies and self-efficacy of lower secondary education teachers / Povezanost odgojno-obrazovnih filozofija i samoučinkovitosti učitelja nižega seku
|
Petra BajčićUniversity 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 BajčićUniversity 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 |
Students' learning strategies in the context of project-based learning in mathematics university courses / Strategije učenja studenata u kontekstu projektnoga učenja u visokoškolskoj nastavi
|
Tonća Jukić1, Branka Gotovac21 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 Jukić1, Branka Gotovac21 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 |
Literacy as an Essential Competence for Teachers and Educators in the 21st Century
|
Sefedin Fehim ŠehovićFaculty 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 |
Montessori pedagogy: through the realm of human rights education and peace education
|
Višnja RajićFaculty 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 |
Validation of the 21st century skills teaching and learning survey on a sample of croatian teachers / Validacija upitnika poučavanja vještina 21. stoljeća na uzorku hrvatskih učitelja
|
Katarina MatijevićPOU 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 MatijevićPOU 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 |
Evaluation of professional competencies from the standpoint of future teachers
|
Mirjana Stakić, Jelena StamatovićUniversity 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 |
The Role of Mindfulness and Emotional Intelligence in Self-Compassion / Uloga usredotočene svjesnosti i emocionalne inteligencije u samosuosjećanju
|
Martina Gajšek, Tajana Ljubin GolubFaculty 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 teachers |
Martina Gajšek, Tajana Ljubin GolubFaculty 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 |
Axiological approach to shaping pedagogical values in the past, present and future / Aksiološki pristup oblikovanju pedagogijskih vrijednosti u prošlosti, sadašnjosti i budućnosti
|
Dean Cikovac, Mirko LukašFilozofski 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 LukašFilozofski 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; vrijednosti |
Artificial intelligence and lifelong learning: El Dorado or Pandora's box of the future of teaching, education and schooling? / Umjetna inteligencija i cjeloživotno učenje: Eldorado ili Pando
|
Katarina Vanek1, Tomislav Topolovčan21 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 Topolovčan21 Elementary school Brezovica, Zagreb 2University of Zagreb, Faculty of Teacher Education |
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 |
Professional aspirations of prospective ECEC teachers at the end of the graduate studies / Profesionalne aspiracije studenata RPOO na kraju diplomskoga studija
|
Maja Drvodelić, Vlatka DomovićUniversity 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 DomovićUniversity 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 |
(Not) Everything is Black: University Students on the Future of Education in Serbia and Croatia
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 |
The role of Work – based Learning in promoting and enhancing student – centered approach / Uloga učenja temeljenog na radu u promicanju pristupa učenju i poučavanju usmjerenoga na pojedinca
|
Morana KoludrovićFaculty 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 KoludrovićFaculty 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 |
The effect of palliative care education on changing attitudes toward death among social work students / Učinak edukacije iz palijativne skrbi na promjenu stavova prema smrti kod studenata soc
|
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 |
Styles of humor in classes at the University of Applied Sciences Ivanić-Grad / Stilovi humora u nastavi na Veleučilištu Ivanić-Grad
|
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 |
Perception of teaching characteristics in an online environment with regard to some personality traits of students / Percepcija karakteristika nastave u online okružju s obzirom na neke osobi
|
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
|
Support for children in vulnerable situations from the perspective of preschool teachers / Podrška djeci u ranjivim situacijama iz perspektive odgojitelja
|
Marinela Kermeci, Jasna Kudek MiroševićUniversity 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 MiroševićUniversity 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
|
Encouraging the development of students' social competence in secondary education / Poticanje razvoja socijalne kompetencije učenika u srednjoškolskom odgoju i obrazovanju
|
Sani Ćavar, Siniša Kušić, Tonća JukićFaculty 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 JukićFaculty 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 |
Music as a Structured Free Time Activity in Primary School Education / Glazba kao strukturirani prostor slobodnoga vremena učenika u primarnom obrazovanju
|
Romana Holetić, Jelena Blašković GalekovićUniversity 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 GalekovićUniversity 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 |
Job satisfaction of vocational teachers in nursing schools / Zadovoljstvo poslom strukovnih nastavnika u školama za medicinske sestre
|
Božica Jurinec, Monika PažurUniversity 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 PažurUniversity 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
|
eTwinning in initial teacher education for personal and professional development
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 |
Teacher's Attitudes on Educational Challenges at School / Stavovi učitelja o odgojnim izazovima u školi
|
Melita Ivankovic, Mara Plaza LeutarMinistry 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 LeutarMinistry 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
|
Cooperation for the development of educators' digital competences: Action research / Suradnja za razvoj digitalnih kompetencija odgojitelja: akcijsko istraživanje
|
Klara Bahtić, Mihaela ŽigmondDječji 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 ŽigmondDječji 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 |
How future preschool teachers experience creativity and its manifestation?
|
Nataša Milan Nikolić, Đurđa Siniša MaksimovićPedagoški 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 |
Teacher encouragement of self-regulated learning and school success of students - mediation effects of proactive learning strategies and moderation effect of student's gender
|
Slavica Šimić ŠašićUniversity 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 ŠašićUniversity 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 |
The role of contextual factors in children's undesirable behaviors – perspective of preschool teachers / Uloga kontekstualnih čimbenika u nepoželjnim ponašanjima djece - perspektiva odgojitel
|
Koraljka Modić Stanke, Valentina Ružić*, Tena VelkiUniversity 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 VelkiUniversity 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 |
Into the deep
|
Danijela Jurac1, Bogdanka Conjar21Osnovna 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 |
The correlation between rapport, perceived autonomy, and competence of students in art academies / Povezanost rapporta, percipirane autonomije i kompetentnosti studenata na umjetničkim akadem
|
Daliborka PašićUniversity 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 PašićUniversity 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 |
Educational system in Japan and R.N. Macedonia: Lessons from Japan
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 |
Textbooks as a challenge to understanding, learning, and communication in primary school / Udžbenički tekstovi kao izazov razumijevanju, učenju i komunikaciji u osnovnoj školi
|
Gordana ČosićOŠ 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 ČosićOŠ 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 |
Networking opportunities in the professional development of early childhood education and care professionals
|
Vedrana Vučković, Iskra Tomić KaseljFilozofski 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 KaseljFilozofski 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. |
Students’ perceptions of teachers’ professional competences
|
Suzana Nikodinovska - BancotovskaPedagogical 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 |
Student-teachers' attitudes and perspectives on their preparedness for the teaching profession
|
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 |
The holistic setting of initial education of teachers through the perception of students
|
Tatjana Koteva - MojsovskaSs 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 |
Assessment conceptualization and practice from the perspective of primary education teachers / Koncepcija i praksa vrednovanja iz perspektive učitelja primarnog obrazovanja
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 ŠkugorUniversity 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 |
Analysis of students’ attitudes toward armed forces and the geopolitical situation across Europe with respect to their social status and social network use
|
Ivana Kovačević Bekić, Marija Jagić GombarSveučilište 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 GombarSveučilište 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 |
Cultivating communicative competence: Evaluating the Kosovo primary and lower secondary education curriculum impact on English language proficiency
|
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 |
Perception of a desirable teacher / Percepcija poželjnoga učitelja
|
Tomislav CerinskiOsnovna 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 CerinskiOsnovna 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 |
The relationship between job satisfaction and job burnout of secondary vocational school teacher / Povezanost zadovoljstva poslom i sagorijevanje na poslu nastavnika srednjih strukovnih škola
|
Vedrana Šimunić Rod1, Goran Lapat21Agencija 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 Lapat21Agencija 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 |
Mistakes in assessment of students’ work and achievement - perceptions of teachers in practice and future teachers
|
Vera Života Radović, Tančić Nataša, Milica MarkovićFaculty 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 |
Literary competence and its position in official educational documents / Književna kompetencija i njezin položaj u službenim obrazovnim dokumentima
|
Stela BeljakOsnovna 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 BeljakOsnovna 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 |
Children’s and adolescent literature in the classroom and in the education of future German language teachers / Dječja i adolescentska književnost u nastavi i u obrazovanju učitelja njemačkog
|
Iris Šmidt PelajićUniversity 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 PelajićUniversity 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 |
Material labor rights of teachers in the Republic of Croatia - are educational workers an underpaid profession / Radno-materijalna prava učitelja i nastavnika u Republici Hrvatskoj – jesu li
|
Vatroslav ZovkoUniversity 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 ZovkoUniversity 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 |
Assessment of the quality of teaching in an online environment - parents' perspective / Procjena kvalitete nastave u online okružju – perspektiva roditelja
|
Violeta Valjan Vukić, Martina RabotegUniversity 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 RabotegUniversity 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 |
Education for social and cultural diversity
How to promote intercultural learning and dialogue in multicultural and multilingual environments? How to ensure that education and upbringing are inclusive, fair and quality for all children and young people, regardless of their diversity?
Section Editor: doc. dr. sc. Monika Pažur
Self-Efficacy and Inclusive Education Practice: Differences Among Elementary School Teachers
|
Vanja Marković, Mirjana Radetić-Paić*, Jurka Lepičnik Vodopivec*Faculty of Educational Sciences, Juraj Dobrila Universita, Pula, Croatia |
miradet@unipu.hr |
Education for social and cultural diversity |
Number of the paper: 64 |
Abstract |
In addition to positive attitudes towards inclusive education, teachers' beliefs about their self-efficacy are an integral part of a teacher's competence profile. In the context of factors influencing teacher self-efficacy for inclusive practice, this research aims to determine the differences in self-assessed self-efficacy of Croatian elementary school classroom and subject teachers (N=357) with the purpose of determining the nature of these differences. Research has shown that statistically significant differences in self-assessed self-efficacy for inclusive practice between classroom and subject teachers are visible in the areas of self-efficacy for inclusive teaching, self-efficacy for cooperation, self-efficacy for behavior management, and self-efficacy for an inclusive school environment. The discriminant analysis was used to determine the latent dimensions of differences between classroom and subject teachers in self-assessments of self-efficacy for inclusive practice. The results of the discriminant analysis indicate that the discriminant function represents teacher self-efficacy for encouraging inclusiveness and acceptance of diversity, i.e., self-efficacy for inclusive practice in such a way that it is higher in class teachers than in subject teachers. The scientific contribution of this paper is in obtaining results based on scientific research that offers an insight into the structure of self-assessed self-efficacy for the inclusive practice of selected elementary school teachers in the Republic of Croatia and understanding the connection of individual components of self-efficacy with factors that could affect it, especially when it comes to subject teachers. The results can serve as guidelines for the development of specific professional development programs aimed at enhancing teachers’ self-efficacy for inclusive practice in the broadest sense. |
Key words |
classroom teachers; inclusive practice; self-efficacy; subject teachers |
Commercialization of schooling as a factor that supports disparities in quality and performance: A case study of the Albanian education system
|
Valbona, NathanailiDepartment of pedagogy / psychology LOGOS University College, Albania |
valbona.nathanaili@kulogos.edu.al |
Education for social and cultural diversity |
Number of the paper: 65 |
|
Abstract |
The commercialization of schooling is a reality that we are encountering more and more in the field of education. In this race to turn schools into markets, it seems that Albania needs to stop and analyze what is happening to schooling, at all levels. The collapse of the communist system and the attempt to build a market-based system did not spare the education system either. Albania is an agricultural country, but there is only one Agricultural University, while in all major cities you can find private for-profit educational institutions and centers of different types, such as pre-university schools, after-school learning centers, and kindergartens. The article deems that the commercialization of education affects negatively on the quality of education, and the mission of education, as a place of symmetric distribution of opportunities. In the Albanian case, this study examines the commercialization of education through four factors: 1. the private universities and schools as business company and with a for-profit status; 2. the performance card for school rankings; 3. the market for textbook publications; and 4. professional development for in-service teachers. The sharpest criticism of the Albanian education system is its high level of commercialization and absence of awareness surrounding it. The appeal is for more resistance from state. The conclusion is that the state, by applying market principles in education, has lost the race with itself to work for the greater part of the population and raises as imperative the need to limit as much as possible the commercialization of education. |
Key words |
commercialization of schooling; disparity; market; performance; quality; teachers |
Odgoj, škola i tradicijsko mišljenje / Education, school, and traditional thinking
|
Silov, MileSveučilište u Zagrebu, Učiteljski fakultet |
mile.silov@ufzg.hr |
Odgoj i obrazovanje za socijalnu i kulturalnu raznolikost |
Broj rada: 66 |
|
Sažetak |
Autor razmatra odgoj i školu u kontekstu tradicije i tradicijskoga mišljenja. Tradicija i njezini pojavni oblici bitna su odrednica tradicijskoga mišljenja. Strukturu tradicijskoga mišljenja temeljito je razradila Rihtman-Auguštin (1984). Važno je na suvremen način izvesti terminološku i semantičku analizu pojmova: nacija, narod, tradicija, tradicijska kultura, tradicijsko mišljenje, tradicionalan odgoj, narodna pedagogija, folk pedagogija, muzejska pedagogija i etnopedagogija. Kako tradicijsko mišljenje razmatra odnose: tradicija, inovacija i reforma; tradicija i vrednote te smisao tradicije danas? Tradicijsko mišljenje kao mogućnost za kritiku školskih reformi. Svrha je rada analiza odnosa odgoja i škole prema tradicijskoj kulturi i tradicijskom mišljenju. Od općih metoda istraživanja koristili smo deskriptivnu i kauzalnu metodu te od posebnih metodu hermeneutike i pedagošku kritiku. Autor je analizirao odnos kulture, etnologije, znanstvene pedagogije i obilježja narodne pedagogije. Basariček (1892) je pojam odgoj definirao u skladu s odredbama narodne pedagogije: „Kakav će biti odgoj, najviše o tome odlučuju: vjera, običaji, uredbe i duh naroda“. Antun i Stjepan Radić ističu važnost tradicijske kulture i narodne pedagogije u životu čovjeka i društva. Od sredine 20. stoljeća javlja se termin etnopedagogija (Volkov; Tufekčić, 2012). Biblijsko nasljeđe bitno je utjecalo na hrvatsku tradicijsku kulturu (Botica, 2011). Vrijednost naše tradicijske kulture poznata je u Europi i ostatku svijeta. Autor analizira i primjere dobre prakse: tradicijska kultura u hrvatskom društvu i školskom sustavu. |
Ključne riječi |
odgoj; škola; tradicija; tradicijska kultura; tradicijsko mišljenje |
Silov, MileUniversity of Zagreb, Faculty of Teacher Education |
mile.silov@ufzg.hr |
Education for social and cultural diversity |
Number of the paper: 66 |
|
Abstract |
The author elaborates education and school in the context of tradition and traditional thinking. Tradition and its manifestations are an important determinant of traditional thinking. The structure of traditional thinking was thoroughly elaborated by Rihtman-Auguštin (1984). It is important to carry out a modern terminological and semantic analysis of the terms: nation, people, tradition, traditional culture, traditional thinking, traditional education, folk pedagogy, folk pedagogy, museum pedagogy, and ethnopedagogy. How traditional thinking considers relationships: tradition, innovation and reform; tradition and values, and the meaning of tradition today? Traditional thinking as a possibility for criticism of school reforms. The purpose of the paper is to analyze the relationship between education and school according to traditional culture and traditional thinking. The general research methods used were descriptive and causal methods, while hermeneutics and pedagogical criticism were used as special methods. The author analyzed the relationship between culture, ethnology, scientific pedagogy, and features of folk pedagogy. Basariček (1892) defined the term education in accordance with the provisions of folk pedagogy: "What education will be, it is mostly decided by: religion, customs, decrees and the spirit of the people". Antun and Stjepan Radić emphasize the importance of traditional culture and folk pedagogy in the life of man and society. The term ethnopedagogy appeared (Volkov; Tufekčić, 2012) in mid 20th century. Biblical heritage had a significant impact on Croatian traditional culture (Botica, 2011). The value of our traditional culture is known in Europe and the rest of the world. The author also analyzes examples of good practice: traditional culture in Croatian society and the school system. |
Key words |
education, school; tradition; traditional culture; traditional thinking |
Promicanje romske kulture: analiza školskih kurikula osnovnih škola u Republici Hrvatskoj / Promotion of Roma culture: analysis of elementary school curricula in the Republic of Croatia
|
Kosanović, LuanaSveučilište Jurja Dobrile u Puli |
lkosanovic@unipu.hr |
Odgoj i obrazovanje za socijalnu i kulturalnu raznolikost |
Broj rada: 67 |
|
Sažetak |
Ministarstvo znanosti i obrazovanja je 2020. godine donijelo Odluku o uvođenju kurikuluma za nastavni predmet Jezik i kultura romske nacionalne manjine u osnovnim i srednjim školama u Republici Hrvatskoj (Ministarstvo znanosti i obrazovanja, NN 52/2020-1046). Svrha toga nastavnoga predmeta je razviti komunikacijske, interkulturne i građanske kompetencije koje će učenicima pripadnicima romske nacionalne manjine pomoći osvijestiti vlastiti identitet u multikulturnom okružju. Položaj pripadnika romske nacionalne manjine u društvu vrlo je marginaliziran unatoč tome što u gradu Puli obitava 291 pripadnik romske nacionalne manjine, što čini 0,56 % ukupnoga stanovništva grada Pule, dok ih u gradu Rijeci živi ukupno 515, što čini 0,48 % ukupnoga stanovništva grada Rijeke. Međimurska županija prednjači po broju pripadnika romske nacionalne manjine: njih 6 954 čine ukupno 6,61 % stanovništva (Državni zavod za statistiku, 2021). Cilj je istraživanja u ovome radu ispitati provodi li se nastavni predmet Jezik i kultura romske nacionalne manjine u osnovnim školama grada Pule i grada Rijeke te provodi li se u osnovnim školama Međimurske županije. Izvršena je analiza školskih kurikula za školsku 2023./2024. godinu. Ukupno ih je pregledano 68. Rezultati ukazuju na oskudno provođenje modela C (Jezik i kultura romske nacionalne manjine). Naime, u Puli jedna osnovna škola njeguje manjinski jezik, u Rijeci to čine dvije škole, dok se u Međimurskoj županiji njeguje i uspješno provodi Jezik i kultura romske nacionalne manjine u dvije osnovne škole. Na temelju rezultata i razmatranja promicanja romske kulture donosi se preporuka da se u školama u kojima su uključeni učenici romske nacionalnosti uvede nastavni predmet Jezik i kultura romske nacionalne manjine po modelu C. |
Ključne riječi |
kvalitativna analiza; Kurikulum za nastavni predmet Jezik i kultura romske nacionalne manjine; romska nacionalna manjina; školski kurikul osnovnih škola |
Kosanović, LuanaJuraj Dobrila University of Pula |
lkosanovic@unipu.hr |
Education for social and cultural diversity |
Number of the paper: 67 |
|
Abstract |
In 2020, the Ministry of Science and Education issued a Decision on the introduction of the curriculum for the subject Language and Culture of the Roma National Minority in primary and secondary schools in the Republic of Croatia (Ministry of Science and Education, NN 52/2020-1046). The purpose of this course is to develop communication, intercultural and civic competences that will help students of the Roma national minority to become aware of their own identity in a multicultural environment. The position of members of the Roma national minority in society is marginalized despite the fact that 291 members of the Roma national minority live in the city of Pula, which makes up 0.56% of the total population of the city of Pula, while a total of 515 of them live in the city of Rijeka, which makes up 0.48% of the total of the population of the city of Rijeka. Notably, Međimurje County has the highest concentration of Roma, with 6,954 members representing 6.61% of the total population. (State Statistical Office, 2021). The aim of the research presented in this paper is to examine whether the subject Language and Culture of the Roma National Minority is taught in primary schools in the cities of Pula and Rijeka, and whether it is taught in primary schools in Međimurje County. An analysis of school curricula for the 2023/2024 school year was carried out. A total of 68 curricula were examined. The results indicate a poor implementation of model C (Language and Culture of the Roma National Minority). In Pula, one elementary school nurtures the minority language, in Rijeka, two schools do so, while in Međimurje County, the Language and culture of the Roma national minority is nurtured and successfully implemented in two elementary schools. Based on the results and consideration of the promotion of Roma culture, a recommendation is made to introduce the Language and Culture of the Roma National Minority subject according to model C in schools where Roma students are included. |
Key words |
curriculum for the subject Language and Culture of the Roma National Minority; qualitative analysis; school curricula of elementary and secondary schools; the Roma national minority |
Višejezičnost i multikulturalnost u nastavi i obrazovanju kao otpor dominaciji političkih moći / Multilingualism and multiculturalism in teaching and education as resistance to the domination
|
Mandić Ivković Ana, Vranić Petković IvanaBeogradska akademija poslovnih i umetničkih strukovnih studija |
anamandic73@gmail.com |
Odgoj i obrazovanje za socijalnu i kulturalnu raznolikost |
Broj rada: 68 |
|
Sažetak |
U ovom radu govori se o različitim stavovovima o pitanju višejezičnoga obrazovanja s naročitim osvrtom na utjecaj političke moći i željom za ekonomskom dominacijom koja se jasno očituje u obrazovnom sustavu svake države. Ovakva pojava karakteristična je za mnoge države nacije, koje uprkos višejezičnoj populaciji, teže k formiranju monolingvalnoga sustava. Iako suvremena demokratska društva ne toleriraju etničku ili rasnu diskriminaciju, nažalost, česta je pojava da je diskriminacija na lingvističkoj osnovi općeprihvaćena. Brojne su opasnosti suvremenoga društva koje baš zbog takve politike obrazovanja ‒ na jednom zajedničkom dominantnom jeziku, često otvaraju mogućnost marginalizacije drugih jezika, koji nisu samo sredstvo komunikacije, već sredstvo izražavanja jedne kulture i njezine tradicije, simbol njezinoga identiteta. Otuda se očuvanje lingvističke raznovrsnosti nameće kao prioritet suvremenoga demokratskog društva. Inzistiranje na višejezičnosti i multikulturalnosti mora postati jedan od najvažnijih principa formalnoga obrazovanja, s obzirom na to da budući građani Europe svoju višejezičnost moraju shvatiti, ne samo kao svoje pravo, već i kao društvenu obvezu. Cilj je ovoga rada da, ukazujući na sveprisutni problem potiskivanja manjinskih jezika, a samim tim i njihove kulturne zaostavštine, predložimo konkretne primjere kako bi se kroz reforme postojećega sustava obrazovanja mogao unaprijediti sustav višejezičnosti, a samim tim i multikulturalnosti kroz nastavu jezika, književnosti, geografije, povijesti, umjetnosti kao i novih tehnologija i medijske pismenosti. |
Ključne riječi |
bilingvizam; identitet; jezička politika |
Mandić Ivković Ana, Vranić Petković IvanaBelgrade Business and Arts Academy of Applied Studies |
anamandic73@gmail.com |
Education for social and cultural diversity |
Number of the paper: 68 |
|
Abstract |
This paper examines various attitudes towards multilingual education, with particular emphasis on the influence of political power and the desire for economic domination that is clearly manifested in the educational system of every country. This phenomenon is characteristic of many nation-states, which, despite having a multilingual population, strive to form a monolingual system. Although modern democratic societies do not tolerate ethnic or racial discrimination, unfortunately, discrimination based on linguistic grounds is often widely accepted. The numerous dangers of contemporary society, due to such education policies – based on one common dominant language, often open the possibility of marginalizing other languages. These languages serve not only as means of communication but also as expressions of one’s culture, traditions, and symbols of identity. Hence, the preservation of linguistic diversity imposes itself as a priority of modern democratic society. Insistence on multilingualism and multiculturalism must become one of the most important principles of formal education, considering that future citizens of Europe must understand their multilingualism not only as their right but also as a social obligation. The aim of this paper is to highlight the pervasive issue of suppressing minority languages and, consequently, their cultural heritage. It proposes concrete strategies to promote multilingualism and multiculturalism through the teaching of languages, literature, geography, history, art, new technologies, and media literacy. |
Key words |
bilingualism, identity, language policy |
Inkluzivni odgoj i obrazovanje učenika s Downovim sindromom iz perspektive učiteljice primarnoga obrazovanja / Inclusive education of students with Down syndrome from the perspective of a pri
|
Kajm Ferčec, MargaretaOsnovna škola Matija Gubec |
margareta.kajm-fercec@skole.hr |
Odgoj i obrazovanje za socijalnu i kulturalnu raznolikost |
Broj rada: 69 |
|
Sažetak |
Inkluzivni osnovnoškolski odgoj i obrazovanje podrazumijeva uključenost djece s teškoćama u redovite razredne odjele uz različite čimbenike podrške o kojima ovisi kvaliteta inkluzivnoga odgoja i obrazovanja. Kvaliteta podrške temelji se na individualnom pristupu učeniku, uključenosti svih važnih osoba za dijete, suradnji stručnih suradnika i učitelja, inkluzivnom okružju te evaluaciji kvalitete inkluzije. Cilj ovoga rada bio je utvrditi inkluzivno djelovanje kroz pružanje primjerene odgojno-obrazovne podrške učeniku s teškoćama koji pohađa redovni razredni odjel. Istraživanjem su ispitani stavovi učiteljice razredne nastave o iskustvu rada s učenikom prvoga razreda osnovne škole s Downovim sindromom. U radu je prikazana studija slučaja, primjenom kvalitativne metodologije i polustrukturiranoga intervjua kojim su utvrđene specifičnosti nastavnoga procesa, profil učenika, model školovanja i primjereni nastavni materijali. Istraživanjem su utvrđeni podatci o uključenosti i podršci asistenta u nastavi, suradnji sa stručnim suradnicima kao i profesionalne kompetencije učiteljice razredne nastave. Rezultati istraživanja mogu poslužiti kao preporuka za rad učiteljima i razvoj inkluzivne škole te unaprjeđenje sustava podrške u osnovnoškolskom odgoju i obrazovanju djece s teškoćama. |
Ključne riječi |
inkluzivni odgoj i obrazovanje; pomoćnik u nastavi; učenik s teškoćama (Downov sindrom) |
Kajm Ferčec, MargaretaMatija Gubec Primary School |
margareta.kajm-fercec@skole.hr |
Education for social and cultural diversity |
Number of the paper: 69 |
|
Abstract |
Inclusive primary education implies the inclusion of children with disabilities in regular classrooms with various support factors on which the quality of inclusive education depends. The quality of support is based on an individual approach to the student, the involvement of all important people for a child, the cooperation of professional associates and teachers, an inclusive environment, and the evaluation of the quality of inclusion. The aim of this paper was to determine inclusive action through the provision of appropriate educational to support a student with disabilities who attends a regular classroom. In the research, the attitudes of a classroom teacher about the experience of working with a first-grade elementary school student with Down syndrome, have been examined. The paper presents a case study, using qualitative methodology and a semi-structured interview, which determined the partiularities of the teaching process, student profile, schooling model and appropriate teaching materials. The research established data on the involvement and support of teaching assistants, cooperation with professional colleagues, as well as the professional competence of classroom teachers. The results of the research can serve as a recommendation for the work of teachers and the development of an inclusive school, as well as the improvement of the support system in elementary education and the education of children with disabilities. |
Key words |
inclusive education, student with disabilities (Down syndrome), teaching assistant |
Children's literature as an opportunity to learn about love through life situations
|
Dobre Denkova, JovankaGoce Delcev University, Macedonia |
jovanka.denkova@ugd.edu.mk |
Education for social and cultural diversity |
Number of the paper: 70 |
|
Abstract |
Children's literature offers many opportunities for the education of young readers if they are approached warmly, unobtrusively, and as equals. Literature is considered one of the most effective ways to educate young generations, so we can say that the collection of short stories "Winter Ice Cream" by Tocinovski is a work that nurtures positive values, such as tolerance, understanding, upbringing, attention to others, as well as the role of the elderly (parents, grandparents) in fostering these values. In this work, the author talks about many thematically different events and incidents with love being their common denominator. Love is described in many forms: youthful love between two young people, first love, love for animals, for birds, caring for them, sibling love, parental love, love between parents and children and vice versa, as well as love between grandparents and their grandchildren and vice versa. Writing about camaraderie, about friendship, about the weight of the word, about the behavior with others and about many other different and interesting things that affect every person, especially the young man, the child, or the teenager, who is always rushing somewhere forward, usually rushing with his words and actions, wanting to fly through time and grow up, the author clarifies many dilemmas for young readers. It teaches them that time certainly and inevitably passes, bringing inevitable changes in the lives of people, especially children and young people. At the same time, words and actions have their own weight. The point for young readers is that in the comings and goings there is a perfect order that leads a constant struggle with our desires and expectations and every moment is unique and unrepeatable, and the most sublime is the one shared with loved ones. |
Key words |
children’s literature, ethical values, respect, tolerance |
“Saiki” creative contest as an experiential learning tool to explore global citizenship education and connection between Kyrgyzstan and Japan
|
Yumi Takahashi, Aidaana KhasanovaAmerican University of Central Asia |
takahashi_y@auca.kg, khasanova_a@auca.kg |
Education for social and cultural diversity |
Number of the paper: 71 |
|
Abstract |
The paper presents the outcomes and analysis of “Saiki” creative student contest, conducted by the Japanese Club of AUCA in Kyrgyzstan, as an experiential learning tool aimed at fostering Global Citizenship Education (GCED) and deepening students’ understanding of the Japanese concept of “Saiki” while fostering connections between Kyrgyzstan and Japan. The main objective of the paper is to analyze the effectiveness of the contest in bridging the gap between the classroom and reality by inviting students to reflect on the “saiki” concept and global citizenship and to practically explore cultural values through this contest. “Saiki” Contest was launched, drawing inspiration from the “Saiki” art exhibition organized by Yu Beavers, a Japanese designer. For the exhibition, diverse artists from Kyrgyzstan submitted their artwork, all centered around the Saiki concept meaning “comeback”, “recovery”, “resilience” of societies in challenging times. Methods employed include design and organization of the contest, in which students of educational institutions of Bishkek had to produce their own creative works such as paintings, essays, poems, videos, art objects, in which they would reflect on the art exhibition and suggested topics relevant to “Saiki” and global citizenship. The methodology also includes post-analysis of the contest, including collection of participants’ retrospectives on the contest and its impact on them. The results suggest that the contest was effective not only as an experiential learning tool to introduce real-world concepts and issues, but also as an avenue for students’ self-growth and personal skills development. The incorporation of such contests into an educational curriculum can prove to be important for fostering globally minded citizens. |
Key words |
cross-cultural understanding, experiential learning cycle, global consciousness, living heritage, peace education |
Asistivna tehnologija u obrazovanju učenika s teškoćama u razvoju / Assistive technology in education of pupils with disabilities
|
Gašpar Čičak, AndreaOsnovna škola Milan Amruš, Slavonski Brod |
agaspar85@gmail.com |
Odgoj i obrazovanje za socijalnu i kulturalnu raznolikost |
Broj rada: 72 |
|
Sažetak |
Asistivna tehnologija ima važnu ulogu u poboljšanju obrazovnoga iskustva za učenike s teškoćama. Ovaj pregledni rad istražuje različite aspekte primjene asistivne tehnologije u nastavi, naglašavajući njezinu važnost i prednosti. Prije svega, definira se asistivna tehnologija i ističe se njezina uloga u podršci učenicima s teškoćama. Zatim se pruža pregled određenih asistivnih tehnologija te njihova primjena u različite edukativne svrhe kao što su čitanje, pisanje, matematika i komunikacija. Analiziraju se dosadašnja istraživanja vezana uz korištenje asistivne tehnologije, poput povećane neovisnosti i motivacije učenika, ali isto se tako ističu i izazovi kao što su pristupačnost, obuka i financiranje. Razmatra se uloga i spremnost učitelja za implementaciju asistivne tehnologije u učionicu. Na kraju se identificiraju potencijalni trendovi i područja za daljnje istraživanje. Ovaj pregledni rad pruža temelj za daljnje razumijevanje i primjenu asistivne tehnologije u obrazovanju. |
Ključne riječi |
asisitivna tehnologija; obrazovanje; učenici s teškoćama u razvoju |
Gašpar Čičak, AndreaPrimary school Milan Amruš, Slavonski Brod |
agaspar85@gmail.com |
Education for social and cultural diversity |
Number of the paper: 72 |
|
Abstract |
Assistive technology has an important role in enhancing the educational experience of students with disabilities. This review paper explores various aspects of the use of assistive technology in teaching, emphasizing its importance and advantages. First, assistive technology is defined and its role in supporting students with disabilities is emphasized. This is followed by an overview of certain assistive technologies, as well as their application for various educational purposes such as reading, writing, mathematics, and communication. This paper analyzes previous research related to the benefits of using assistive technology, such as increased independence and student motivation, and challenges such as accessibility, training and financing. The role and readiness of teachers for the implementation of assistive technology in the classroom is also discussed. Finally, potential trends and areas for further research are identified. This review paper provides the basis for further understanding and application of assistive technology in education. |
Key words |
assistive technology, education, pupils with developmental disabilities |
Exploring the Potential of Authentic Picturebooks in a Combined Grade Level Classroom
|
Ščurić Lara, Milković IvanaUniversity of Zagreb Faculty of Teacher Education |
lara.scuric@gmail.com |
Education for social and cultural diversity |
Number of the paper: 73 |
|
Abstract |
A combined grade level classroom (mixed-grade classroom) is a distinctive educational environment accommodating two or more grade levels. Teaching English as a foreign language (EFL) in such a setting requires a unique approach. In this context, the English teacher engages with multiple classes simultaneously, employing a blend of direct and indirect teaching methods. However, this teaching methodology may inadvertently neglect essential language learning skills due to an increased emphasis on individual student work. Implementation of collaborative teaching materials, such as authentic picturebooks, presents an opportunity to enhance the efficiency and coherence of lessons, facilitate language acquisition, and foster the equitable development of all language skills. This research seeks to investigate the potential of authentic picturebooks as primary teaching materials in combined grade level classrooms to mitigate the need for extensive individual student work and promote direct teaching across all grade levels. The study focuses on The Gruffalo (1999), a picturebook by Julia Donaldson, employed in four English language lessons within a combined two grade level classroom in a Croatian district school. Various picturebook-related activities and tasks aligned with the objectives outlined in the National Curriculum for the subject English Language will be implemented during these lessons. Preliminary findings indicate that students readily acquire vocabulary, phrases, and grammatical structures, while also benefiting from increased opportunities for communication in the English language. This, in turn, has a notable positive impact on their oral communication skills. |
Key words |
authentic picturebooks, combined grade level classroom, EFL teaching, The Gruffalo |
Developing L1 culture-related vocabulary competence in real-world EFL settings
|
Vickov Gloria, Sarić AnaFaculty of Humanities and Social Sciences, University of Split |
gvickov@ffst.hr |
Education for social and cultural diversity |
Number of the paper: 74 |
|
Abstract |
Teaching L1 culture is an important aspect of intercultural learning in EFL context and a prerequisite for the development of intercultural communication competence (Byram, 1997; Kahn, 2014). Teaching L1 culture in EFL also enhances interdisciplinarity and promotes preservation of one's own cultural and national identity (Vickov, 2016). Vickov (2014) informs that EFL teachers and learners in Croatian primary schools demonstrate relatively poor L1 culture-related vocabulary competence in English. The present study focuses on the results of research into L1 culture-related vocabulary competence, conducted on 50 teacher education students specializing in teaching English to young learners. The study also examines students´ perspective on learning L1 culture-related vocabulary in an out-of-classroom, real-world EFL setting. Following a mixed-methods approach, for the quantitative part the data was collected through a vocabulary test, while a semi-structured questionnaire was utilized to collect qualitative data. The results of the study demonstrate a rather poor level of the students´ L1 culture-related vocabulary competence. The qualitative data analysis shows that intercultural teaching and learning in real-world context has been evaluated as innovative, creative, and highly motivating by all participants. The findings of this research point to the necessity of developing prospective English teachers´ vocabulary competence related to L1 culture. The study also identifies out-of-classroom EFL settings as a motivating, advantageous environment for intercultural teaching at the academic level. |
Key words |
EFL; intercultural learning; L1 culture, out-of-classroom EFL settings; vocabulary competence |
Sestre i braća učenika s teškoćama u razvoju: sustavni pregled literature / Siblings of students with developmental disabilities: A systematic literature review
|
Blažević Simić, AnaSveučilište u Zagrebu, Filozofski fakultet |
ablazevi@ffzg.hr |
Odgoj i obrazovanje za socijalnu i kulturalnu raznolikost |
Broj rada: 75 |
|
Sažetak |
Iako su učenici s teškoćama u razvoju najtematiziranija kategorija općega inkluzivnoga diskursa (kako svakodnevne obrazovne prakse tako i nacionalnih obrazovnih politika), kategorija sestara i braće učenika s teškoćama u razvoju u nacionalnome stručnome i znanstvenome diskursu gotovo se ne susreće. Vodeći se činjenicama da su u školskoj godini 2023./2024. 7,54 % sveukupne učeničke populacije činili upravo učenici s teškoćama u razvoju (Ministarstvo znanosti i obrazovanja, 2024), a da pritom kategoriju njihovih sestara i braće ne spominje ni postojeći legislativni okvir kao ni recentniji obrazovno-politički dokumenti, ovaj rad stavlja naglasak na ovu očigledno zanemarenu kategoriju učeničke populacije. Cilj je ovoga rada stoga bila izrada prvoga sustavnoga pregleda literature domaćih izvora koji tematiziraju sestre i braću učenika s teškoćama u razvoju. Konkretnije, koristeći tehniku analize sadržaja, analizirani su znanstveni, pregledni i stručni radovi objavljeni u domaćim časopisima u otvorenome i zatvorenome pristupu, ali i završni, diplomski, specijalistički, magistarski i doktorski radovi objavljeni u digitalnim akademskim arhivima i repozitorijima. Na temelju rezultata analize sadržaja daju se smjernice za intenziviranje istraživačkoga fokusa na ovu specifičnu učeničku populaciju, prepoznavanje i odgovaranje na njihove potrebe unutar institucija odgoja i obrazovanja te moguće oblike neposrednoga rada koji je dosad bio izrazito sporadičan i nesustavan te je izrazito ovisio o senzibilitetu i znanju djelatnika odgojno-obrazovnoga sustava. |
Ključne riječi |
analiza sadržaja; časopisi; inkluzivno obrazovanje; nacionalna obrazovna politika; publikacije inkluzivne tematike; repozitoriji |
Blažević Simić, AnaFaculty of Humanities and Social Sciences, University of Zagreb |
ablazevi@ffzg.hr |
Education for social and cultural diversity |
Number of the paper: 75 |
|
Abstract |
Although students with developmental disabilities are the most researched category of the general inclusive discourse (both in everyday educational practice and national educational policies), the category of siblings of students with developmental disabilities is hardly encountered in the national professional and scientific discourse. Given that 7.54% of the total student population in the 2023/2024 school year consisted of students with developmental disabilities (Ministry of Science and Education, 2024), it's noteworthy that the category of their siblings is not addressed in either the existing legislative framework or recent educational-political documents. This paper highlights this often-overlooked student population. The aim of this paper was therefore to create the first systematic literature review of domestic sources that deal with siblings of students with developmental disabilities. More specifically, using the technique of content analysis, scientific, review and professional papers published in domestic journals in open and closed access, as well as final, graduate, specialist, master’s, and doctoral theses published in Digital Academic Archives and Repositories were analyzed. Based on the content analysis, the research recommends intensifying the focus on this specific student population. This includes recognizing and addressing their needs within educational institutions and exploring potential forms of direct support, which have been sporadic, unsystematic, and highly dependent on the individual knowledge and sensitivity of employees in the education system. |
Key words |
content analysis; inclusive education; journals; national educational policy; publications on inclusive topics; repositories |
Participation of students with different types of difficulties during practical work in the subject Nature and Society in primary classroom teaching
|
Šarčević Ivić-Hofman Katarina, Pongračić LukaDepartment of Social Sciences and Humanities, University of Slavonski Brod |
ksihofman@unisb.hr |
Education for social and cultural diversity |
Number of the paper: 76 |
|
Abstract |
Practical work is a method that is mostly used in teaching the subject Nature and Society with the aim of introducing students to science. One of the main goals of this subject is the development of natural science literacy and teaching the correct procedures of scientific methods. From the first grade, students engage in practical work that requires different levels of cognitive, affective, and psychomotor achievements. In this area, there is a special challenge for students with disabilities. Therefore, it is important to establish exactly which part of the teaching process they have the most difficulties with, considering their type of developmental disability, in order to establish the most suitable ways of adapting practical work regarding different types of difficulties in students. The data used for this research were collected using a questionnaire designed for the purpose of this research, which is part of a broader research Didactic-methodical difficulties in classroom teaching with students with special educational needs (IP-ODHZ-11-2021). 309 classroom teachers participated in the research and assessed students with disabilities according to the given criteria during class. Non-parametric statistical methods were used, and the results show that during teamwork, practical work and drawing conclusions after practical work, students with disorders in the autism spectrum have the most difficulties. These results indicate that additional adaptations are needed for the participation of students with difficulties in practical work, especially for students with disorders in the autism spectrum. The need for a more visual approach to assigning and solving the tasks of practical work is indicated. |
Key words |
Nature and Society, practical work, primary class teaching, students with disabilities, teaching adaptations |
Stavovi studenata prema inkluziji učenika migranata i tražitelja azila u obrazovni sustav Srbije / Students’ attitudes towards the inclusion of migrant and asylum seeker students in the educa
|
Marina Ž. SemizUniverzitet u Kragujevcu, Pedagoški fakultet Užice, Srbija |
semizmarina@gmail.com |
Odgoj i obrazovanje za socijalnu i kulturalnu raznolikost |
Broj rada: 77 |
|
Sažetak |
Važan aspekt migracijske i useljeničke politike u EU i izvan njezinih granica jest uključivanje učenika migranata i tražitelja azila u obrazovni sustav zemalja domaćina. Dosadašnja istraživanja potvrđuju važnost uključivanja učenika migranata i tražitelja azila u škole jer se time poštuju njihova prava, poboljšava njihov položaj u društvu i mogućnost kasnijega uspješnog sudjelovanja u društvu. Polazeći od obrazovne politike prema djeci migrantima i tražiteljima azila u EU i Srbiji te koncepta inkluzivne škole, provedeno je istraživanje s ciljem ispitivanja stavova studenta prema inkluziji učenika migranata i tražitelja azila u obrazovni sustav Srbije. Primijenjena je deskriptivno-neeksperimentalna metoda, tehnika anketiranja, a posebno su konstruirana dva istraživačka instrumenta. Uzorak je obuhvatio studente fakulteta za obrazovanje učitelja, nastavnika i pedagoga (N = 261) s pet sveučilišta u Srbiji. Rezultati pokazuju da većina studenata ima umjereno pozitivne stavove prema inkluziji studenata migranata i tražitelja azila u obrazovni sustav, a strukturu njihovih stavova možemo sagledati kroz tri čimbenika: važnost inkluzije i društvene participacije, resurse za podršku inkluziji i prepreke za inkluziju. S obzirom na dobivene rezultate, prepoznaje se potreba za inoviranjem studijskih programa na pedagoškim i nastavničkim fakultetima te za većom zastupljenošću stručno-aplikativnih predmeta u funkciji stjecanja znanja i razvijanja kompetencija za budući rad sa studentima migrantima i tražiteljima azila. |
Ključne riječi |
obrazovne politike; nastavnički i pedagoški fakulteti; obrazovna inkluzija; inkluzivna škola; migracije |
Marina Ž. SemizFaculty of Education in Užice, University of Kragujevac, Serbia |
semizmarina@gmail.com |
Education for social and cultural diversity |
Number of the paper: 77 |
|
Abstract |
The inclusion of migrant and asylum seeker students in the education system of the host country represents an important aspect of the migration and asylum policy of the EU and beyond. Previous research confirms the importance of the inclusion of migrant and asylum seeker students in school since it respects their rights, improves their social status, and provides opportunities for later successful participation in society. Starting with the education policy towards migrant and asylum seeker children in the EU and Serbia as well as the concept of inclusive school, the research was conducted with the aim of investigating students’ attitudes towards the inclusion of migrant and asylum seeker students in the education system of Serbia. A descriptive-non-experimental research method, survey technique, as well as two specifically designed research instruments were used. The sample was drawn from the population of students majoring in education (N=261) from five Serbian universities. The research results show that most of the students have moderately positive attitudes towards the inclusion of migrant and asylum seeker students in the education system, and the structure of their attitudes can be perceived through three factors: the importance of inclusion and social participation, support resources for inclusion and barriers to inclusion. The obtained results suggest the need for introducing innovative study programs into faculties of education and increase the availability of professional application courses to equip future teachers with the knowledge and skills necessary for working with migrant and asylum seeker students. |
Key words |
education policies, faculties of education, inclusion in education, inclusive school, migration |
Attitudes of future teachers towards members of minorities and migrants
|
Šenjug Krleža Ana, Knežević ŽeljkaSveučilište u Zagrebu, Učiteljski fakultet |
ana.senjug@ufzg.hr |
Education for social and cultural diversity |
Number of the paper: 78 |
|
Abstract |
Globalization processes, migration, and increased mobility of individuals make countries around the world more and more culturally diverse. These social changes are directly reflected in educational systems where teachers are challenged to successfully deal with diversity in their teaching (Knežević 2023). To achieve this goal, the intercultural competence of the teacher, which includes specific knowledge, positive attitudes towards others, as well as the constant development of skills for successfully navigating different communication situations, is crucial (Šenjug Krleža 2020). In scientific literature, attitudes are often emphasized as the fundamental dimension of intercultural competence, and openness and tolerance are cited as the basic characteristics of a desirable attitude (Deardorff, 2006; Knapp, 2008; Bolten, 2007; Byram, 1997). To gain insight into the attitudes of future teachers towards their potential future pupils, we used the Bogardus scale to examine the social distance of students in their final years of teacher studies at the Faculty of Teacher Education at the University of Zagreb (N=122) towards members of minorities and migrants in the Republic of Croatia. We also conducted interviews with focus groups of students (N=12) in which we investigated stereotypes and prejudices that future teachers hold towards migrant and minority cultures. The results show a greater social distance of students towards members of cultures that they perceive as less close to their own, as well as pronounced prejudices and stereotypes of students towards all cultures different from their culture. These results point to the need for a stronger development of teachers' intercultural competence during their initial education. |
Key words |
intercultural competence, prejudices, social distance, stereotypes |
Kako odgojiteljice i učiteljice razumiju elemente demokracije? / How do preschool and primary education teachers understand elements of democracy?
|
Pažur Monika, Aladrović Slovaček KatarinaSveučilište u Zagrebu, Učiteljski fakultet |
monika.pazur@ufzg.hr |
Odgoj i obrazovanje za socijalnu i kulturalnu raznolikost |
Broj rada: 79 |
|
Sažetak |
Razvoj demokratskih kultura odgojno-obrazovnih institucija temelji se na razvoju građanske kompetencije onih koji u njemu sudjeluju, a koja se očituje u vrednovanju ljudskoga dostojanstva i ljudskih prava te njegovanju kulturne raznolikosti i demokracije. Isto je moguće isključivo kada osoba razumije što demokracija jest, koji su njezini temeljni elementi i što oni podrazumijevaju kako za građane tako i za društvo u cijelosti. Ciljevi ovoga istraživanja bili su (1) opisati kako odgojiteljice i učiteljice razumiju ključne koncepte demokracije te (2) sumirati ključne riječi koje odgojiteljice i učiteljice koriste u opisivanju koncepata demokracije kao i naznake odnosa među njima. Na temelju analize aktualne literature detektirano je 10 temeljnih elemenata demokracije. U istraživanju je sudjelovalo 35 odgojiteljica i učiteljica, različitoga radnog iskustva, koje su ispunjavajući upitnik opisale i definirale unaprijed izdvojene konstrukte demokracije. Provedena je jednostavna analiza sadržaja u odnosu na 3 komponente odgovora: sadržajnu, leksičku (vrste riječi, broj riječi, leksička gustoća i raznolikost) i sintaktičku (struktura i tipovi rečenica). U odnosu na svaku komponentu prepoznati su kodovi: niska, srednja i visoka razina razumijevanja. Rezultati pokazuju kako odgojiteljice i učiteljice imaju uglavnom nisku i srednju razinu razumijevanja koncepata kako na sadržajnoj, jednako tako na leksičkoj i sintaktičkoj razini. Dodatno, prepoznat je nizak varijabilitet u korištenju riječi za definiranje pojma, odnosno sudionice često koriste iste riječi za opisivanje različitih koncepata. Dobiveni rezultati ukazuju na potrebne promjene u inicijalnom obrazovanju učitelja i odgojitelja kako bi bili spremni odgovoriti na suvremene izazove i promjene u društvu za što je ključno razumijevanje svih elemenata demokracije. |
Ključne riječi |
analiza sadržaja; koncepti demokracije; odgojiteljice; razumijevanje; učiteljice |
Pažur Monika, Aladrović Slovaček KatarinaUniversity of Zagreb Faculty of Teacher Education |
monika.pazur@ufzg.hr |
Education for social and cultural diversity |
Number of the paper: 79 |
|
Abstract |
The development of democratic culture of educational institutions is based on the development of the civic competence of those who participate in it, which is manifested in valuing human dignity and human rights and nurturing cultural diversity and democracy. The same is possible only when a person understands what democracy is, what its basic elements are and what they mean for both citizens and society. The goals of this research were: (1) to describe how preschool and primary education teachers understand the key concepts of democracy, and (2) to summarize the key words used by preschool and primary school teachers in describing the concepts of democracy as well as the relationship between them. Based on the analysis of current literature, 10 fundamental elements of democracy were detected. The research involved 35 preschool and primary school teachers with different backgrounds. They completed a questionnaire to describe and define the pre-selected constructs. A simple content analysis was performed in relation to three response components: content, lexical (types of words, number of words, lexical density and variety) and syntactic (structure and types of sentences). In relation to each component, codes are recognized: low, medium, and high level of understanding. The results show that research participants have mostly a low and medium level of understanding of the concepts both at the content level, as well as at the lexical and syntactic level. Additionally, participants demonstrated a limited variation in their use of words to define concepts, often employing the same words to describe different concepts. The obtained results point to the necessary changes in the initial education of educators in order to be ready to respond to contemporary challenges and changes in society, for which an understanding of all elements of democracy is key. |
Key words |
concepts of democracy, content analysis, preschool teachers, primary education teachers, understanding |
Poticanje jezično-govornoga razvoja djece predškolske dobi – uloga mjesnih organskih idioma / Fostering speech development in early childhood and preschool-aged children - the role of the ver
|
Vuić, BožicaSveučilište u Zagrebu, Učiteljski fakultet |
bozicavuic@gmail.com |
Odgoj i obrazovanje za socijalnu i kulturalnu raznolikost |
Broj rada: 80 |
|
Sažetak |
Djetetov jezično-govorni i komunikacijski razvoj počinje u obiteljskom okružju u kojem je dijete izloženo ponajprije govoru/govorenju članova svoje obitelji, a potom i šire zajednice te suvremenih digitalnih medija. Pri tome dijete jezične i govorne navike usvaja slušanjem, oponašanjem govornih uzora i osobnim govorenjem. Uključivanjem djeteta u predškolsku ustanovu ono će biti izloženo na formalan, neformalan i informalan način i drugim jezično-govornim utjecajima npr. govoru vršnjaka i standardnim jezičnim oblicima u govoru odgojitelja. Odgojitelju će polazište, u poticanju djetetova jezičnoga i govornoga razvoja, biti djetetov imanentni govor. U svakodnevnoj odgojno-obrazovnoj praksi odgojitelj utječe na djetetov govorni razvoj i kreiranjem poticajnoga okružja (Čudina-Obradović, 2014; Cvikić, Turza-Bogdan, 2023) koje treba biti usmjereno na dijete, na njegove individualne potrebe i mogućnosti. U predškolskoj odgojno-obrazovnoj ustanovi djeca se upoznaju s različitim književno-umjetničkim tekstovima pričama, slikovnicama, pjesmama (malešnicama) i sl., pri čemu poticajno komunikacijsko okružje posreduje u uspostavi literarne komunikacije (Rosandić, 2005) i razumijevanju osnovnih semantičkih slojeva. Susret predškolskoga djeteta i književnoga teksta jedan je od načina poticanja rane pismenosti koja se najlakše ostvaruje na poznatom sadržaju. Većina djece u predškolskoj dobi pokazuju interes za slova i vizualiziraju riječ, odnosno slova od kojih je riječ sastavljena. U poticanju rane pismenosti u DV Petrinjčica tijekom 2021. godine, neposredno nakon potresa, pokrenut je projekt Petrinja A – Ž u odgojnoj skupini Ježići u kojoj je većina djece bila predškolske dobi. Rezultat toga projekta jest slikovnica/slovarica koju su ilustrirala djeca navedene odgojne skupine, a leksički sloj čine riječi iz petrinjskoga organskog idioma. Manje poznate riječi i pojmovi dodatno su objašnjeni na standardnom jeziku. Ova je petrinjska slovarica primjer poticanja jezično-govornoga razvoja na osnovi organskoga mjesnog idioma i primjer njegovanja tradicijske baštine u kontekstu globalizacije i multikulturalnosti. |
Ključne riječi |
dijete predškolske dobi; jezično-govorni razvoj; literarna komunikacija; rana pismenost |
Vuić, BožicaUniversity of Zagreb Faculty of Teacher Education |
bozicavuic@gmail.com |
Education for social and cultural diversity |
Number of the paper: 80 |
|
Abstract |
A child's language and speech as well as communication development begins in the family environment where the child is exposed primarily to the speech/spoken communication of his or her family members, but also to the wider community and modern digital media. In these circumstances, children acquire language and speech habits by listening, imitating speech models, and speaking. Enrolment of a child in a preschool institution facilitates their formal, non-formal, and informal exposure to other language and speech influences, for example, the speech of their peers and standard language forms used by their preschool teachers. For the preschool teacher, the starting point in facilitating the child's language and speech development will be the child's inherent speech. In everyday educational practice, the teacher also influences the child's speech development by creating a stimulating environment (Čudina-Obradović, 2014; Cvikić & Turza-Bogdan, 2023), which should be focused on the child, more specifically, the child’s individual needs and abilities. In a preschool institution, children are introduced to different literary and artistic texts, stories, picturebooks, songs (nursery rhymes), etc., whereby a stimulating communication environment mediates the establishment of literary communication (Rosandić, 2005) and understanding of the basic semantic layers. The encounter of a preschool child with a literary text is one of the ways of encouraging early literacy, which is most easily achieved with familiar content. Most preschool-aged children show interest in letters and visualize the word, that is, the letters that make up the word. In order to encourage early literacy in Kindergarten Petrinjčica during 2021, immediately after the earthquake in Petrinja, the project Petrinja A - Ž was launched in the educational group Ježići (Little Hedgehogs) where most of the children were of preschool age. The project resulted with a spelling book illustrated by the children themselves, and the vocabulary used in the book consists of words found in the Petrinja vernacular. Lesser-known words and concepts are additionally explained in the standard language. This spelling book is an example of fostering language and speech development with the help of a vernacular and an example of nurturing traditional heritage in the context of globalization and multiculturalism. |
Key words |
early literacy, language and speech development, literary communication preschool-age children |
Izazovi i pozitivni aspekti višejezičnoga školskog konteksta u Crnoj Gori / Challenges and positive aspects of the multilingual school context in Montenegro
|
Nikčević Jasmina, Popović DušankaFilološki fakultet, Univerzitet Crne Gore |
minanik.jasmina@gmail.com |
Odgoj i obrazovanje za socijalnu i kulturalnu raznolikost |
Broj rada: 81 |
|
Sažetak |
Ovim radom željeli bismo ukazati na širok dijapazon aktivnosti koje se mogu preduzimati i realizirati u školama u Crnoj Gori koje pohađaju učenici iz izbjegličkih obitelji jer moramo biti svjesni teškoća i slabijega uspjeha iz gotovo svih školskih predmeta kod djece izbjegle s ratnoga područja (u ovom slučaju pretežno iz Ukrajine). Najveći razlog za lošije školske rezultate primarno je nedovoljno poznavanje jezika na kojem se nastava realizira. U situaciji u kojoj naše učionice sve više postaju višejezične, novi se izazovi postavljaju pred škole i nastavnike. Osim dodatnih sati crnogorskoga jezika u školi, treba planirati jezično-stručne segmente aktivnosti na satima redovne nastave svih predmeta, kao i strategije iz bilingvalnih sredina (kao u pograničnom području gdje se nastava integralno ili parcijalno izvodi na albanskom jeziku). No, s obzirom na specifičnu i kompleksnu situaciju učenika iz izbjegličkih obitelji, tek pristiglih u našu, njima stranu zemlju i kulturu, sva ova pitanja koja nameće svarnost, uz svijest da smo u dobu inkluzije, a ne asimilacije, prirodno pokreću i nova razmišljanja s ciljem optimizacije uvjeta učenja u višejezičnom školskom kontekstu. Učenici iz migrantskih obiteljivdolaze u naše škole sa svojim sposobnostima, kulturalnim osobenostima, znanjima i jezičnim vještinama i trebaju se uključiti u zajednicu učenja s domicilnim učenicima. Interkulturalna didaktika teži duboko humanističkom obrazovanju držeći se principa da jezik i kultura predstavljaju prije svega pravo. Savremena istraživanja (Auger i Le Pichon, 2021) pokazuju da favorizovanje njihova materinskoga jezika-kulture u višejezičnoj učionici ohrabruje učenike osnažujući njihov osjećaj prihvaćenosti i sigurnosti. Iako se može činiti vrlo zahtijevnim (ne i nemogućim) uključiti više jezika kojima učenici govore u kurikule, posredstvom jezika stranoga učenika stvaramo preduvjete za bolje postizanje obrazovnih ciljeva i ishoda, a novi pristupi vrjednovanja ovakvoga jezično-kulturnoga kapitala utječu na inovativnost i bogatstvo obrazovnih mogućnosti za sve, kako strane učenike, tako i za domicilne, doprinoseći uzajamnom razumijevanju, istinskom uvažavanju i prihvaćanju. |
Ključne riječi |
inkluzija; materinski jezik-kultura; učenici-migranti; plurilingvalna učionica |
Nikčević, Jasmina; Popović, DušankaUniversity of Montenegro |
minanik.jasmina@gmail.com |
Education for social and cultural diversity |
Number of the paper: 81 |
|
Abstract |
With this paper, we would like to point out the wide range of activities that can be undertaken and implemented in schools in Montenegro attended by students from refugee families, since we must be aware of the difficulties and lower achievement in almost all school subjects for children who have fled from the war zone (in this case, mostly from Ukraine). The biggest reason for weak academic results is primarily insufficient knowledge of the language in which the teaching is carried out. Considering that classrooms are increasingly becoming multilingual, new challenges are being posed to schools and teachers. Apart from additional lessons of the Montenegrin language at school, language-professional activity segments should be planned in regular classes in all subjects, as well as strategies from bilingual environments (such as in the border area where teaching is conducted integrally or partially in the Albanian language). However, given the specific and complex circumstances faced by refugee families who have recently arrived in Montenegro, it is essential to reconsider how to optimize learning conditions in a multilingual school environment. The emphasis on inclusion, rather than assimilation, necessitates a rethinking of traditional approaches. Students from migrant families come to our schools with their abilities, cultural peculiarities, knowledge and language skills, and should be included in the learning community with domicile students. Intercultural didactics strives for deeply humanistic education, adhering to the principle that language and culture represent, firs of all, right. Contemporary research (Auger and Le Pichon, 2021) shows that favoring their mother tongue-culture in a multilingual classroom encourages students by strengthening their sense of acceptance and security. Although it may seem very demanding (not impossible) to include several languages spoken by students in the curriculum. By including foreign languages, we can create conditions for better academic achievement, develop new approaches to the evaluation of such linguistic and cultural occurrences, foster mutual understanding and appreciation, and enrich the educational experience for all students. |
Key words |
inclusion, migrant students, mother tongue-culture, plurilingual classroom |
Ovladavanje stranim (engleskim) jezikom u ranoj i predškolskoj dobi: pregled istraživanja objavljenih u posljednjih deset godina / Pre-primary (E)FL: A review of research published in the las
|
Mikulec, AlenkaSveučilište u Zagrebu, Učiteljski fakultet |
alenka.mikulec@ufzg.hr |
Odgoj i obrazovanje za socijalnu i kulturalnu raznolikost |
Broj rada: 82 |
|
Sažetak |
Globalizacijski procesi, brzi razvoj u različitim sferama života i povećane migracije stanovništva pridonijeli su rastu svijesti o važnosti poznavanja stranih jezika, posebice engleskoga, koji ima status linguae france. Važnost stranih jezika prepoznali su kao prioritet roditelji, kao i drugi dionici, što je rezultiralo poučavanjem stranih jezika od vrlo rane dobi. Unatoč rastućem interesu za usvajanje stranih jezika već od rane i predškolske dobi u cijelom svijetu, još uvijek nisu ujednačene potrebne kompetencije poučavatelja niti metodologija poučavanja. Štoviše, ova se tema još uvijek smatra nedovoljno istraženom iako su uočena neka poboljšanja. Cilj je ovoga rada dati pregled najnovijih rezultata istraživanja usmjerenih na poučavanje i usvajanje engleskoga kao stranoga jezika u ranoj i predškolskoj dobi. U tu svrhu, koristeći izraze predškolski i strani jezik kao ključne riječi, autorica je provela pretraživanje akademskih baza podataka ograničeno na studije objavljene u posljednjih deset godina. Članci su analizirani i grupirani prema dvjema temama: kompetencije poučavatelja stranoga (engleskoga) jezika i metodologija poučavanja primjerena djeci rane i predškolske dobi. Na temelju provedene analize predložene su određene implikacije za poučavanje stranoga jezika u ovoj dobnoj skupini. |
Ključne riječi |
kompetencije poučavatelja; metodologija poučavanja; usvajanje stranoga jezika u ranoj i predškolskoj dobi |
Mikulec, AlenkaUniversity of Zagreb Faculty of Teacher Education |
alenka.mikulec@ufzg.hr |
Education for social and cultural diversity |
Number of the paper: 82 |
|
Abstract |
Globalization processes, rapid developments across different spheres of life and increased population migrations have contributed to a growing awareness of the importance of proficiency in additional languages, especially English, which has the status of a lingua franca. This has been recognized as a priority by parents as well as some stakeholders and has resulted in teaching foreign languages from a very early age. Despite the growing interest in pre-primary foreign language teaching and acquisition worldwide, there is still insufficient uniformity in the definition of teacher competences and teaching methodology. Moreover, the topic is still considered greatly under-researched although some improvements have been observed. The aim of this paper is to provide an overview of the most recent research findings focusing on teaching and acquisition of English as a foreign language at the pre-primary age. For this purpose, using pre-primary and foreign language as the keywords, the author conducted academic databases search restricted to studies published in the last ten years. The articles have been analyzed and grouped according to two topics: pre-primary (E)FL teacher competences and age-appropriate teaching methodology. Based on the analysis, some implications for pre-primary (E)FL are discussed. |
Key words |
pre-primary FL acquisition, teacher competences, teaching methodology |
Intersection of children's rights and preschool program analysis
|
Žnidarec-Čučković Ana, Golik Ivana, Višnjić- Jevtić AdrijanaUniversity of Zagreb Faculty of Teacher Education |
ana.znidarec.cuckovic@ufzg.hr, ivana.golik@ufzg.h |
Education for social and cultural diversity |
Number of the paper: 83 |
|
Abstract |
This research paper explores the critical intersection of children's rights and preschool programs, focusing on analyzing the extent to which preschool programs uphold and promote the rights of young children. As foundational frameworks for early childhood education, preschool programs play a pivotal role in shaping the experiences and development of children during their formative years. The analysis delves into various dimensions of children's rights (CR) as outlined in international conventions and declarations, examining how preschool programs align with principles such as the right to education, protection from harm, participation, and the child's best interests. Through a comprehensive review of existing preschool curricula, policies, and practices, this study aims to identify strengths, challenges, and areas for improvement in ensuring that children's rights are fully realized within early childhood education settings. By critically evaluating the implementation of children's rights in preschool programs, this research seeks to contribute valuable insights to the ongoing discourse on early childhood education and advocacy for the holistic well-being and empowerment of young children with specific contributions to possible CR framework based on these indicators: introduction to the core concepts of childhood and human rights-based approach, CR standards and principles, CR systems and institutions, key components and principles of CR programming, child participation, CR situation analysis, program design and implementation, CR programming case study, monitoring and evaluation and becoming a CR focused organization. |
Key words |
accessibility check tools; digital inclusion; special needs; accessibility improvement; higher education |
Uloga postmodernističkih postupaka u romanu Nemoj reći nikome, Maje Brajko Livaković u pristupu osjetljivim temama / The role of postmodernist procedures in the novel Don’t tell anyone, by Ma
|
Marković, MatildaOsnovna škola Draganići |
matilda.markovic@skole.hr |
Odgoj i obrazovanje za socijalnu i kulturalnu raznolikost |
Broj rada: 84 |
|
Sažetak |
U radu se detaljno interpretiraju i opisuju postmodernistički postupci koje je autorica, suvremena hrvatska spisateljica, Maja Brajko Livaković upotrijebila u romanu Nemoj reći nikome. U romanu za mlade Nemoj reći nikome, autorica Maja Brajko Livaković (2012) problematizira svakodnevicu jednog tinejdžera i mladenačku komunikaciju internetom koja, iako djeluje bezazleno, za sobom povlači brojne probleme, izazove i opasnosti. Tako jedna sasvim bezazlena internetska komunikacija glavnu protagonisticu romana na gnjusan način uvlači u mrežu kriminala, iz koje teško pronalazi izlaz. Roman tako otvara brojne osjetljive teme poput prostitucije, prodaje organa, izrabljivanja mladih djevojaka i kršenja osnovnih ljudskih prava i ljudskoga dostojanstva kojima obiluje naša svakodnevica. Problematiziranje bezazlene mladenačke komunikacije internetom šalje jasnu poruku čitatelju da je internetski svijet nestvaran, da je on nečija tvorevina nastao iz brojnih ili pozitivnih ili negativnih poriva. U sadržaj teksta ovoga romana implementirani su različiti intertekstovi koji simuliraju online komunikaciju često su vjerna preslika realne komunikacije, lišeni pravopisnih i jezičnih pravila i zakonitosti poput blogova, tekstova chat komunikacije koji predočavaju digitalnu komunikaciju, različita jezična podebljavanja, podcrtavanja i tekstovi pisani velikim tiskanim slovima kako bi se dočaralo psihološko stanje glavnoga lika, tekstovi tiskanih novina i časopisa, fusnote i citiranje drugih umjetničkih tekstova. Hipermedijacija se u ovom romanu tako postiže prije svega tekstualnim i grafičkim oblikovanjem teksta, odnosno simulacijom prijepisa tekstova iz drugih medija, a ostvaruje se strategijama preoblikovanja teksta, odnosno tekstualno konotiranim signalima o drugačijem porijeklu tekstualne poruke tzv. uz-tekstualnim znakovima. Odnose se upravo na primjere citiranja tekstova iz dnevnih novima, tekstove objavljene na blogu ili tekstove online ili digitalne komunikacije. Njihova je uloga postići dojam autentičnosti, objektivnosti i ozbiljnosti, a time i približiti djelo mladome čitatelju. Stoga tekstovi često odstupaju od jezičnoga standarda, a jezik i stil pisanja odgovara mladenačkom u kojem se jezična pravila i gramatička korektnost pisane poruke stavlja u drugi plan. Tako je vrlo čest primjer neispravna uporaba velikoga slova, izostavljanje interpunkcija, gomilanje rečeničnih znakova što je obilježje suvremene digitalne mladenačke komunikacije. |
Ključne riječi |
hipermedijacija; intertekstualnost; osjetljive teme; posmodernistički postupci; žargon |
Marković, MatildaPrimary school Draganići |
matilda.markovic@skole.hr |
Education for social and cultural diversity |
Number of the paper: 84 |
|
Abstract |
The paper interprets and describes in detail the postmodernist procedures used by the author, contemporary Croatian writer, Maja Brajko Livaković in the novel Don't Tell Anyone. In this novel for young adults, the author, Maja Brajko Livaković (2012) problematizes the everyday life of a teenager and youthful communication on the internet, which, although it seems harmless, entails numerous problems, challenges, and dangers. Thus, a completely harmless internet communication drags the main protagonist of the novel into a criminal network in a heinous way, from which she has difficulty finding a way out. Thus, the novel opens numerous sensitive topics such as prostitution, organ sales, exploitation of young girls, and violations of basic human rights and human dignity that abound in our everyday life. The issue of innocent youth communication on the internet sends a clear message to the reader that the internet world is unreal, that it is someone's creation born of numerous positive or negative impulses. The text of this novel incorporates numerous intertexts that faithfully mimic online communication, often replicating the unedited and ungrammatical style of real-life blogs and chat conversations. These intertexts include digital communication features like bolding, underlining, and capitalization, which are used to convey the psychological state of the main character. Additionally, the novel includes excerpts from printed newspapers and magazines, as well as footnotes and citations of other artistic texts. In this novel, hypermediation is achieved primarily through textual and graphic formatting, i.e. simulating the transcription of texts from other media, and it is achieved through strategies of text reshaping or textually connoted signals about a different origin of the textual message, the so-called with text characters. They refer precisely to the example of quoting texts from daily newspapers, texts published on a blog or texts from online or digital communications. Their role is to achieve an impression, authenticity, objectivity, and seriousness, and over time to bring the work closer to the young reader. Often, therefore, precisely these texts deviate from the language standard, and the language and style of writing corresponds to that of youth, in which language rules and grammatical correctness of the written message are put in the background. Thus, it is a very common example of improper use of capital letters, omission of punctuation, accumulation of sentence characters, which is a feature of contemporary digital youth communication. |
Key words |
hypermediation, intertextuality, jargon, postmodernist procedures, sensitive topics |
Risky and outdoor play in early and preschool education /Rizična i igra na otvorenom u ranom i predškolskom odgoju i obrazovanju
|
Violeta Valjan Vukić1, Kristina Saleta21 University of Zadar, 2 Dječji vrtić Sunčana |
vvukic@unizd.hr |
Odgoj i obrazovanje za socijalnu i kulturalnu raznolikost |
Broj rada: 85 |
|
Sažetak |
Igra kao primarna djetetova aktivnost pridonosi cjelovitom razvoju tjelesnih, socijalnih, emocionalnih, jezičnih i spoznajnih vještina. No, outdoor kurikul naglasak stavlja na rizičnu igru na otvorenome, u prirodi, čija su obilježja izazovne i avanturističke aktivnosti koje omogućuju djeci da istraže svoje granice, razviju vještine procjene rizika te ojačaju samopouzdanje i otpornost. Kao takva, rizična igra u kontekstu odgojno-obrazovnoga okružja, sve više se razmatra, zbog njezinih potencijalnih dobrobiti za dječji razvoj. U kontekstu Hrvatskog nacionalnog kurikuluma za rani i predškolski odgoj i obrazovanje igra se ističe kao temeljni pristup poticanju cjelovitoga djetetova razvoja a, pri čemu se naglasak stavlja na pružanje mogućnosti djeci da se uključe u različita istraživačka iskustva u zatvorenom i otvorenom prostoru. Međutim, interpretacija i percepcije rizične igre često varira među stručnjacima jer ju dio njih promatra s oprezom iz straha od mogućih ozljeda ili nezgoda. Stoga je postizanje ravnoteže između pružanja prilika za kontrolirani rizik i osiguravanja sigurnosti djece ključno za učinkovitu provedbu načela kurikula. U radu se razmatra rizična igra i njezine razvojne prednosti te uspoređuje percepcija igre u na otvorenom i rizične igre u kontekstu Hrvatskog nacionalnog kurikuluma za rani i predškolski odgoj i obrazovanje i kurikulu skandinavskih zemalja. Osvještavanjem dobrobiti te prihvaćanjem i podržavanjem rizične igre na otvorenom odgojitelji i roditelji mogu stvoriti „novo“ poticajno okružje za cjeloviti rast, razvoj i učenje djece tijekom ranih godina. |
Ključne riječi |
igra na otvorenom; Nacionalni kurikulum za rani i predškolski odgoj i obrazovanje; outdoor curriculum; razvojne prednosti; rizična igra |
Violeta Valjan Vukić1, Kristina Saleta21 University of Zadar, 2 Dječji vrtić Sunčana |
vvukic@unizd.hr |
Education for social and cultural diversity |
Number of the paper: 85 |
|
Abstract |
Play, as a child's primary activity, contributes to the overall development of physical, social, emotional, language and cognitive skills. But the Outdoor curriculum emphasizes risky outdoor play in nature, characterized by challenging and adventurous activities that allow children to explore their limits, develop risk assessment skills and strengthen confidence and resilience. As such a risky game in the context of the educational environment, it is increasingly considered, because of the potential benefits for children's development. In the context of the Croatian National Curriculum for Early and Preschool Education, play stands out as a fundamental approach to encouraging the integral development of a child, where the emphasis is placed on providing opportunities for children to engage in various research experiences in indoor and outdoor spaces. However, the interpretation and perception of risky play often varies among experts, since some of them view it with caution for fear of possible injuries or accidents. Therefore, striking a balance between providing opportunities for controlled risk and ensuring children's safety is essential to the effective implementation of curriculum principles. The paper considers risky play and its developmental advantages, and compares the perception of outdoor play and risky play in the context of the Croatian national curriculum for early and preschool education and the curriculum of Scandinavian countries. By raising awareness of the benefits and accepting and supporting risky outdoor play, educators and parents can create a "new" stimulating environment for the integral growth, development and learning of preschool children. |
Key words |
developmental advantages; National curriculum for early and preschool education; Outdoor curriculum; outdoor play; risky game |
Education for innovation and research
How to stimulate the research spirit and curiosity among children and young people? How to involve the children’s and youth’s voices in the creation and evaluation of educational policies and practices?
Section Editor: izv. prof. dr. sc. Nevenka Maras
Usporedba kurikula Hrvatskoga jezika u osnovnoj školi u Republici Hrvatskoj i u Bosni i Hercegovini / Comparative analysis of Croatian language curricula in Croatia and Bosnia and Herzegovina
|
Tihana BilešićAlfa d. d. |
tbilesic@gmail.com |
Odgoj i obrazovanje za inovaciju i istraživanje |
Broj rada: 86 |
|
Sažetak |
Materinski je jezik idiom koji se stječe u najranijoj dobi bez svjesnoga učenja. Hrvatskim se jezikom kao materinskim jezikom služi više od 5,5 milijuna ljudi. Službeni je jezik u Republici Hrvatskoj i jedan od službenih jezika u Bosni i Hercegovini. Kao materinski jezik hrvatski se uči i poučava u hrvatskim školama i u dijelu škola u Bosni i Hercegovini. Učenje i poučavanje materinskoga jezika u školama determinirano je sustavom odgoja i obrazovanja određene države, odnosno pravnim regulativama i kurikulskim dokumentima. U ovom su radu istaknute osobitosti odgojno-obrazovnih sustava u Republici Hrvatskoj i u Bosni i Hercegovini te izvori na koje se kao takve oslanjaju. Posebnu pozornost zauzima Hrvatski jezik kao temeljni nastavni predmet (materinski jezik) i u hrvatskome i u dijelu odgojno-obrazovnoga sustava Bosne i Hercegovine. Budući da je riječ o istome (materinskome) jeziku, struktura, svrha, ciljevi i ishodi učenja predviđeni kurikulskim dokumentima ne bi trebali imati značajnija odstupanja i razlike. Kvantitativnom i kvalitativnom analizom kurikula Hrvatskoga jezika kao materinskoga jezika u Republici Hrvatskoj i kurikula Hrvatskoga jezika kao materinskoga jezika u Bosni i Hercegovini pokazalo se odstupanje u kvantiteti odgojno-obrazovnih ishoda. Razlike su prvenstveno proizašle iz činjenice da je osnovnoškolsko obrazovanje u Republici Hrvatskoj osmogodišnje, a u Bosni i Hercegovini devetogodišnje. Analiza dokumenata pruža uvid u navedene odmake i poziva da se odgojno-obrazovni ishodi i sadržaji kurikula materinskoga jezika približe sličnim vrijednostima (posebice u značajnijim raskoracima) ili da se ponude znanstvena i teorijska uporišta njihove opravdanosti. |
Ključne riječi |
materinski jezik; odgojno-obrazovni ishodi; odgojno-obrazovni sustav; predmetna područja |
Tihana BilešićAlfa d. d. |
tbilesic@gmail.com |
Education for innovation and research |
Number of the paper: 86 |
|
Abstract |
The mother tongue is an idiom that is acquired at an early age without conscious learning. More than 5.5 million people speak Croatian as their mother tongue. It is the official language in the Republic of Croatia and one of the official languages in Bosnia and Herzegovina. As a mother tongue, Croatian is learned and taught in Croatian schools and in some schools in Bosnia and Herzegovina. The learning and teaching of the mother tongue in schools is determined by the system of education of a particular country, that is, by legal regulations and curriculum documents. This paper highlights the peculiarities of the educational system in the Republic of Croatia and in Bosnia and Herzegovina and the sources they rely on as such. Special attention is paid to the Croatian language as a basic teaching subject (mother tongue) both in Croatian and in the part of the educational system of Bosnia and Herzegovina. Since it is the same (mother tongue) language, the structure, purpose, goals and learning outcomes provided for in the curriculum documents should not deviate and differ significantly. A quantitative and qualitative analysis of the curriculum of the Croatian language as a mother tongue in the Republic of Croatia and the curriculum of the Croatian language as a mother tongue in Bosnia and Herzegovina showed a discrepancy in the quantity of educational outcomes. The differences primarily stemmed from varying lengths of primary school education in the two countries: eight years in Croatia and nine in Bosnia and Herzegovina. The analysis of the documents provides insights into the aforementioned developments and suggests that the educational outcomes and content of the mother tongue curriculum should be aligned more closely with similar values, particularly where significant gaps exist. Additionally, it calls for a strong foundation of scientific and theoretical principles to justify any curricular changes. |
Key words |
mother tongue, educational outcomes, educational system, subject areas |
Evaluation of high school Biology teachers' satisfaction with the reformed Biology curriculum: A case study from Croatia
Education for innovation and research |
Number of the paper: 87 |
|
Abstract |
In many countries, including Croatia, attempts are being made to improve the quality of education through curricular reforms. The Croatian educational reform, guided by global trends, introduced a student-centered, conceptual approach to biology education that differs from the previous thematic model. The new approach starts with broader, observable concepts before delving into microscopic subtleties, reflecting a fundamental shift in educational philosophy. It also emphasizes flexibility and teacher autonomy. Despite the benefits, implementation is challenging, especially for teachers who are used to the previous framework. The aim of this study was to assess teacher satisfaction by comparing the new biology curriculum with the previous thematic approach and examining the perception of greater content autonomy. The study also investigates whether the teachers' different professional experience influences their views. The study involved 78 biology teachers from high schools in Croatia, who were divided into four groups based on their professional teaching experience (over 21 years, 11 to 20 years, 6 to 10 years, 2 to 5 years, < 2 years of teaching experience). An anonymous online questionnaire was developed for this study. The results indicate that experienced teachers prefer the previous thematic approach, which points to the need for a possible adaptation of the biology curriculum taking into account teacher feedback. The results of the study have the potential to contribute to a thorough re-evaluation and restructuring of the Croatian biology curriculum and to influence global educational considerations and reforms in science education. The study also highlights the need for a comprehensive support system to help teachers manage the transition. |
Key words |
curriculum enhancement, curriculum evaluation, science education, teacher feedback, teaching methodology |
Physics students’ ideas about inquiry-based-education: A qualitative approach
|
Aleksandra MaksimovicUniversity of Kragujevac |
aleksandra.maksimovic@pmf.kg.ac.rs |
Education for innovation and research |
Number of the paper: 88 |
|
Abstract |
In this paper, we analyzed the issue of Physics teaching in the context of Inquiry-Based-Education. The primary focus of the research was on investigating the perspectives of prospective Physics teachers. The introductory section addressed the concerning trend of declining student enrollment in fields related to this research. On one hand, there is a shortage of young people choosing teaching as a career, while on the other, there is a decline in student interest in STEM subjects. In this context, the area of future Physics teachers stands out as particularly deficient. Such circumstances influenced the possibilities of recruiting respondents and the scope of the sample. Based on the qualitative research, the paper presents the experience of two students of the Master's program Professor of Physics and Informatics at the Faculty of Science, University of Kragujevac, Republic of Serbia. The context in which the interviewees decided to become Physics teachers and their ideas and experiences in the field of Inquiry-Based-Education were studied through narrative inquiry. The implemented approach has been based on the ideas that the experiences from primary and secondary school and the attitudes that future teachers develop in these stages of education significantly influence the assessment of the "importance and usefulness" of the knowledge they learn at colleges, as well as later during their teaching careers and their continuous professional development. The obtained findings indicate that the respondents express an intrinsic motivation for the decision to become Physics teachers, that they deeply believe in the influence of teachers on supporting students' interest in a specific subject, and that they expect to apply the inquiry approach in their teaching work. |
Key words |
future teachers, narrative inquiry, physics, shortages of teachers, STEM |
Leading quality changes in the education system of the Republic of Croatia - supernatural aspiration or compelling reality?
Education for innovation and research |
Number of the paper: 89 |
|
Abstract |
New signs that are constantly influencing the system of upbringing and education make it necessary to pay more attention to the changes in the system of educational practices and to reflect on the possibilities of their efficient implementation. It is not possible to ensure a continuous process of change through the detached management of reformists or the dissemination of changes through deductive methods. The aim of this study is to analyze the (non)implementation of changes in the education system of the Republic of Croatia over the past two decades. A systematic analysis and review of prior national and international research that are available to the authors shows the essential direction of change required in the education system. The findings emphasize that the central premise for ensuring change should be set by expert’s pedagogues, preschool teachers, and primary teachers who will actively implement the changes in the immediate pedagogical practice. Drawing from an excellent inspirational basis for (international) guidance on educational policies, the study advocates for a revised direction in change management within the Republic of Croatia. The revised approach should consider contextual, demographic, and cultural factors in the field of education, aiming to bridge the gap between theory and practice. Working on highlighted limitations becomes a collective responsibility of all stakeholders in the educational process, who will ensure the capacity for changes in their field of work through their work, and through networking with other experts, in the entire education system. This analysis contributes to elevating the status of the education and teaching profession by synthesizing inspiring strategies. It underscores the importance of respecting the educational profession in society and optimizing the key role of pedagogues, preschool teachers, and primary teachers in driving meaningful changes within the education. |
Key words |
educational policy, preschool teachers, primary teachers, professional assistant pedagogues, reforms |
Kako potaknuti istraživački duh i kreativnost učenika osnovnoškolskoga obrazovanja / How to stimulate the research spirit and creativity in primary school students?
|
Lidija RudićOsnovna škola Juraj Baraković, Ražanac |
lidijamiocic2@gmail.com |
Odgoj i obrazovanje za inovaciju i istraživanje |
Broj rada: 90 |
|
Sažetak |
Suvremeni kurikuli usmjereni su na učenika i na učenje istraživanjem, suradničko učenje te zajedničko učenje propitivanjem i otkrivanjem, a suvremeni odgojno-obrazovni proces teži razvoju kreativnosti. Učenik je aktivni kreator nastavnoga procesa, a najveću ulogu u poticanju njegove kreativnosti ima nastavnik. Učitelj koji je radoznao i teži za nečim novim može stvoriti pozitivno ozračje za razvoj kreativnosti jer kreativni nastavnik preuzima ulogu voditelja i savjetnika (Nickerson, 1999 prema Dubovicki, 2012) te je njegova zadaća uočiti talent svakog učenika i voditi ga prema razvoju njegova talenta i kreativnosti (Petrović, 2010). Cilj je rada uz teorijski kontekst pokazati i praktičan primjer projektne nastave koja potiče istraživački duh i kreativnost učenika, a realizirana je kroz integriranu i suradničku nastavu. U radu se donosi praktičan primjer poticanja istraživačkoga duha i kreativnosti učenika osnovnoškolskoga obrazovanja kroz korelaciju nastave Hrvatskoga jezika, Geografije i Tjelesne i zdravstvene kulture te kroz suradnju predmetne i razredne nastave. Cilj projekta bio je stjecati znanja o raznolikosti prirode s naglaskom na maritimnoj raznolikosti rodnoga kraja i prikupiti anegdote i crtice iz života njegovih stanovnika u prošlosti te tako sačuvati i njegovati tradiciju. Učenici su razvijali kritičko mišljenje, pridonijelo se razvoju kreativnoga razmišljanja i rješavanja problema, osnažila se ljubav prema materinskom jeziku i mjesnom govoru. Učenici su aktivno djelovali u školi i zajednici te ih se osposobilo za korištenje informacijske i komunikacijske tehnologije. U radu će se prikazati faze i tijek projekta koji je rezultirao izdavanjem knjige i snimljenim filmovima. Građu su prikupljali učenici kroz istraživanje i suradnju s lokalnim stanovnicima. Učenici su svoju kreativnost razvijali i kroz ilustracije knjige. |
Ključne riječi |
integrirana nastava; projektna nastava; suradničko učenje |
Lidija RudićPrimary school Juraj Baraković, Ražanac |
lidijamiocic2@gmail.com |
Education for innovation and research |
Number of the paper: 90 |
|
Abstract |
Modern curricula are focused on the student and on learning through research, collaborative learning and joint learning through questioning and discovery, and the modern educational process tends to develop creativity. Students are active creators of the teaching process, and the teacher plays the biggest role in stimulating their creativity. A teacher who is curious and strives for something new can create a positive atmosphere for the development of creativity, because a creative teacher assumes the role of leader and advisor (Nickerson, 1999 according to Dubovicki, 2012) and his task is to spot the talent of each student and guide him towards the development of his talent and creativity (Petrović, 2010). This paper aims to demonstrate, alongside the theoretical context, a practical example of project-based teaching that fosters a spirit of research and creativity among students. The approach involves integrated and collaborative teaching methods. The work provides a practical example of stimulating the spirit of research and creativity among elementary school students through the correlation of Croatian language, geography and physical and health education, and through the cooperation of subject and classroom teaching. The goal of the project was to acquire knowledge about the diversity of nature with an emphasis on the maritime diversity of the native region and to collect anecdotes and sketches from the lives of its inhabitants in the past, thus preserving and nurturing the tradition. This contributed to the development of creative thinking and problem solving, simultaneously strengthening their love for their mother tongue and local speech. The students were active in the school and community and were trained in the use of information and communication technology. The paper will present the phases and course of the project that resulted in the publication of the book and films. The materials were collected by students through research and cooperation with the local population. The students also developed their creativity through the illustrations inside the book. |
Key words |
cooperative learning, integrated teaching, project teaching |
Nastavna sredstva i pomagala u metodi simulacije / Teaching aids in the Simulation Method
|
Kristina Horvat, Tina Jelić BaltaFilozofski fakultet, Sveučilište Josipa Jurja Strossmayera Osijek, Hrvatska Medicinska škola Bjelovar, Hrvatska |
k.horvat18@gmail.com, tina.jelic.balta@gmail.com |
Odgoj i obrazovanje za inovaciju i istraživanje |
Broj rada: 91 |
|
Sažetak |
Dinamičan razvoj tržišta rada u strukovno obrazovanje donosi potrebu za dodatnom prilagodbom u primjeni specifičnih nastavnih sredstava i pomagala koja odgovaraju potrebama pojedinoga zanimanja. Suvremena istraživanja ukazuju da ovaj trend zahtijeva kontinuirano praćenje i implementaciju novih tehnologija i metoda s ciljem osiguravanja relevantnosti obrazovnih programa i njihove usklađenosti sa zahtjevima tržišta rada. Ovaj je rad usmjeren na prikaz nastavnih sredstava i pomagala koja se mogu koristiti u metodi simulacije u obrazovanju medicinskih sestara/tehničara. Svrha je istraživanja analizirati raznolikost i učinkovitost ovih sredstava i pomagala u metodi simulacije. Pregledom literature, analizom postojećih istraživanja i primjenom metode fokus grupe identificirani su najvažniji elementi uspješne primjene metode simulacije u nastavi zdravstvene njege. Uzorak čine nastavnici zdravstvene njege, a rezultati ukazuju da kvalitetna nastavna sredstva i pomagala imaju ključnu ulogu u uspješnoj primjeni metode simulacije u obrazovanju medicinskih sestara/tehničara. Ovo istraživanje omogućuje važan pregled stanja i smjernice za buduća istraživanja i praksu u području obrazovanja medicinskih sestara/tehničara. |
Ključne riječi |
metoda simulacije; nastavna sredstva i pomagala; obrazovanje medicinskih sestara/tehničara; strukovno obrazovanje |
Kristina Horvat, Tina Jelić BaltaFilozofski fakultet, Sveučilište Josipa Jurja Strossmayera Osijek, Hrvatska Medicinska škola Bjelovar, Hrvatska |
k.horvat18@gmail.com, tina.jelic.balta@gmail.com |
Education for innovation and research |
Number of the paper: 91 |
|
Abstract |
The dynamic development of the labor market in vocational education brings the need for adapting the application of specific teaching aids that correspond to the needs of a particular profession. Contemporary research indicates that this trend requires continuous monitoring and implementation of new technologies and methods with the aim of ensuring the relevance of educational programs and their compliance with the requirements of the labor market. This paper is focused on the presentation of teaching aids that can be used in the simulation method in the education of nurses/technicians. The purpose of the research is to analyze the diversity and effectiveness of these tools and aids in the simulation method. By reviewing the literature, analyzing existing research, and applying the focus group method, the most important elements for a successful application of the simulation method in the teaching of health care were identified. The sample consists of health care teachers, and the results indicate that quality teaching aids play a key role in the successful application of the simulation method in the education of nurses/technicians. This research provides an important overview and direction for future research and practice in the field of nurse/technician education. |
Key words |
education of nurses, simulation method, teaching aids, vocational education |
Generativna umjetna inteligencija i igrifikacija u obrazovanju / Generative artificial intelligence and gamification in education
|
Ivana Medica Ružić, Mario DumančićOsnovna škola Jože Šurana, Višnjan Sveučilište u Zagrebu, Učiteljski fakultet |
medicaivana@gmail.com, mario.dumancic@ufzg.eu |
Odgoj i obrazovanje za inovaciju i istraživanje |
Broj rada: 92 |
|
Sažetak |
Generativna umjetna inteligencija jest polje koje je u poslijednje vrijeme doživjelo značajan rast i napredak. Prihvaćanjem i upotrebom toga polja započelo je gotovo u svim područjima počevši od industrije, zdravstva, inženjerstva, medija, proizvodnje, inovativnih usluga proizvoda, turizma, zabavi, ali i obrazovanja. Značajan napredak u generativnoj umjetnoj inteligenciji pojavio se 2023. godine kada su se počeli uključivati generativni jezični modeli, povećano usvajanje istoga na svim područjima te brz rast generativnih alata umjetne inteligencije. Jedan od takvih razvoja koji je pridonio neviđenu priliku za tvrtke i pojedince, a posebice kada govorimo o obrazovanju jest i igrifikacija. Na taj se način otvorila mogućnost iskorištavanja generativne umjetne inteligencije za inovacije i rast. Svrha je ovoga rada istražiti stavove učitelja primarnoag obrazovanja o generativnoj umjetnoj inteligenciji i igrifikaciji u svojem nastavnom radu. Metoda istraživanja je anketni upitnik koji se provodio na 628 učitelja primarnoga obrazovanja. Rezultati istraživanja pokazali su kako učitelji u manjem postotku koriste generativnu umjetnu inteligenciju u svojem nastavnom radu te u izrazito visokom postotku koriste metodu igrifikacije. Učitelji primarnoga obrazovanja u visokom postotku nisu upoznati sa svim oblicima generativne umjetne inteigencije te bi voljeli biti iako smatraju da neće pridonijeti kvaliteti obrazovanja. U manjem postotku ima učitelja koji smatraju da upotreba generativne umjetne inteligencije u obrazovanju pridonosi boljitku obrazovanja. Na temelju provedenoga istraživanja opravdano je zaključiti kako generativna umjetna inteligencija i igrifikacija doprinose razvoju tehnologije i stvaraju nove mogućnosti za inovaciju i rast iako velika većina ispitanika smatra da će podjednako donijeti i niz rizika koji će zahtijevati pažljivo razmatranje. |
Ključne riječi |
generativna umjetna inteligencija; igrifikacija; obrazovanje |
Ivana Medica Ružić, Mario DumančićOsnovna škola Jože Šurana, Višnjan Sveučilište u Zagrebu, Učiteljski fakultet |
medicaivana@gmail.com, mario.dumancic@ufzg.eu |
Education for innovation and research |
Number of the paper: 92 |
|
Abstract |
Generative artificial intelligence is a field that has seen significant growth and progress in recent times. The acceptance and use of this field permeated almost all areas starting with industry, healthcare, engineering, media, production, innovative product services, tourism, entertainment, and education. Significant progress in generative artificial intelligence emerged in 2023, characterized by the widespread adoption of generative language models and the rapid proliferation of artificial intelligence tools. One such development that has contributed to an unprecedented opportunity for companies and individuals, especially when we talk about education, is gamification. In this way, the possibility of using generative artificial intelligence for innovation and growth has opened up. The purpose of this paper is to investigate the attitudes of primary education teachers about generative artificial intelligence and gamification in their teaching work. The research method is a survey questionnaire that was administered to 628 primary education teachers. The results of the research showed that a smaller percentage of teachers use generative artificial intelligence in their teaching work, and an extremely high percentage use the gamification method. A significant percentage of primary education teachers are unfamiliar with the full spectrum of generative artificial intelligence, yet express a desire to learn more, despite concerns about its potential impact on educational quality. In a smaller percentage, there are teachers who believe that the use of generative artificial intelligence in education contributes to the improvement of education. Based on the conducted research, it is justified to conclude that generative artificial intelligence and gamification contribute to the development of technology and create new opportunities for innovation and growth, although the vast majority believe that they will also bring several risks that will require careful consideration. |
Key words |
education, gamification, generative artificial intelligence |
Sources of stress among teachers in primary schools
|
Katarina GrgecMinistry of science, education, and youth |
katarina.grgec@gmail.com |
Education for innovation and research |
Number of the paper: 93 |
|
Abstract |
The aim of this research was to determine the sources of stress among primary school teachers in the Republic of Croatia, i.e. to determine whether there is a statistically significant difference in the sources of stress between classroom teachers and subject teachers with regard to the years of work experience in school, gender of the teacher, the number of students in the class and the school environment (urban or rural). For this research the Scale for measuring sources of stress in teachers was used. It was adapted to the Croatian conditions and it consisted of 25 statements. The questionnaire was filled out by 677 teachers (100 male and 577 female teachers) in 21 counties. Given that the difference in the sources of stress between classroom and subject teachers was researched, 268 classroom teachers and 409 subject teachers participated in the research. The research confirmed that subject teachers, female teachers, teachers who teach in classes with a larger number of students and in urban areas are more exposed to stress than classroom teachers, male teachers, teachers who teach in classes with a smaller number of students and in rural areas. It is interesting that the research found that there are no statistically significant differences between teachers with shorter and longer work experience. Additionally, the research confirmed that teachers are exposed to various sources of stress and emphasized the need for interventions to reduce these stressors and enhance teacher job satisfaction. |
Key words |
classroom teaching, school experience, subject teaching |
Verbal associations of preschool children to the names of certain colors and feelings – stereotypes and changes
|
Višnja MićićUniversity of Belgrade, Teacher Education Faculty, Serbia |
visnja.micic@uf.bg.ac.rs |
Education for innovation and research |
Number of the paper: 94 |
|
Abstract |
This presentation will focus on the specifics of studying preschool children's verbal associations and the challenges that researchers face during both data collection and data processing. It employs a psycholinguistic research method aimed at examining the mental lexicon, which is significant for educators as it provides insights into children's perspectives on the world. The research will involve a sample of 200 preschool-aged children (ages 5-7) exposed to eight stimuli words representing colors and feelings. The collected data will undergo qualitative thematic analysis. Initially, analysis will involve categorizing responses into standardized themes, focusing on both syntagmatic and paradigmatic relationships to the stimuli words. At the preschool age, non-systemic reactions are common in children's responses and can be categorized into several themes: associations based on collective non-linguistic experiences, associations based on personal non-linguistic experiences, associations reflecting the child's need to define a term, and responses not linked to the semantic field of the stimulus word. The results will be compared with previous research conducted in the same linguistic region to document changes in conceptualization of the examined terms and identify persistent stereotypes in the most frequent reactions. |
Key words |
associative method, mental lexicon, reactions, stimulus word, stereotype |
Student’ self-assessment of asking questions in class
|
Martin Hadelan, Ana Maria MarinacFaculty of Philosophy, University of Josip Juraj Strossmayer Osijek, Croatia |
martin.hadelan@gmail.com, marinac.anamaria@gmail.com |
Education for innovation and research |
Number of the paper: 95 |
|
Abstract |
Student questions are key to classroom interaction. Two-way communication encourages the active participation of teachers and students, contributing to their joint educational process. By asking questions, students seek new knowledge, express interest in education, and provide feedback on lessons. Creating a stimulating environment enables the development of creativity, curiosity, and critical thinking. The research conducted on 187 high school students aims to analyze attitudes about the importance and frequency of student questions, as well as anxiety related to asking questions. The results show neutral attitudes towards questions, with a more favorable attitude among male students. In terms of the frequency of asking questions, students estimate a lower frequency and the orientation of questions to seek explanations. Anxiety is below average, and gender differences indicate a lower level in male students. The importance of asking questions was rated above average, with differences according to educational attainment. Students with lower achievement consider them less important. Further research could investigate the connection between students' attitudes and the reasons why they do not choose to ask questions, contributing to the improvement of learning. |
Key words |
questions in class, students, teachers teaching |
Pessimism, optimism, and defensive pessimism as predictors of school success, school and life satisfaction of high school students
|
Marija LuterUniversity of Zagreb Faculty of Teacher Education |
marijaluter@gmail.com |
Education for innovation and research |
Number of the paper: 96 |
|
Abstract |
The aim of this research is to examine the extent to which and the way in which pessimism, optimism, and defensive pessimism in high school students are related to school variables: school success, school satisfaction and life satisfaction. Since there is a lack of research on high school students, this research will be a scientific contribution to research on this population. About 200 students of the second and third grade of the Zagreb high school will participate in the research. The following questionnaires will be applied: The Youth Life Orientation Test (Ey et al., 2005), Defensive Pessimism Questionnaire (Norem, 2001; according to Lim, 2009), Student Life Satisfaction Scale - SLSS (Students’ Life Satisfaction Scale; Huebner, 1991b), Quality of School Life Questionnaire (Ainley & Bourke, 1992 according to Leonard, 2002) and general success as an indicator of school success. |
Key words |
defensive pessimism, optimismm pessimism, satisfaction with life, satisfaction with school |
Curriculum of vocational education institutions
|
Kristina Vokić, Renata JukićNursing School Mlinarska, University of Osijek, Faculty of Humanities and social Sciences Osijek |
kristina.vokic@yahoo.com, rjukic@ffos.hr |
Education for innovation and research |
Number of the paper: 97 |
|
Abstract |
"Nothing can improve a community's quality of life like a quality school" is the fundamental tenet of W. Glasser (2020), who sees quality youth education as a prospect for the well-being of society and economic progress. Vocational education institutions educate students for particular occupations, develop generic and key competences in students and carry out their educational role. For the successful realization of these roles, it is necessary to ensure the quality of the institution. Vocational education is carried out based on the national curriculum for vocational education, sectoral curricula, vocational curricula and the curriculum of the institution for vocational education, which defines the process, ways, and conditions for acquiring qualifications at levels 2 to 5 of the Croatian Qualifications Framework. The curriculum of the institution for vocational education is developed and adopted by the institution for vocational education. It is developed based on sectoral and vocational curricula in cooperation with vocational education stakeholders at the local and regional level. According to ASOO (2021), the Curriculum of the Vocational Education Institution sets out the plan and timeline of acquiring learning outcomes with related teaching topics, learning and teaching methods, ways of monitoring, evaluation and evaluation, and joint activities and cross-curricular topics contributing to the acquisition of learning outcomes. The curriculum of the vocational education institution provides recognition of the vocational education institution. The vocational curriculum is based on a modular approach to learning that, in addition to guided learning and teaching, also contains work-based learning in a vocational education institution, at employers or in a regional competence center. The success of the application of new vocational curricula and the development of the institution's curriculum depends on the competences and willingness of teachers to change, and it is necessary to prepare teachers, professional associates, and directors for a new modular approach in the implementation of vocational curricula. The aim of this paper is to show the development of the curriculum of the institution and the connection of the curriculum of the institution with the recognition of the institution for education. |
Key words |
institution curriculum, quality, vocational education |
LASSO and RIDGE linear regression – better prediction or much more?
|
Siniša OpićUniversity of Zagreb, Faculty of Teacher Education |
sinisa.opic@ufzg.hr |
Education for innovation and research |
Number of the paper: 98 |
|
Abstract |
The paper examines the use, limitations, and prerequisites for implementing LASSO (Least Absolute Shrinkage and Selection Operator) and RIDGE linear regression techniques. These techniques aim to improve the traditional regression method by reducing the sum of squared errors between observed and predicted values (OLS). LASSO and RIDGE introduce a penalty term to the regression equation to address overfitting. These two techniques differ in their penalty term (L1 for LASSO and L2 for RIDGE,) and their impact on the coefficients (RIDGE tends to reduce coefficients towards zero but not entirely, while LASSO can force some coefficients to be exactly zero. In a certain empirical example, the results of the regression line of linear regression with RIDGE and LASSO are analyzed and compared. The paper presents the issue of graphical overfitting in classical regression and its resolution using the mentioned regression procedures to reduce variance. The paper also examines the L1 and L2 regularization (cost function) procedures and their role in solving the problem of predictor multicollinearity in the example. Hybrid elastic Net regression that combines both L1 (LASSO) and L2 (RIDGE) regularization in cases when λ1>0, and λ2>0, are also discussed. |
Key words |
L1, L2 regularization, LASSO regression, overfitting, RIDGE regression, the sum of squared residuals |
Obvezno obrazovanje u Republici Hrvatskoj i Estoniji: komparativna analiza kurikula matematike / Compulsory education in the Republic of Croatia and Estonia: A comparative analysis of the
|
Ana KrištoOsnovna škola Petar Preradović |
ana.kristo10@skole.hr |
Odgoj i obrazovanje za inovaciju i istraživanje |
Broj rada: 99 |
|
Sažetak |
Rezultati međunarodnih istraživanja u obrazovanju često su poticaj za daljnji razvoj i poboljšanje obrazovnih sustava diljem svijeta. Prema rezultatima posljednjega PISA 2022 istraživanja, Estonija je ostvarila najbolji rezultat među europskim zemljama. Potaknuti time u ovom radu prikazat će se usporedba obveznoag obrazovanje Republike Hrvatske i Estonije te glavna obilježja obrazovnih sustava obje države. Uz pregled literature, važeće zakone i propise, prikazat će se komparativna analiza nacionalnih kurikula Matematike za obvezno obrazovanje Republike Hrvatske i Estonije. Analizom kurikula Matematike prikazat će se usporedba godišnjega broja nastavnih sati Matematike objiu država kako bi se vidjelo opterećenje učenika na kraju obveznoga obrazovanja u objema državama. U drugom dijelu analize kurikula prikazat će se usporedba odgojno-obrazovnih ishoda i sadržaja učenja matematike u obveznom obrazovanju (ISCED 1 i ISCED 2). Ovo istraživanje pružit će nove informacije i znanja koja se mogu koristiti za daljnji razvoj nastavnoga predmeta Matematike u obveznom obrazovanju Republike Hrvatske. |
Ključne riječi |
komparativno istraživanje; matematika; nacionalni kurikul; obvezno obrazovanje |
Ana KrištoPrimary school Petar Preradović |
ana.kristo10@skole.hr |
Education for innovation and research |
Number of the paper: 99 |
|
Abstract |
The results of international research in education are often a stimulus for further development and improvement of educational systems around the world. According to the results of the latest PISA 2022 survey, Estonia achieved the best result among European countries. Motivated by this, this paper will present a comparison of the compulsory education of the Republic of Croatia and Estonia and the main features of the education systems of both countries. Along with a review of the literature, current laws and regulations, a comparative analysis of the national mathematics curricula for compulsory education in the Republic of Croatia and Estonia will be presented. The analysis of the mathematics curriculum will show a comparison of the annual number of mathematics teaching hours of both countries to see the workload of students at the end of compulsory education in both countries. In the second part of the curriculum analysis, a comparison of educational outcomes and the content of mathematics learning in compulsory education (ISCED 1 and ISCED 2) will be presented. This research will provide new information and knowledge that can be used for the further development of the subject of mathematics in the compulsory education of the Republic of Croatia. |
Key words |
comparative research, compulsory education, mathematics, national curriculum |
Education for sustainable development
How to integrate the goals of sustainable development into the curriculum, pedagogy and assessment of learning? How to foster ecological awareness, social responsibility and global citizenship among children and young people?
Section Editor: prof. dr. sc. Jasna Kudek Mirošević
The importance of developing global competencies from the perspective of students in the Republic of Croatia
|
Antonija VukasinovićFilozofski fakultet u Osijeku, Croatia |
antonija.vukasinovic@gmail.com |
Odgoj i obrazovanje za održivi razvoj |
Broj rada: 100 |
|
Sažetak |
Global competencies encompass cognitive, socio-emotional, and ethical aspects that facilitate comprehending diverse viewpoints, acting in the public interest, and fostering democratic discourse. Therefore, the goal of this research is to determine how students of various studies in the Republic of Croatia understand the importance of global competencies and the way to implement knowledge about global competencies in the micro and macro environment. In the focus group, 7 students from different studies throughout the Republic of Croatia participated. Since the focus group involved online communication, and the interaction of the participants was recorded and the conversation was then transcribed, the research participants agreed to voluntarily participate in the research at the very beginning and were familiarized with the purpose of the research and the comprehensive analysis of data that guarantees their anonymity. The questions, which tried to stimulate an in-depth discussion on the mentioned topic, were formulated according to the PISA questionnaire (2018), which contains thematic units on the development of global competences as an additional, innovative domain. Through a qualitative approach that includes the thematic analysis of focus group data, it was determined that students of various studies in the Republic of Croatia did not encounter courses that emphasize the development of global competencies, even though they understand the importance of developing them. The research results point to the importance of innovating the development of global competencies in the study programs of higher education institutions in the Republic of Croatia to continuously develop awareness of the importance of global competencies in all levels of initial education. |
Ključne riječi |
culture of society; focus group; PISA questionnaire; student attitudes |
Development of vocational curricula as part of the ESF project Modernisation of the Vocational Education and Training System in the Health sector
|
Đurđica Stanešić, Višnja PranjićŠkola za medicinske sestre Mlinarska, Croatia |
dstanesic1@gmail.com |
Education for sustainable development |
Number of the paper: 101 |
Abstract |
The project titled Modernisation of the Vocational Education and Training System was implemented by the Agency for Vocational Education and Training and Adult Education. Its aim is to develop attractive, innovative and relevant vocational education and training linked with the labor market (ASOO). The project is co-financed by the European Social Fund. The ultimate goal of the project is to develop new vocational curricula tailored to the needs of the contemporary labor market requirements and modern pedagogical guidelines. A breakthrough in pedagogical practice is the planning of vocational curricula in modules. The module is a logical and meaningful unit in which different learning outcomes are linked together. In each sector, a sectoral curriculum is developed that forms the sectoral core: subjects common to all curricula within the sector and a sub-sectoral part common to related professions. The paper describes the development of vocational curricula in the health sector.
|
Key words |
Health sector; module; vocational curricula |
Đurđica Stanešić, Višnja PranjićŠkola za medicinske sestre Mlinarska, Croatia |
dstanesic1@gmail.com |
Odgoj i obrazovanje za održivi razvoj |
Broj rada: 101 |
Sažetak |
Projekt „Modernizacija sustava strukovnoga obrazovanja i osposobljavanja” realizirala je Agencija za strukovno obrazovanje i obrazovanje odraslih. Njegova svrha je razvoj strukovnoga obrazovanja i osposobljavanja koje je privlačno, inovativno, relevantno i povezano s tržištem rada (ASOO). Projekt je sufinanciran sredstvima iz Europskoga socijalnog fonda. Krajnji je cilj projekta razvoj novih strukovnih kurikula usklađenih s potrebama, rada ali i modernim pedagoškim smjernicama. Iskorak u pedagoškoj praksi jest planiranje strukovnih kurikula u modulima. Modul čini logičnu i smislenu cjelinu u kojoj su povezani skupovi ishoda učenja. U svakom sektoru razvija se i sektorski kurikul koji čini sektorsku jezgru: predmete zajedničke svim kurikulima unutar sektora te podsektorski dio zajednički srodnim zanimanjima. U radu je opisan razvoj strukovnih kurikula u sektoru Zdravstvo. |
Ključne riječi |
modul; sektor Zdravstvo; strukovni kurikul |
Empowering sustainable minds: A handbook for integrating sustainable development into school curricula
|
Diana Garašić, Mirela Sertić Perić*, Borjanka Smojver*University of Zagreb, Faculty of Science, Department of Biology, Zagreb
|
msertic@biol.pmf.hr |
Education for sustainable development |
Number of the paper: 102 |
Abstract |
This presentation will introduce a comprehensive handbook aimed at teachers, pre-service teachers and educators to facilitate the integration of the Sustainable Development Goals into curricula. The handbook offers practical insights to meet the cross-curricular educational expectations, with a focus on promoting ecological awareness, social responsibility and global citizenship among children and students of different ages. In line with the broader concept of sustainable development, the handbook emphasizes educational activities aimed at developing higher-order thinking, interpersonal relationships, good communication and problem-solving skills. In addition to historical perspectives and an overview of the United Nations Sustainable Development Goals, several examples of the activities described in the handbook are presented to help educators plan, implement and assess sustainable development as a cross-curricular subject within the Croatian curriculum. The practical examples of teaching strategies and learning activities presented include a variety of approaches that encourage students' active engagement in thinking, analysing, predicting, evaluating and reflecting, as well as several successful school projects and research initiatives that show how Education for Sustainable Development is put into practice and how to improve teaching in general. The importance of skills that are often neglected in schools and are aimed at personal and social development is emphasized. The handbook aims to enable educators to promote a sustainable mindset and thus contribute to education for sustainable development, but also to support purposeful modern education as we move in a complex world with increasing threats. |
Key words |
active learning; economic goals; environmental goals; project-based learning; social goals |
Blogging about Sustainable Development in the EFL College Classroom
|
Reima Saado Al-JarfKing Saud University, Saudi Arabia
|
reima.al.jarf@gmail.com |
Education for sustainable development |
Number of the paper: 103 |
Abstract |
Sustainable Development Goals (SDG) are not integrated in any EFL courses that students take at my college. Therefore, a class blog was created in an EFL writing course for freshman students to find out its effect on students’ writing skill development and awareness of SDG. Each week, a specific and tangible topic related to an SDG (no poverty, zero hunger, good health and well-being, quality education, gender equality, clean water and sanitation, affordable and clean energy, decent work and economic growth, industry, innovation, and infrastructure, reduced inequality, sustainable cities and communities, responsible consumption and production, climate action, life below water, life on land, peace, justice, and strong institutions) was posted by the instructor. The students searched for videos, photos or articles related to the assigned SDG and wrote a blog post that describes the photo, summarizes the video or article content. Participation goals were integrated. The students had to write their reaction to the goal, post solutions, comments, and feedback on their classmates’ blog posts. They worked on their blog posts individually, in pairs and small group. The instructor served as a facilitator while the students were blogging. Comparisons of the posttest scores of students who blogged about SDG and those who used paper-and-pencil assignments showed significant differences in writing skill improvement in favor of the blog group. Students in the blog group had positive attitudes, enjoyed interacting and collaborating with their classmates and reflecting on their own writing. Blogging about SDG proved to be effective in enhancing the students’ writing skills and SDG awareness. The study gave recommendations for integrating SDG in EFL speaking and reading courses.
|
Key words |
EFL writing practice; freshman students; global issues; participation goals |
Gender equality from the perspective of preschool teachers / Ravnopravnost spolova iz perspektive odgojitelja
|
Lada Marinković, Svetlana RadovicPreschool Teachers Training College Novi Sad, Serbia |
ladinistudenti@gmail.com |
Education for sustainable development |
Number of the paper: 104 |
Abstract |
To get closer to the achievement of gender equality as one of the goals of sustainable development, preschool teachers are faced with the challenge of reconsidering their own attitudes and developing their competencies. In traditionally structured societies, an additional effort is needed to become familiar with ways to recognize in practice and then react in ways that support this type of equality, in order to provide girls with the opportunity to empower themselves, realize their potential and human rights related for education and participation. The goal of the research was to examine the attitudes of preschool teachers towards gender equality and their actions in everyday situations in kindergarten. For the purposes of the research, a sample of 216 teachers from Serbia was examined. The data was collected using a scale of stereotypical family roles, a scale of stereotypical behaviors and characteristics of children, and situational vignettes. The obtained results show that teachers have positive attitudes towards gender equality, as well as that in the offered situations they have reactions that support it. Although the obtained results seem encouraging, the authors problematize the obtained findings, the research methodology, taking into account the wider social context and the public's response to programs that deal with gender equality carried out in kindergartens in Serbia. The main conclusions point out the need for improving the methodology of researching attitudes towards gender equality, evaluating the effects of programs aimed at educating teachers on this topic, and methods of strengthening the competences of experts for the promotion of gender equality.
|
Key words |
competences of preschool teachers; education programs; gender equality; gender stereotypes; research methodology; social context |
Lada Marinković, Svetlana RadovicPreschool Teachers Training College Novi Sad, Serbia |
ladinistudenti@gmail.com |
Odgoj i obrazovanje za održivi razvoj |
Broj rada: 104 |
Sažetak |
U nastojanju da se približe postizanju ravnopravnosti spolova kao jednom od ciljeva održivoga razvoja, odgojitelji su suočeni s izazovom preispitivanja vlastitih stavova i razvoja svojih kompetencija. U patrijarhalnim i tradicionalno strukturiranim društvima potreban je dodatni napor kako bi se upoznali s načinima kako u praksi prepoznati i potom reagirati na načine koji podržavaju ovu vrstu ravnopravnosti i prava, kako bi se djevojčicama pružila prilika da se osnaže, ostvare svoje potencijale i ljudska prava povezana s obrazovanjem i sudjelovanjem. Cilj ovoga istraživanja bio je ispitati stavove odgojitelja o ravnopravnosti spolova i njihovo djelovanje u svakodnevnim situacijama u vrtiću. Za potrebe istraživanja ispitan je uzorak od 216 učitelja iz Srbije. Podatci su prikupljeni pomoću ljestvice stereotipnih obiteljskih uloga, ljestvice stereotipnih ponašanja i karakteristika djece te situacijskih vinjeta s ponuđenim odgovorima o postupcima učitelja. Dobiveni rezultati pokazuju da odgojitelji imaju pozitivne stavove prema ravnopravnosti spolova, kao i da u ponuđenim situacijama imaju reakcije koje idu u prilog tome. Iako dobiveni rezultati djeluju ohrabrujuće, u radu i analizi rezultata istraživanja autorice problematiziraju dobivene nalaze, metodologiju istraživanja, uvažavajući stvarne situacije širega društvenoga konteksta i odaziv javnosti na programe koji se bave rodnom ravnopravnošću u ranoj socijalizaciji djece predškolske dobi koja se provodi u dječjim vrtićima u Srbiji. Glavni zaključci upućuju na potrebu unaprjeđenja metodologije istraživanja stavova o ravnopravnosti spolova, evaluacije učinaka programa edukacije nastavnika o ovoj temi te načina jačanja kompetencija stručnjaka za promicanje ravnopravnosti spolova. |
Ključne riječi |
društveni kontekst; kompetencije odgojitelja; metodologija istraživanja; programi edukacije; rodna ravnopravnost; rodni stereotipi |
Urban ecology within multidisciplinary educative framework
Education for sustainable development |
Number of the paper: 105 |
Abstract |
Cities are complex ecosystems and habitats for more than half of world’s population. The aim of this work is to present how students and professors from two faculties within the University of Zagreb work together to investigate case studies of urban parks as places for all living beings. The research projects developed by the students combine knowledge and methods from both the Faculty of Science (Department of Biology) and the Faculty of Architecture (Department of Urban Planning, Spatial Planning and Landscape Architecture). Students select a site where they develop a project proposal as part of their intervention theme to improve life in the neighbouring communities, considering the impact on biodiversity, activities, landscaping, and public space quality. The work compares the urban design approach of the architecture students with the biodiversity approach of the biology students using the case studies of Park Mladenaca, Park Kajzerica and Dugave Park in New Zagreb. These case studies were a part of series of parallel workshop and seminar assignments during three academic years from 2021 to 2024. The results show that a multidisciplinary approach is an important step in understanding and planning sustainable urban transformations in open public spaces. The educative experience of cooperation between the Faculty of Science and the Faculty of Architecture is a successful example of education framework within sustainable development goals. As such, it is also an invitation to a broader discourse on exploring students’ assignments from different perspectives, in the hope that the multidisciplinary approach will become inter- and transdisciplinary in the future. |
Key words |
biodiversity; landscape architecture; urban design; urban parks; Zagreb |
The collaborative commons: Schools, communities, and society
|
Živa Kos1, Veronika Tasner21University of Ljubljana, Faculty of Arts, Slovenia 2University of Ljubljana, Faculty of Education, Slovenia |
ziva.kos@ff.uni-lj.si, veronika.tasner@pef.uni-lj.si |
Education for sustainable development |
Number of the paper: 106 |
Abstract |
The 2030 Agenda for Sustainable Development (2015) and the Sustainable Development Goals as well as the UNESCO report "Reimagining our futures together" are just some of the more prominent documents that place education at the centre of ongoing social change and seek to overcome a growing number of social and economic problems in our world. This paper presents the idea and case studies of schools and local engagement as a possible contribution of education to the various challenges of sustainability today (Kos, Tašner, Gaber 2019). The changes in educational policy and practise that are focused on the local level affect schools at the level of curricula and didactic approaches, at the level of expanded school programmes and broader community engagement. A questionnaire was sent to the principals of thirty elementary school from different regions and in different urban, semi-urban and rural areas to capture existing community engagement practises. Based on the data collected, three schools were selected as pilot schools with the aim of developing school–community collaboration. (Kos, Gaber, Tašner 2021). The selected cases show that liberal conceptualizations of community, collaboration and commons form hybrid hierarchies and classifications and reconfigure the personal and collective experiences of teaching and learning along different axes. This opens up possibilities for alternative ways of addressing one of the most pressing questions of our time: how we can live together in a world of plurality and difference and in a sustainable relationship with our natural environment. It is safe to say that the idea of the commons will continue to evolve in (trans)formal educational practise.
|
Key words |
classifications; different teaching and learning; hybrid economies; reconfiguring personal and collective |
Education for sustainable development and technology: Why do technological and engineering skills need to be integrated more intensively into learning and teaching?
|
Damir PurkovićUniversity of Rijeka, Croatia |
damir@uniri.hr |
Education for sustainable development |
Number of the paper: 107 |
Abstract |
Education for Sustainable Development (ESD) is fundamentally integrated into the entire education system in Croatia, but also in most other countries around the world. However, the actual implementation of ESD in the school system is associated with numerous challenges and is often reflected in the curricula only declaratively. One of these challenges is that pupils need to acquire holistic (systemic) knowledge so that the problems and challenges of sustainability can be solved in the future. To acquire this knowledge in primary school, students need to be confronted with sustainability challenges and problems that they cannot know, understand or solve without the technological and engineering knowledge behind such problems. Therefore, this paper argues for and proposes a more intensive integration of technical and technological knowledge into the primary school curriculum. The implementation is based on the Concept for Demystifying Technology (CDT), which serves as the main model for the selection and implementation of teaching content and activities in the primary school curriculum. With this model, he proposes a systematic approach to learning and teaching that includes learning about the local community's need for vital resources, a "deep" insight into the technologies that provide them, an insight into the consequences of using technology, and an insight into the methods and technologies that reduce the negative consequences for society and the environment. The students' activities, which would also ensure adequate development of their critical thinking on sustainability issues, should definitely be "anchored" in authentic situations that reflect "real world" situations. Only in this way will today's generations be able to develop knowledge, skills and a way of thinking that will enable them to successfully solve the problems of the future.
|
Key words |
ESD; critical thinking; primary education; sustainability; technical education |
Damir PurkovićUniversity of Rijeka, Croatia |
damir@uniri.hr |
Odgoj i obrazovanje za održivi razvoj |
Broj rada: 107 |
Sažetak |
Obrazovanje za održivi razvoj (OOR-a) načelno je integrirano u cjeloviti sustav obrazovanja u Hrvatskoj, ali i u većini zemalja u svijetu. Međutim, stvarna implementacija OOR-a u školski sustav obiluje brojnim izazovima te je često samo deklarativno prisutna u kurikulima. Među tim su izazovima i oni povezani s nužnošću usvajanja holističkih (sustavnih) spoznaja učenika kako bi se problemi i izazovi održivosti u budućnosti mogli rješavati. Usvajanje takvih spoznaja već u osnovnoškolskom obrazovanju zahtijeva suočavanje učenika s izazovima i problemima održivosti, koje nije moguće spoznati, razumjeti niti rješavati bez tehničko-tehnoloških znanja koja stoje u njihovoj pozadini. Stoga se u ovom radu argumentira i predlaže intenzivnija integracija tehničko-tehnoloških spoznaja u kurikul osnovnoškolskoga obrazovanja. Pritom se implementacija vodi Konceptom za demistifikaciju tehnologije (CDT), kao načelnim modelom za izbor i realizaciju nastavnih sadržaja i aktivnosti u kurikulu. Ovim modelom predlaže se sustavni pristup učenju i poučavanju koji uključuje upoznavanje potreba lokalne zajednice za ključnim životnim resursima, „duboki“ uvid u tehnologije koje to osiguravaju, uvid u posljedice korištenja tehnologije te uvid u metode i tehnologije koje umanjuju neželjene posljedice na društvo i okoliš. Aktivnosti učenika, koje bi osigurale i primjereni razvoj kritičkoga mišljenja učenika o pitanjima održivosti, zasigurno trebaju biti „usidrene“ u autentičnim situacijama koje odražavaju situacije iz „stvarnoga svijeta“. Tek tako će se kod današnjih naraštaja moći razvijati znanja, vještine, ali i način razmišljanja kojim će oni moći rješavati probleme budućnosti. |
Ključne riječi |
kritičko mišljenje; održivost; OOR; primarno obrazovanje; tehničko obrazovanje |
Student teachers' preparedness for implementation of education for sustainable development / Pripremljenost studenata učiteljskih studija za provedbu odgoja i obrazovanja za održivi razvoj
|
Ana Letina, Sanja Canjek-AndroićUniversity of Zagreb, Faculty of Teacher Education, Croatia |
alena.letina@ufzg.hr, sanja.canjekandroic@ufzg.hr |
Education for sustainable development |
Number of the paper: 108 |
Abstract |
The paper presents the results of research aimed at examining the student teachers' preparedness for the implementation of education for sustainable development by applying its basic principles in teaching and learning activities. The research was conducted on a sample of Teacher Education students from the Faculty of Teacher Education, University of Zagreb. Data on students' perceptions regarding the readiness to create, implement, evaluate, and participate in teaching and learning activities that support sustainable development were collected via a questionnaire. The results indicate that professional knowledge and practice, professional participation and self-regulation may be considered key dimensions of students' preparedness for the implementation of education for sustainable development, each of which includes several components. Furthermore, a positive correlation was established between professional knowledge, the vision of teaching, and professional participation. The research likewise identifies certain weaknesses in the field of education of future teachers for the implementation of education for sustainable development, which suggest the necessity of more detailed analysis and improvement. In the present context, recommendations are given for enriching initial teacher education programs with specific learning outcomes in order to facilitate future teachers' development, most notably appropriate competencies that allow for the implementation of education for sustainable development.
|
Key words |
initial teacher education; perception of self-regulation; self-assessment of competencies; teaching and professional engagement vision |
Ana Letina, Sanja Canjek-AndroićUniversity of Zagreb, Faculty of Teacher Education, Croatia |
alena.letina@ufzg.hr, sanja.canjekandroic@ufzg.hr |
Odgoj i obrazovanje za održivi razvoj |
Broj rada: 108 |
Sažetak |
U ovom radu predstavljeni su rezultati istraživanja čiji je osnovni cilj bio ispitati pripremljenost studenata učiteljskih studija za provedbu odgoja i obrazovanja za održivi razvoj primjenom njegovih osnovnih načela u aktivnostima poučavanja i učenja. Istraživanje je provedeno na uzorku studenata učiteljskih studija s Učiteljskog fakulteta Sveučilišta u Zagrebu. Podatci o percepciji studenata o spremnosti za kreiranje, provedbu, vrednovanje i sudjelovanje u aktivnostima poučavanja i učenja koje podržavaju održivi razvoj prikupljeni su putem upitnika. Rezultati ukazuju na to da se stručno znanje i praksa, stručno sudjelovanje i samoregulacija mogu smatrati ključnim dimenzijama pripremljenosti studenata za provedbu odgoja i obrazovanja za održivi razvoj, pri čemu svaka od njih obuhvaća skup od nekoliko komponenata. Nadalje, utvrđena je pozitivna korelacija između stručnoga znanja, vizije poučavanja i stručnoga sudjelovanja. Istraživanje je također identificiralo određene slabosti u području obrazovanja budućih učitelja za provedbu odgoja i obrazovanja za održivi razvoj koje zahtijevaju detaljniju analizu i poboljšanje. U tom kontekstu, dane su preporuke za obogaćivanje učiteljskih programa specifičnim ishodima učenja kako bi budućim učiteljima omogućili razvoj odgovarajućih kompetencija za provedbu odgoja i obrazovanja za održivi razvoj. |
Ključne riječi |
inicijalno obrazovanje učitelja; percepcija samoregulacije; samoprocjena kompetencija; vizija poučavanja i stručnoga angažmana |
Collaborative learning for change: Sustainability in the palm of your hand / Suradničko učenje za promjenu: održivost na dlanu
|
Klara Bahtić1, Adrijana Višnjić Jevtić21 Dječji vrtić Prečko 2 University of Zagreb, Faculty of Teacher Education, Croatia |
klara.bahtic@gmail.com |
Education for sustainable development |
Number of the paper: 109 |
Abstract |
The aim of the research is to find the benefits for educators, early education and care students (ECE), primary school teachers and a wider group of educators from using the ECE Academy application and the course Sustainability from the Start, and to investigate how collaborative learning of educators using the application affects their perception of sustainability and current practices. Using a transformative theoretical paradigm, this study places itself at the intersection of research on education for sustainable development, early childhood pedagogy, and children's rights (Ranta, 2023) to further examine how such a collaborative learning experience for educators can promote education for sustainable development for early childhood children. A combination of qualitative and quantitative methodological approaches (Denzin & Lincoln, 2018) were used, including first-hand perspectives, individual expertise, as well as interviews with RPOO practitioners and professors and students using the app and course. The data were collected using the technique of individual and group interviews and a questionnaire constructed for the purpose of research. 10 educators (from Croatia, the Czech Republic, France, Ireland and Sweden) participated in the focus groups. Individual interviews and questionnaire survey are still ongoing. The final results will be presented at the STOO 4 conference. The participants took part in the research voluntarily and were informed that they could withdraw from participation at any time. The contribution of educators, students and professors in the course Sustainability from the Start should lead to their professional development and a better understanding of sustainability and its place in early childhood education.
|
Key words |
children's rights; e-learning; education for sustainable development; ICT; transformative learning |
Klara Bahtić1, Adrijana Višnjić Jevtić21 Dječji vrtić Prečko 2 University of Zagreb, Faculty of Teacher Education, Croatia |
klara.bahtic@gmail.com |
Odgoj i obrazovanje za održivi razvoj |
Broj rada: 109 |
Sažetak |
Cilj je istraživanja pronaći koristi za odgojitelje, studente Ranoga i predškolskoga odgoja i obrazovanja (RPOO), učitelje osnovnih škola i širu skupinu odgojno-obrazovnih radnika od korištenja aplikacije ECE Academy i tečaja Održivost od samog početka te istražiti kako suradničko učenje odgojitelja pomoću aplikacije utječe na njihovu percepciju održivosti i trenutačne prakse. Koristeći transformativnu teorijsku paradigmu, ova se studija postavlja na sjecište istraživanja obrazovanja za održivi razvoj, pedagogije ranoga djetinjstva i dječjih prava (Ranta, 2023) kako bi dodatno ispitala kako takvo iskustvo suradničkoga učenja za odgojitelje može promicati obrazovanje za održivi razvoj za djecu rane dobi. Korištena je kombinacija kvalitativnoga i kvantitativnoga metodološkog pristupa (Denzin i Lincoln, 2018.), uključujući perspektive iz prve ruke, pojedinačnu ekspertizu, kao i intervjue s praktičarima i profesorima RPOO-a i studentima koji koriste aplikaciju i tečaj. Podatci su prikupljeni tehnikom pojedinačnoga i grupnoga intervjua te upitnikom konstruiranom u svrhu istraživanja. U fokus grupama sudjelovalo je 10 odgojitelja (iz Hrvatske, Češke, Francuske, Irske i Švedske). Pojedinačni intervjui i ispitivanje anketnim upitnikom još je u tijeku. Finalni rezultati bit će prezentirani na STOO 4 konferenciji. Sudionici su u istraživanju sudjelovali dobrovoljno te su obaviješteni da od sudjelovanja mogu odustati u svakom trenutku. Doprinos odgojitelja, studenata i profesora na tečaju Održivost od samog početka trebao bi dovesti do njihova profesionalnoga razvoja i boljega razumijevanja održivosti i njezinoga mjesta u obrazovanju u ranom djetinjstvu. |
Ključne riječi |
dječja prava; e-učenje; IKT; obrazovanje za održivi razvoj; transformativno učenje |
Strengthening the role of education for sustainable development: Case studies of Croatia and Cyprus
|
Mira Zovko1,Vatroslav Zovko2, Nikolas Papanikolas21Institute of Tourism, Croatia 2University of Zagreb, Faculty of Teacher Education 3Ministry of Education, Cyprus |
vatroslav.zovko@ufzg.hr |
Education for sustainable development |
Number of the paper: 110 |
Abstract |
The global community agrees that Education for Sustainable Development (ESD) is a social movement that should be encouraged and nurtured for the well-being and sustainable future of humanity. It can be agreed that ESD is extremely important in a rapidly changing world, so its evaluation and improvement represent a key prerequisite for development in line with upcoming challenges. Starting from the point of view that quality education should be focused on learning how to live sustainably, this paper investigates the ESD in context of current global challenges. It explores implementation and outcomes of teaching for ESD in Croatia and Cyprus in the contexts of transition towards sustainability. Based on the latest ESD guidelines, initial measures and key environmental, social and economic issues were identified in questionnaire and proposed to ESD teaching stuff and experts. The results indicate the challenges and specificities in fulfilling ESD in the context of the sustainable development of Croatia and Cyprus, and identify opportunities for further improvement. Accordingly, it is determined whether the applied forms of ESD are generally adequate for the sustainable development of each country. The aim of this research is to determine the prevalence of sustainable development topics in elementary school curriculum and consciousness of teaching staff related to importance of environmental issues to everyday life of elementary school pupils. Research is made on selected sample of elementary school teaching staff in both Croatia and Cyprus based on survey that was designed according to contemporary ESD framework. |
Key words |
curriculum; elementary schools; ESD framework; teaching staff |
Competency self-assessment and the principles of green pedagogy in teaching for sustainable development from the perspective of a pedagogue
|
Sandra Bjelan, Lejla OsmićUniversity of Sarajevo, Faculty of Philosophy, Bosnia and Herzegovina
|
sandra.bjelan@gmail.com, lejla.osmic.ffsa@gmail.com |
Education for sustainable development |
Number of the paper: 111 |
Abstract |
Sustainable development goes far beyond the focus on the environment and ecology. Sustainability also aims to ensure a strong, healthy, and justice society in which all citizens can meet their needs, promoting personal well-being, social cohesion, inclusivity, and creating equal opportunities. An educated community of responsible citizens has the potential to make "greener" decisions and create a more sustainable reality because it understands and advocates for sustainable development ideas and recognizes their benefits for all. Children and young people should be systematically taught and supported in developing their sustainability competencies, therefore education and upbringing play an indispensable role in this process. The school is an institution of intentional education and upbringing, making it a great platform for achieving teaching goals and educational outcomes in the field of sustainable development. Since education for sustainability requires participatory and proactive teaching and learning methods, as well as teachers and professional collaborators modeling expected changes in students’ behavior, their lifelong education, empowerment, and capacity building are necessary. The aim of this paper is to present the self-perception of school pedagogues regarding competencies and capacities for implementing educational for sustainability, as well as the representation of green pedagogy principles in the implementation of teaching and extracurricular activities carried out by pedagogues in schools. The research was conducted in selected primary and secondary schools in the Sarajevo Canton using a questionnaire for school pedagogues and analyzing implemented teaching and extracurricular activities. The research results, among others, indicate the importance of innovating study programs in the initial education of pedagogues, as well as a much greater and higher quality offer of professional development programs in the mentioned area. |
Key words |
education; professional associate; school; sustainability; teaching |
Sandra Bjelan, Lejla OsmićUniversity of Sarajevo, Faculty of Philosophy, Bosnia and Herzegovina |
sandra.bjelan@gmail.com, lejla.osmic.ffsa@gmail.com |
Odgoj i obrazovanje za održivi razvoj |
Broj rada: 111 |
Sažetak |
Održivi razvoj daleko je širi od fokusa na okoliš i ekologiju. Održivost teži i osiguranju jakoga, zdravoga i pravednoga društva u kojem svi građani mogu zadovoljiti svoje potrebe, teži promicanju osobne dobrobiti, društvene kohezije i uključenosti te stvaranju jednakih mogućnosti. Obrazovanija zajednica odgovornih građana ima mogućnost donositi „zelenije“ odluke i kreirati održiviju stvarnost jer poznaje i zastupa ideje održivoga razvoja te shvaća dobrobit istoga za sve. Djecu i mlade trebalo bi sustavno poučavati i podržavati u razvoju njihovih kompetencija za održivost, pa odgoj i obrazovanje imaju nezamjenjivu ulogu u tom procesu. Škola je ustanova intencijskoga odgoja i obrazovanja što je čini sjajnim poligonom za ostvarivanje ciljeva poučavanja i odgojno-obrazovnih ishoda iz područja održivoga razvoja. Budući da odgoj i obrazovanje za održivost zahtijeva participativne i proaktivne metode poučavanja i učenja, te nastavnike i stručne suradnike koji modeliraju očekivane promjene ponašanja učenika, nužna je njihova cjeloživotna izobrazba, osnaživanje i kapacitiranje. Cilj je rada predstaviti samopercepciju školskih pedagoga o kompetencijama i kapacitetima za realizaciju odgojno-obrazovnoga rada za održivost te zastupljenost principa zelene pedagogije u realizaciji nastavnih i izvannastavnih aktivnosti koje realiziraju pedagozi u školama. Istraživanje je provedeno na odabranom uzorku osnovnih i srednjih škola Kantona Sarajevo upotrebom anketnoga upitnika za školske pedagoge, te analizom realiziranih nastavnih i izvanastavnih aktivnosti. Rezultati istraživanja, između ostaloga, ukazuju na važnost inoviranja studijskih programa u inicijalnom obrazovanju pedagoga, ali i mnogo veću i kvalitetniju ponudu programa stručnoga usavršavanja iz navedenoga područja. |
Ključne riječi |
obrazovanje; održivost; poučavanje; stručni suradnik; škola |
Artificial Intelligence in Education: Challenges and Opportunities for Sustainable Development
Education for sustainable development |
Number of the paper: 112 |
Abstract |
Artificial Intelligence is rapidly transforming the landscape of education, presenting both challenges and unprecedented opportunities for sustainable development. This study investigates the multifaceted impact of AI on educational practices, focusing on administration, instruction, and learning process. A qualitative research approach was employed, utilizing a literature review framework to explore AI's application and effects in education. AI embodies a range of innovations characterized by human-like cognitive abilities, learning processes, adaptability, and decision-making capabilities. As AI integrates into educational systems, it blurs the lines between traditional roles and tasks, leading to a reshaping of professions and instructional methods. Some professions may become obsolete, while others undergo substantial transformations requiring updated didactic materials. Concurrently, new vocations will emerge necessitating innovative educational approaches. In educational operations, AI serves as both a reformer and facilitator, reshaping job roles and work dynamics. This study underscores the need for educators and policymakers to proactively address the implications of AI, ensuring equitable access to technological advancements and harnessing AI's potential to enhance educational outcomes. By embracing AI responsibly, the education sector can leverage emerging technologies for sustainable development and improved learning experiences. This research contributes to the ongoing discourse on AI in education, highlighting critical challenges and transformative opportunities for the future. |
Key words |
adaptive education; educational outcomes; emerging technologies; responsible AI; transformative education |
Student perception of the concept of sustainability in geography lessons / Učenička percepcija koncepta održivosti u nastavi geografije
|
Danijel JukopilaUniversity of Zagreb, Faculty of Teacher Education, Croatia |
danijel.jukopila@ufzg.hr |
Education for sustainable development |
Number of the paper: 113 |
Abstract |
The concept of sustainability is one of the four concepts in the geography curriculum along with spatial organizations and processes, spatial identity and spatial coverage. The very concept of sustainability is present in the subject description, values and principles of learning and teaching geography and in the educational goals of learning and teaching geography. Through the analysis of the curriculum of the Geography subject for primary and secondary schools in the Republic of Croatia, out of a total of 97 outcomes, 28 of them related to the concept of sustainability were singled out, whether these outcomes were exclusively related to this concept (12), or they were partially represented along with some of the remaining concepts (16) considering the frequent interweaving of concepts in space. The students' perception of the concept of sustainability in geography lessons was investigated using a quantitative analysis based on a questionnaire. The results showed that students recognize the concept of sustainability most in the field of economy and environment, and less in the social field. They mostly associate it with the contents of biogeography, economic geography, demogeography and urban geography, and they recognize it the least when teaching about certain economic branches in Croatia, especially tourism and agriculture. They think that learning about sustainability will help them understand the changes that will happen in the future and define their own relationship with nature. They are of the opinion that through sustainable management of natural resources and sustainable economic development, Croatia can improve the living standards of its population and preserve the most valuable natural sites for future generations. |
Key words |
curriculum; field of economy and environment; geographical concepts |
Danijel JukopilaUniversity of Zagreb, Faculty of Teacher Education, Croatia |
danijel.jukopila@ufzg.hr |
Odgoj i obrazovanje za održivi razvoj |
Broj rada: 113 |
Sažetak |
Koncept održivosti jedan je od četiriju koncepata u geografskome kurikulu uz prostorne organizacije i procese, prostorni identitet i prostorni obuhvat. Sam koncept održivosti prisutan je u opisu predmeta, vrijednostima i načelima učenja i poučavanja geografije te u odgojno-obrazovnim ciljevima učenja i poučavanja geografije. Analizom kurikula nastavnoga predmeta Geografija za osnovnu školu i gimnazije u Republici Hrvatskoj od ukupno 97 ishoda izdvojeno je njih 28 vezanih uz koncept održivosti bilo da su ti ishodi isključivo vezani uz ovaj koncept (12), bilo da su djelomično zastupljeni uz neki od preostalih koncepata (16) s obzirom na čestu isprepletenost koncepata u prostoru. Kvantitativnom analizom temeljenom na anketnom upitniku istražena je učenička percepcija koncepta održivosti u nastavi geografije. Rezultati su pokazali da učenici koncept održivosti najviše prepoznaju u području gospodarstva i okoliša, a manje u društvenom području. Najviše ga povezuju sa sadržajima biogeografije, ekonomske geografije, demogeografije te urbane geografije, a najmanje ga prepoznaju pri poučavanju o pojedinim gospodarskim granama u Hrvatskoj, posebice turizmu i poljoprivredi. Smatraju da će im učenje o održivosti pomoći u razumijevanju promjena koje će se događati u budućnosti te u definiranju vlastitoga odnosa prema prirodi. Mišljenja su da održivim upravljanjem prirodnim resursima i održivim razvojem gospodarstva Hrvatska može poboljšati životni standard svojega stanovništva te očuvati najvrjednije prirodne lokalitete za buduće generacije. |
Ključne riječi |
geografski koncepti; kurikul; područje gospodarstva i okoliša |
Education for digital transformation
How to use digital technologies and media to enhance learning and teaching? How to develop digital literacy, critical thinking and media culture among children and young people?
Section Editor: dr. sc. Nataša Rogulja; dr. sc. Krešo Tomljenoviću
Assessment of student work in synchronized and unsynchronized distance learning courses.
|
Kozina, Andrija
|
andrija.kozina@morh.hr |
Education for digital transformation |
Number of the paper: 114 |
|
Abstract |
The task of any teacher/trainer/facilitator is to regularly assess and continuously monitor student progress. The assessment process itself is very complex and demanding as relevant data needs to be collected in order to evaluate student achievement. We believe that the said process is easier to carry out in contact teaching than in distance learning, as one is directly with the student, at the same "time" and in the same room. As students are individuals it is necessary to approach the assessment of each student individually and holistically. It is necessary to monitor daily their work, their commitment, the realization of their achievements and progress according to their abilities. In this article, we will present assessment tools for teaching that are suitable for use in synchronous and asynchronous distance learning. |
Key words: classroom assessment tools, Kirkpatrick assessment model, online communication, tools for e learning |
Assessing AI readiness in education: A comprehensive analysis
Education for digital transformation |
Number of the paper: 115 |
|
Abstract |
Artificial Intelligence (AI) has gained significant global attention owing to its advancements and potential advantages across various sectors. The education sector stands out as an important domain actively reflecting the integration of AI approaches and recognizing its transformative potential. This research aims to assess the readiness of educational institutions, to adopt and leverage AI technologies effectively. The study employs a multidimensional framework, encompassing technological infrastructure, institutional policies, pedagogical strategies, and stakeholder perspectives. Through a combination of quantitative and qualitative methods, we will analyze the current state of AI readiness in a diverse sample of higher education institutions. |
Key words |
artificial intelligence, digital transformation, educational landscape, higher education, research methods |
Reading - writing and using digital tools in their acquisition
Education for digital transformation |
Number of the paper: 116 |
|
Abstract |
This paper aims to examine and analyze the strategies used for the acquisition of the first language (L1) based on two components, reading and writing. Learning to read and write is a crucial yet complex process that significantly contributes to students' intellectual development and lays a strong foundation for learning foreign languages. Therefore, exploring new methodologies and strategies can help in overcoming challenges in this area. |
Key words |
artificial intelligence, language learning, mother tongue (L1), reading, writing |
Draw a robot - pre-service teachers’ conceptions
|
Gordana Miščević, Danimir Mandić, Jelica Ristić, Sofija MatovićUnivesity of Belgrade, Faculty of Education, Serbia |
risticjelica.uf.bg@gmail.com, danimir.mandic@uf.bg.ac.rs |
Education for digital transformation |
Number of the paper: 117 |
|
Abstract |
Technological advancements are reshaping the educational landscape, emphasizing the importance of digital competencies in the coming decade. Educational robots, leveraging artificial intelligence, play a pivotal role in shaping K-12 education and fostering computational thinking, a vital skill for today's youth and their educators. This research endeavors to reveal teachers' perceptions of robots and their pedagogical implications, aiming to refine teaching practices in educational settings. Specifically, the study seeks to determine whether teachers discern between robots and non-robots, identify prevalent features in robot depictions, understand the rationale behind specific robot choices, and uncover potential misconceptions. Employing a mixed-method approach, we used the Draw-A-Robot Test (DART) and open-ended inquiries to probe teachers' conceptions of robots. Our sample comprised 107 pre-service teachers from the University of Belgrade, Faculty of Education, Serbia. Through rigorous analysis conducted by two independent evaluators, we identified the bee bot as the prevailing representation of educational robots, often depicted with animal-like characteristics. Furthermore, our investigation uncovered prevalent misconceptions about robots, shedding light on critical areas for teacher development. The findings of this research carry significant implications for enhancing teacher competencies regarding integrating robots in educational settings. By addressing misconceptions and refining perceptions, educators can harness the potential of educational robots to advance learning and teaching experiences. |
Key words |
computational thinking, digital competences, education, misconceptions; mixed-method approach |
Diversity of the digital environment in political education
|
Lidija ErtDepartment of pedagogy / psychology LOGOS University College, Albania |
lidija.eret@fpzg.hr |
Education for digital transformation |
Number of the paper: 118 |
|
Abstract |
As they rapidly develop, digital technologies constantly and increasingly introduce novelties into everyday life and thus into the teaching environment. Long-term studies that follow development and progress of digital technologies and their successful implementation in the teaching process show that these changes are not necessarily always positive. This paper will review recent challenges in the teaching process of political education, such as, for example, distance learning and the use of artificial intelligence. The above mentioned will show advantages and disadvantages of innovations in educational digital technologies, suggesting a way to improve the teaching process of political education in a future time. |
Key words |
advantages and disadvantages of digital teaching technologies, artificial intelligence in digital media in political education, distance learning in political education, political education |
Classroom education students to engage in productive discussions about elementary mathematics instructional videos using an online application
|
Branko Bognar, Sanela Mužar Horvat, Darko SamardžićFaculty of Education, Josip Juraj Strossmayer University of Osijek University of Slavonski Brod |
branko.bognar@gmail.com, smuzarhorvat@unisb.hr |
Education for digital transformation |
Number of the paper: 119 |
|
Abstract |
Despite their availability, ease of use, and the benefits they provide, videos are still rarely used in the education of our future classroom teachers. Although students prepare and implement lessons within the framework of teaching methodology courses, we noticed that they rarely and reluctantly comment on the lessons of their colleagues. The purpose of this action research was to improve the existing methodological practice by involving students in a productive discussion about videos of the initial mathematics lesson. A new online application was used for the discussion, which allows linking comments to the corresponding parts of the video, as well as creating and using different protocols for systematic observation of classes. In order to participate in the discussion about teaching, the students received methodical instructions on the features of quality elementary mathematics teaching and examples of university teachers' teaching comments. Six teams of five students participated in three debates during one semester. After each discussion, the teams commented on what was written based on pre-agreed criteria. At the end, each student independently had to write a commentary on the teaching video according to the structure proposed by Hemmeter et al. (2011). The research showed that the discussions were successfully carried out using the new online application. Based on the analysis of online discussions, we found that it was difficult for the students to focus on the important aspects of the lesson in the beginning. However, by the end, they were able to discuss the features of quality elementary mathematics teaching and give suggestions for its improvement. Considering the observed advantages, we believe it is necessary to consider the training of students to participate in productive discussions about teaching videos within Mathematics Methodology, as well as in other teaching methodology areas. |
Key words |
elementary mathematics, teacher education, teaching observation, technology, video |
Branko Bognar, Sanela Mužar Horvat, Darko SamardžićFaculty of Education, Josip Juraj Strossmayer University of Osijek University of Slavonski Brod |
branko.bognar@gmail.com, smuzarhorvat@unisb.hr |
Odgoj i obrazovanje za digitalnu transformaciju |
Broj rada: 119 |
Sažetak |
Unatoč dostupnosti, lakoj uporabi i prednostima koje pružaju, videozapisi se još uvijek rijetko rabe u obrazovanju naših budućih učitelja razredne nastave. Premda studenti pripremaju i ostvaruju nastavu u okviru metodičkih vježbi, uočili smo kako rijetko i nerado komentiraju nastavu svojih kolega. Ovo akcijsko istraživanje je imalo za svrhu unaprijediti postojeću metodičku praksu uključivanjem studenata u produktivnu raspravu o videozapisima početne nastave matematike. Za raspravu je korištena nova online aplikacija koja omogućuje povezivanje komentara s odgovarajućim dijelovima videozapisa te izradu i uporabu različitih protokola za sustavno promatranje nastave. Za sudjelovanje u raspravi o nastavi studenti su dobili metodičke upute o značajkama kvalitetne početne nastave matematike te primjere komentara nastave sveučilišnih nastavnika. Šest peteročlanih timova studenata sudjelovalo je u tri rasprave tijekom jednog semestra. Nakon svake rasprave timovi su međusobno komentirali napisano na temelju unaprijed dogovorenih kriterija. Na kraju je svaki student samostalno trebao napisati komentar videozapisa nastave prema strukturi koju predlažu Hemmeter et al. (2011). Istraživanje je pokazalo da su rasprave uspješno ostvarene pomoću nove online aplikacije. Na temelju analize online rasprava utvrdili smo kako je studentima u početku bilo teško usredotočiti se na bitne aspekte nastave. Na kraju su bili u stanju raspravljati o značajkama kvalitetne početne nastave matematike te navesti sugestije za njeno unapređenje. S obzirom na uočene prednosti smatramo potrebnim povesti računa o osposobljavanju studenata za sudjelovanje u produktivnim raspravama o videozapisima nastave u okviru Metodike matematike ali i u drugim metodičkim područjima. |
Ključne riječi |
obrazovanje učitelja, početna nastava matematika, promatranje nastave, tehnologija, videozapis |
Tools for individualized education in inclusive classrooms / Alati za individualizaciju obrazovanja u inkluzivnim razredima
|
Antonia ĆurićSveučilište Jurja Dobrile u Puli |
antonia.curic@unipu.hr |
Education for digital transformation |
Number of the paper: 120 |
|
Abstract |
The research explores the effectiveness of digital tools for individualizing education in inclusive classrooms through a five-year literature review. The goal is to identify the application of digital tools and evaluate their effectiveness and applicability in supporting inclusive practices. Through this process, the aim is to ensure optimal conditions for the progress of all students, regardless of individual differences and needs, and to encourage the continuous development of an inclusive educational system. Building on existing knowledge of inclusive education, theoretical frameworks, and definitions of key constructs, the paper expands and refines the understanding of this area. Digital tools and artificial intelligence tools for education (AIED) show significant potential for personalizing the educational experience. AIED systems use emotional state recognition technology to tailor learning content to the student's emotional state, promoting engagement. Despite the advantages, implementation requires careful planning and addressing challenges such as the need for a personalized approach and ensuring internet security. This research plays a crucial role in advancing the Croatian education system by providing a foundation for the development of policies that support optimal conditions for the progress of all students. |
Key words |
artificial intelligence, digital tools, education, inclusion |
|
Antonia ĆurićSveučilište Jurja Dobrile u Puli |
antonia.curic@unipu.hr |
Odgoj i obrazovanje za digitalnu transformaciju |
Broj rada: 120 |
|
Sažetak |
Rad istražuje učinkovitost digitalnih alata za individualizaciju obrazovanja u inkluzivnim razredima kroz pregled literature posljednjih pet godina. Cilj je identificirati primjenu digitalnih alata te razumjeti njihovu učinkovitost i primjenjivost u podršci inkluzivnim praksama. Kroz ovaj proces, cilj je osigurati optimalne uvjete za napredak svih učenika, neovisno o individualnim razlikama i potrebama, te potaknuti kontinuirani razvoj inkluzivnog obrazovnog sustava. Polazeći od postojećih spoznaja o inkluzivnom obrazovanju, teorijskih okvira i definicija ključnih konstrukata, rad proširuje i precizira razumijevanje ovog područja. Digitalni alati i alati umjetne inteligencije za obrazovanje (AIED) pokazuju značajan potencijal za personalizaciju obrazovnog iskustva. AIED sustavi koriste tehnologiju prepoznavanja emocionalnih stanja za prilagodbu sadržaja učenja prema emocionalnom stanju učenika, potičući angažman. Unatoč prednostima, primjena zahtijeva pažljivo planiranje i suočavanje s izazovima poput potrebe za personaliziranim pristupom i osiguravanjem internetske sigurnosti. Ovo istraživanje ima ključnu ulogu u unaprjeđenju hrvatskog obrazovnog sustava, pružajući temelj za razvoj politika za optimalne uvjete napretka svih učenika. |
Ključne riječi |
digitalni alati; inkluzija; obrazovanje; umjetna inteligencija |
Digital competences of teachers for developing pupils' algorithmic thinking / Digitalne kompetencije učitelja za razvoj algoritamskog načina razmišljanja učenika
|
Gordana StokovićFaculty of Education, University of Belgrade |
gordana.stokovic@uf.bg.ac.rs |
Education for digital transformation |
Number of the paper: 121 |
|
Abstract |
Developing children’s algorithmic thinking is closely related to the principles of constructivism and it should start at preschool and early school age. In Serbia, the subject Digital World was introduced in the 2020/2021 school year as a compulsory subject in the first cycle of primary education. This subject aims to develop pupils' digital competencies in order to train them for the safe and proper use of digital devices, communication, cooperation, and the development of algorithmic thinking. Primary school classroom teachers are responsible for teaching the subject Digital World within the first cycle of primary education. The aim of this paper is to detect the readiness of the educational system to support classroom teachers in the implementation of Digital World teaching. Using the 4C method, a syllabus analysis of the initial education courses at Teacher Education Faculties in Serbia, as well as professional training and development programs for educators was carried out. Our findings indicate that, within the initial education of future classroom teachers, their digital competencies are being developed through different teaching subjects and at different levels of student knowledge. However, it has been detected that insufficient attention is paid to the development of students’ algorithmic thinking. Additionally, the number of professional development programs specifically focused on this topic is insufficient. Therefore, we conclude that it is necessary to introduce dedicated teaching subjects at Teacher Education faculties to equip teachers with the necessary skills for implementing the subject Digital World, with a special emphasis on the development of algorithmic thinking. Furthermore, it is necessary to introduce a larger number of quality seminars for permanent professional development.
|
Key words |
initial teacher education, professional development of teachers, subject Digital World |
|
Gordana StokovićFaculty of Education, University of Belgrade |
gordana.stokovic@uf.bg.ac.rs |
Odgoj i obrazovanje za digitalnu transformaciju |
Broj rada: 121 |
|
Sažetak |
S razvojem algoritamskog načina razmišljanja kod dece, koje je tesno povezano sa konstruktivističkim učenjem, treba početi još na predškolskom i ranom školskom uzrastu. U Srbiji je od školske 2020/2021. godine u okviru prvog ciklusa osnovnog obrazovanja po prvi put uveden obavezni nastavni predmet Digitalni svet, čiji je cilj razvijanje digitalnih kompetencija učenika radi osposobljavanja za bezbednu i pravilnu upotrebu digitalnih uređaja, komunikaciju, saradnju i razvoj algoritamskog načina razmišljanja. Nastavu predmeta Digitalni svet u okviru bazičnog obrazovanja izvode profesori razredne nastave (učitelji). Cilj ovog rada je detekcija spremnosti obrazovnog sistema da podrži profesore razredne nastave u realizaciji nastave Digitalni svet. Metodom 4C, izvršena je analiza silabusa nastavnih predmeta inicijalnog obrazovanja u okviru fakulteta u Srbiji koji obrazuju buduće profesore razredne nastave, kao i programa profesionalnog razvoja i stručnog usavršavanja zaposlenih u obrazovanju. Rezultati ukazuju da se u okviru inicijalnog obrazovanja budućih profesora razredne nastave kroz različite nastavne predmete i na različitim nivoima znanja razvijaju njihove digitalne kompetencije. Uočeno je da se razvoju algoritamskog načina razmišljanja kod studenata ne poklanja dovoljna pažnja, kao i da, na ovu temu, ne postoji dovoljan broj obuka u okviru stručnog usavršavanja zaposlenih. Možemo zaključiti da je neophodno uvesti nastavne predmete na fakultetima koji metodički obrazuju učitelje za realizaciju nastavnog predmeta Digitalni svet, sa posebnim akcentom na razvoju algoritamskog načina razmišljanja. Također je potrebno uvesti veći broj dodatnih kvalitetnih seminara permanentnog stručnog usavršavanja. |
Ključne riječi |
inicijalno obrazovanje učitelja; predmet Digitalni svet; stručno usavršavanje učitelja |
Games for developing algorithmic thinking in Digital World textbooks for the first grade of primary education
|
Miroslava Radoslav RistićTeacher Education Faculty, University of Belgrade |
miroslava.ristic@uf.bg.ac.rs |
Education for digital transformation |
Number of the paper: 122 |
|
Abstract |
Playing games with the aim of developing algorithmic thinking can create various teaching situations for active learning. Games enable learning through experience and discovery, they can be adapted to the pupils’ needs, their prior knowledge, and interests. Digital games and devices can provide instant feedback and can contribute to the development of innovative teaching and learning methods. The introduction of the subject "Digital World" into the primary school education system of Serbia, as part of the new Prescribed Curriculum for the first grade, occurred three years ago. One of the key teaching domains of the subject is algorithmic thinking. New textbooks, in accordance with the Prescribed Curriculum, have been prepared and published by numerous authors and publishers. The aim of this paper is to detect the presence and analyze the quality of games for developing pupils' algorithmic thinking in seven accredited textbooks for the subject Digital World in the first grade of primary school. The paper first analyses the Prescribed Curriculum, specifically the outcomes, contents, and instructions for developing algorithmic thinking. The methodological analysis included the textbook program framework, concept, and functionality for developing algorithmic thinking through educational games with a special reference to the quality of digital games and digital devices such as educational robots. Through a systematic analysis, we conclude that the current Prescribed Curriculum does not contain detailed instructions for developing algorithmic thinking through educational games, and different textbook concepts for this teaching domain significantly differ.
|
Key words |
developing algorithmic thinking, educational games, Prescribed Curriculum, pupil, textbooks |
The correlation between teachers' perceptions of digital textbooks and their use in teaching Croatian language in primary education
|
Martina Kolar Billege, Gordana IvančićUniversity of Zagreb, Faculty of Teacher Education |
martina.kolar@ufzg.hr, gordana.ivancic2@gmail.com |
Education for digital transformation |
Number of the paper: 123 |
|
Abstract |
Digital methodological templates facilitate student engagement in the process of learning and enhance the development of linguistic competence (Budinski & Kolar Billege, 2015). Digital textbooks also enable a methodological approach in the process of mastering reading, and digital methodical instruments facilitate the understanding of the main term (Gazdić-Alerić, Alerić, Budinski & Kolar Billege, 2016). Croatian language teaching can benefit from incorporating new ICT tools in structured methodological acts, especially the methodological procedures that are assumed, within an optimal timeframe and with the use of suitable content, to facilitate student learning and competence acquisition more efficiently in comparison to usual media (Kolar Billege, 2020). The goal of this research was to determine if the teachers’ perceptions of the effectiveness of digital textbooks have an impact on their employment in teaching the Croatian language in primary education. This research involved 301 primary school teachers from all counties of the Republic of Croatia. This original survey questionnaire was created using the Microsoft Forms tool and distributed to the teachers through social networks. The research goal was achieved, and the analysis confirmed that the employment frequency of Croatian language digital textbooks in primary education increases as their effectiveness is perceived. Alongside the effectiveness of Croatian language digital textbooks, future research should examine the advantages and disadvantages of their usage in the teaching process as well as the methodological arrangement of the content that reaches students through digital textbooks. |
Key words |
Croatian language, primary education, teaching methodology |
Martina Kolar Billege, Gordana IvančićUniversity of Zagreb, Faculty of Teacher Education |
martina.kolar@ufzg.hr, gordana.ivancic2@gmail.com |
Odgoj i obrazovanje za digitalnu transformaciju |
Broj rada: 123 |
Sažetak |
Digitalni metodički predlošci omogućuju aktivno sudjelovanje učenika u procesu učenja te omogućuju razvoj jezične kompetencije (Budinski i Kolar Billege, 2015). U procesu ovladavanja čitanjem metodički je pristup omogućen i s pomoću digitalnih udžbenika, a digitalni metodički instrumentarij omogućuje spoznavanje ključnoga pojma (Gazdić-Alerić, Alerić, Budinski i Kolar Billege, 2016). Za poučavanje hrvatskoga jezika u strukturiranom metodičkom činu moguće je primijeniti nova sredstva IKT-a, osobito u metodičkim postupcima za koje se pretpostavlja da će u optimalnom vremenu i s implementacijom optimalnoga sadržaja omogućiti učenicima učenje ili stjecanje kompetencija bolje nego uobičajeni mediji (Kolar Billege, 2020). Cilj je istraživanja bio utvrditi utječe li percepcija učitelja o korisnosti digitalnih udžbenika na njihovu upotrebu u nastavnom predmetu Hrvatski jezik u primarnom obrazovanju. U istraživanju je sudjelovao 301 učitelj razredne nastave iz svih županija Republike Hrvatske. Originalni anketni upitnik oblikovan je u alatu Microsoft forms te je upućen učiteljima pomoću društvenih mreža. Cilj je istraživanja ostvaren te je analizom potvrđeno da učestalost korištenja digitalnih udžbenika Hrvatskoga jezika u primarnom obrazovanju raste s percepcijom njihove korisnosti. Osim korisnosti digitalnih udžbenika hrvatskoga jezika, buduća bi istraživanja trebala obuhvatiti prednosti i nedostatke njihove upotrebe u nastavnome procesu, ali i metodičko strukturiranje sadržaja koji dolazi do učenika s pomoću digitalnih udžbenika. |
Ključne riječi |
hrvatski jezik, metodika, razredna nastava |
Teachers' views on the use of digital technologies to enhance the teaching and learning process/ Mišljenje nastavnika o upotrebi digitalnih tehnologija u cilju postignuća nastavnog procesa
|
Ajdina Asmir ŽupićFakultet za obrazovanje učitelja i vaspitača, Univerzitet u Beogradu |
ajdina2000np@gmail.com |
Education for digital transformation |
Number of the paper: 124 |
|
Abstract |
Digital technologies in education encompass the utilization of various digital tools, software, and online resources to support learning and teaching. The pivotal role of digital technologies lies in transforming the traditional teaching model to enable more dynamic, adaptable, and comprehensive learning. The research aims to gain a deeper understanding of the role of digital technologies in the teaching process by examining the attitudes and opinions of teachers in natural and social sciences regarding the use of digital technology in teaching. Additionally, the research assesses teachers' self-perceived digital literacy and competencies. A descriptive research method was employed, and data were collected through a survey of 105 subject teachers from primary schools in the Novi Pazar region. The survey included questions about the frequency of digital technology use, types of media used in the teaching process, learning outcomes through digital technology application, teachers' competencies in information literacy, and the level of interaction in classes where digital technologies are present. The results indicate widespread use of digital technologies in the teaching process, with a significant number of teachers opting for its implementation to enrich the teaching process and enhance students' knowledge. Teachers of natural sciences perceive their level of digital literacy to be higher compared to teachers of social sciences. Further research is needed to identify specific subject areas where the application of digital technologies can most effectively contribute to the improvement of the teaching process. |
Key words |
digital competencies, digital technologies, teachers' attitudes, traditional model |
Ajdina Asmir ŽupićFakultet za obrazovanje učitelja i vaspitača, Univerzitet u Beogradu |
ajdina2000np@gmail.com |
Odgoj i obrazovanje za digitalnu transformaciju |
Broj rada: 124 |
Sažetak |
Digitalne tehnologije u obrazovanju obuhvataju upotrebu različitih digitalnih alata, softvera i online resursa za podršku učenju i nastavi. Ključna uloga digitalnih tehnologija je transformacija tradicionalnog modela nastave kako bi se omogućilo dinamičnije, prilagodljivije i sveobuhvatnije učenje. Cilj istraživanja je dublje razumevanje uloge digitalnih tehnologija u nastavnom procesu kroz ispitivanje stavova i mišljenja nastavnika prirodnih i društvenih nauka o upotrebi digitalne tehnologije u nastavnom procesu i samoproceni informatičke pismenosti i digitalnih kompetencija istih. U istraživanju je primenjena deskriptivna metoda, a podaci su prikupljeni anketiranjem 105 predmetnih nastavnika osnovnih škola sa područja Novog Pazara. Za potrebe istraživanja konstruisana je anketa, koja je obuhvatila pitanja o učestalosti korišćenja digitalnih tehnologija i o vrstama medija koje koriste u nastavnom procesu, kao i pitanja o ishodima učenja primenom digitalnih tehnologija, kompetencijama nastavnika u vezi sa informatičkom pismenošću i nivou interakcije u nastavi kada su prisutne digitalne tehnologije. Dobijeni rezultati ukazuju na rasprostranjenu upotrebu digitalnih tehnologija u nastavnom procesu, pri čemu se značajan broj nastavnika odlučuje za njenu implementaciju radi obogaćivanja nastavnog procesa i unapređivanja znanja učenika, nastavnici koji predaju predaju predmete prirodnih nauka procenjuju svoj nivo informatičke pismenosti na većem stepenu u odnosu na nastavnike društvenih nauka. Potrebno je kroz dodatna istraživanja identifikovati oblasti u okviru nastavnih predmeta u kojima primena digitalnih tehnologija može najviše da doprinese unapređenju nastavnog procesa. |
Ključne riječi |
digitalne kompetencije; digitalne tehnologije; stavovi nastavnika; tradicionalni model |
Research on students’ AI literacy / Istraživanje AI pismenosti studenata
|
Ružica JurčevićFaculty of Humanities and Social Sciences University of Zagreb |
rjurcevi@ffzg.unizg.h |
Education for digital transformation |
Number of the paper: 125 |
|
Abstract |
The paper will present the findings of a research conducted in 2024 which aimed at investigating students' knowledge, attitudes, and behaviors regarding artificial intelligence (AI), thereby assessing their level of AI literacy. AI literacy is recognized as an essential component of contemporary education, involving the ability to interact with AI responsibly and effectively, along with understanding its ethical and social implications. The study sample consists of undergraduate and graduate students from the University of Zagreb, with data collected through a survey questionnaire. The primary focus of the research was to evaluate the depth of students' understanding of AI and its societal impact. It investigated their utilization of AI tools in learning and problem-solving, along with their attitudes and ethical awareness regarding AI. The results show that students are increasingly using AI tools in their learning process, but the level of awareness of ethical use is still relatively low. This indicates the need for the development of educational programs focusing on the ethical use of AI technology. |
Key words |
AI literacy, competence, ethics, students |
Ružica JurčevićFaculty of Humanities and Social Sciences University of Zagreb |
rjurcevi@ffzg.unizg.h |
Odgoj i obrazovanje za digitalnu transformaciju |
Broj rada: 125 |
Sažetak |
U radu će se prikazati rezultati istraživanja provedenog 2024. godine, čiji je cilj bio ispitati znanja, stavove i navike studenata u korištenju umjetne inteligencije, odnosno ispitati stupanj njihove AI pismenosti. AI pismenost se u suvremenom odgoju i obrazovanju prepoznaje kao dodatak klasičnom obliku pismenosti, a odnosi se na sposobnost odgovornog i učinkovitog korištenja, odnosno interakcije s umjetnom inteligencijom te na razumijevanje etičkih i društvenih implikacija korištenja alata umjetne inteligencije. Uzorak čine studenti prijediplomskih i diplomskih studija Sveučilišta u Zagrebu, a kao metoda prikupljanja podataka korišten je anketni upitnik. Centralni fokus istraživanja bio je ispitati u kojoj mjeri studenti razumiju koncept umjetne inteligencije i njezin utjecaj na društvo u kojem žive, potom načine korištenja AI alata u učenju i rješavanju zadataka, njihov stav te razinu etičke svijesti o umjetnoj inteligenciji. Rezultati pokazuju da studenti sve više koriste alate umjetne inteligencije u procesu njihova učenja, no da je razina svijesti o etičnom korištenju tih alata još uvijek relativno niska. To ukazuje na potrebu razvijanja obrazovnih programa o etičnoj uporabi AI tehnologije. |
Ključne riječi |
etika; kompetencija; pismenost; studenti; umjetna inteligencija |
Teacher’s perspective for didactic-methodological potentials of metaverse
|
Jelica Ristić, Ljiljana Bujišić, Marija Vorkapić, Sanja ČomićUniversity of Belgrade - Faculty of Education, Belgrade |
risticjelica.uf.bg@gmail.com, marija.vorkapic@uf.bg.ac.rs |
Education for digital transformation |
Number of the paper: 126 |
|
Abstract |
Education in the 5.0 era requires precise didactic-methodical reflection on how digital technology can be employed to create innovative and stimulating teaching environments. Additionally, educational technology strengthened by artificial intelligence algorithms opens space for radical changes in the previous learning experience. One of the key challenges facing the educational system determines the main research question of this paper, which relates to how to improve the existing teaching models with the latest technological solutions in educational technology. This research focuses on the integration of IT-driven teaching and mixed reality technology, known as the metaverse. This paper aims to assess the in-services teachers’ awareness (in the wider territory of the city of Belgrade) of the metaverse concept and to examine the views on the possible didactic-methodological potential of integrating metaverse in education. The data collected by the instrument in the form of an online survey was analyzed using descriptive research methods. A conceptual proposal for integrating the metaverse into a teaching scenario was included in the survey. The potentials of the metaverse particularly stand out in the domain of teaching and evaluation, as well as in strengthening the holistic perspective of experiential learning. In addition, the results indicate that improving digital competencies and establishing ethical principles for using the metaverse for educational purposes is necessary. Implications for future research may include an experimental assessment of the potential of integrating the metaverse at all levels of the educational process, especially concerning the impact on various aspects of child development. |
Key words |
digital competences, educational potentials, metaverse, student, teaching |
Internet safety among adolescents / Sigurnost adolescenata na internetu
|
Ružica FilipovićFaculty of Teacher Education, University of Zagreb |
ruzica.filipovic91@gmail.com |
Education for digital transformation |
Number of the paper: 127 |
|
Abstract |
The use of the internet has significantly increased worldwide over the past two decades, but at the same time, concerns have arisen about problematic usage, which is associated with serious mental health issues. The problem is defined as an activity that causes difficulties in a person's life and encompasses a wide range of activities such as gaming, social media, and online shopping. However, there is a lack of a clear definition, and certain behaviors may resemble other disorders such as obsessive-compulsive disorder or social anxiety. Children are increasingly using the internet, which requires better understanding of the risks to promote critical analysis. Parents often underestimate these risks, which can lead to problems such as divulging personal information or cyberbullying. Better support is needed to enable children to safely use the internet, considering the benefits it provides such as increased social support and academic enrichment. Cyberbullying, which can be verbal or sexual, affects the health of young people and is associated with various issues, including suicidal thoughts. Internet safety is becoming increasingly important, and access to the internet is happening at younger ages, necessitating tailored safety campaigns. Furthermore, internet safety is not only considered a technical issue but also involves the human factor. In Croatia, research on internet safety among children is limited, but there are initiatives such as the National Center for Safer Internet. The aim of the research is to explore differences between actual risky online behavior of adolescents and their self-assessment and to raise awareness about information security and the potential risks. The study will include 250 high school students (gymnasiums and vocational schools) within the Sisak-Moslavina County, which will be divided into 5 clusters. Empirical data will be collected using the BKUIS questionnaire containing 17 questions divided into 4 subscales, two of which are behavioral and two cognitive. It is expected that male students will be more cautious on the online simulation scale of student behavior, and that there will be a statistically significant difference in the simulation test between students regarding the type of schooling. Regarding the self-assessment of risky online behavior, it is expected that male students will have a self-assessment of risky online behavior that corresponds to the self-assessment of risky behavior, and that four-year high school students (gymnasiums) will have a higher self-assessment of risky behavior compared to vocational school students who will deviate from the simulation scale. A statistically significant gender difference is also expected in students' awareness of information security in favor of males, and that students in four-year high schools will have more awareness of internet safety than vocational school students. |
Key words |
digital identity, digital literacy, information security, problematic internet use, secondary schools, self-assessment |
Ružica FilipovićFaculty of Teacher Education, University of Zagreb |
ruzica.filipovic91@gmail.com |
Odgoj i obrazovanje za digitalnu transformaciju |
Broj rada: 127 |
Sažetak |
Korištenje interneta u posljednjih dvadesetak godina znatno je poraslo diljem svijeta, no istovremeno se pojavila zabrinutost zbog problematičnoga korištenja, što je povezano s ozbiljnim psihičkim problemima. Problem se definira kao aktivnost koja uzrokuje poteškoće u životu osobe, a obuhvaća širok raspon aktivnosti poput videoigara, društvenih mreža i online kupovine. Međutim, nedostaje jasna definicija, a pojedina ponašanja mogu biti slična drugim poremećajima poput opsesivno-kompulzivnoga poremećaja ili socijalne anksioznosti. Djeca se sve više koriste internetom što zahtijeva bolje razumijevanje rizika radi promicanja kritičke analize. Roditelji često podcjenjuju te rizike što može dovesti do problema kao što su odavanje osobnih informacija ili cyberbullyinga. Potrebna je bolja podrška kako bi se djeci omogućilo sigurno korištenje interneta, uzimajući u obzir i prednosti koje on pruža poput povećane društvene podrške i akademskoga obogaćivanja. Cyberbullying, koji može biti verbalni ili seksualni, utječe na zdravlje mladih i povezan je s raznim problemima, uključujući suicidalne misli. Sigurnost na internetu postaje sve važnija, a internetu pristupaju sve je mlađe dobne skupine, što zahtijeva prilagođene sigurnosne kampanje. Nadalje, sigurnost na internetu ne smatra se samo tehničkim problemom, već uključuje i ljudski faktor. Istraživanja u Republici Hrvatskoj o sigurnosti djece na internetu su ograničena, ali postoje inicijative poput Nacionalnog centra za sigurniji Internet. Cilj je istraživanja istražiti razlike između stvarnoga rizičnog ponašanja adolescenata na internetu i njihovih samoprocjena te razviti svijest o informacijskoj sigurnosti i potencijalnim rizicima. Istraživanje će obuhvatiti 250 učenika srednjih škola (gimnazije i strukovne škole) unutar Sisačko-moslavačke županije koja će biti podijeljena u 5 klastera. Empirijski podatci bit će prikupljeni anketnim upitnikom BKUIS koji sadrži 17 pitanja podijeljenih na 4 podskale od čega su dvije bihevioralne, a 2 kognitivne. Očekuje se da će učenici muškoga spola biti oprezniji na online simulacijskoj skali učeničkoga ponašanja te da će postojati statistički značajna razlika na simulacijskom testu između učenika s obzirom na vrstu škole. U samoprocjeni rizičnoga online ponašanja očekuje se da će učenici muškoga spola imati samoprocjenu rizičnoga online ponašanja koja će odgovarati samoprocjeni rizičnoga ponašanja, a da će učenici četverogodišnjih srednjih škola (gimnazije) imati veću samoprocjenu rizičnoga ponašanja u odnosu na učenike strukovnih škola koja će odstupati s obzirom na simulacijsku skalu. Očekuje se i statistički značajna rodna razlika u svijesti učenika o informacijskoj sigurnosti u korist muškoga roda te da će učenici četverogodišnjih srednjih škola imati više spoznaja o sigurnosti na internetu od strukovnih škola. |
Ključne riječi |
digitalni identitet, digitalna pismenost, informacijska sigurnost, problematično korištenje interneta, samoprocjena, srednje škole |
Digital literacy of primary school first grade students
|
Nikolina Hutinski, Predrag OreškiUniversity of Zagreb, Faculty of Teacher Education |
nhutinski1996@gmail.com, predrag.oreski@ufzg.unizg.hr |
Education for digital transformation |
Number of the paper: 128 |
|
Abstract |
The research presented in this paper aims to explore the digital literacy of students in the first grade of primary school. The research sample consists of 104 students from northwestern Croatia. They were invited to fill out the self-assessment questionnaire consisting of eleven items including statements about their gender, place of residence (rural or urban), and simple yes/no statements concerning their knowledge of using the computer hardware and software. The research results show that there is a statistically significant difference in respondents’ asking for parents’ or guardians' permission to use a computer by gender (χ2=4.27, df=1, p=0.039). There are more female respondents (81.3%) than male respondents (60.7%) who ask their parents or guardians for permission to use the computer. Most of the respondents (88.5%) know how to turn on/off computers, 87.5% of respondents know how to write a text using a computer, and 94.2% of respondents know how to make a drawing using a computer. 94.2% of respondents know how to use the Internet and there is a statistically significant difference by the place of residence (χ2=4.63, df=1, p=0.031). There are more urban respondents (100.0%) than rural respondents (88.2%) who know how to search the internet. Most of the respondents (91.3%) understand and apply the rules of conduct on the internet. Most respondents (87.5%) self-assess themselves as having acquired the learning outcomes specified in the information-communication technology curriculum. |
Key words |
digital competence, information-communication technology; curriculum, primary education |
Digital Education: Education today for tomorrow
|
Sandra Sovilj - Nikić, Nikolina katić, Bojana MihlFaculty of Education, University of Novi Sad |
sandrasn@eunet.rs |
Education for digital transformation |
Number of the paper: 129 |
|
Abstract |
Following modern trends and listening to the needs of education, economy and society, a new study program for undergraduate and master's studies at the Faculty of Education in Sombor of the University of Novi Sad titled Digital Education was accredited. The goal of this study program is to train an educational profile that will be professional help and support for teachers in the application of information-communication technologies (ICT) while teaching. Having in mind that this profile possesses the necessary knowledge in the field of digital technologies on the one hand and all the necessary pedagogical, psychological, and teaching methodology knowledge on the other hand, the Digital Education study program meets the challenges of modern education. The goal of the research presented in this paper is to examine and determine the degree of digital competence of teachers and the level of capability for independent use of ICT, as well as to determine their attitudes toward the introduction of a professional associate into educational practice, who would be a help and support to teachers in applying ICT. In the research carried out in primary and secondary schools in the territory of Vojvodina, which is an autonomous region within the Republic of Serbia, a survey method and an anonymous survey questionnaire were used. The questionnaire was filled out by 240 teacher participants. During the research, a modified Likert scale with multiple choice questions was used. The results of the research show that most teachers have a satisfactory level of digital competence which they have acquired through some form of informal education and that more than 90% of the participants use modern technologies for the purpose of preparing lessons and teaching. However, the majority of participants believe that the introduction of an expert associate in the application of ICT would be extremely helpful for teaching Furthermore, the majority of participants believe that the introduction of an expert associate in the application of ICT would be extremely helpful for higher quality teaching, which implies the use of digital technologies in full capacity. Also, the results of the research indicate that the participants are not familiar with the accreditation of the Digital Education study program, as well as that they support the accreditation and consider it useful. Based on the research results, it can be concluded that in educational practice there is a real need for accreditation of the Digital Education study program, as well as for increased efforts to promote it.
|
Key words |
digital technologies, information-communication technologies, learning, study program, teaching |
Learning literature and digital skills among high school students
|
Edlira Tonuzi MacajUniversity of Tirana |
edliralib@yahoo.com |
Education for digital transformation |
Number of the paper: 130 |
|
Abstract |
This study aims to engage high school students more deeply with literature by introducing new approaches that are essential in today's era of technological advancements. The specific focus of this research is on high school students, encouraging them to explore artistic works using technology. The research questions delve into how different models can be alternated to enhance the understanding and analysis of literary works. Additionally, they explore how young people can actively participate in creating new reading models that also incorporate digital skills which are vital in modern education. The hypothesis for this study revolves around the idea that offering young people new work models supported by technology about literary works, or providing opportunities for concrete engagement where they actively contribute to their realization, can improve the quality of their reading and learning competencies. To conduct this research, a comparative analytical approach was employed to examine the structure of literature classes in high schools. Additionally, a quantitative method based on data from specific questionnaires tailored to this age group was employed to understand their preferences and interests regarding new proposals. By combining explanatory, situational analysis, and comparison with well-executed survey data, we arrived at valuable insights into the relationship between literature and students’ digital literacy. The conclusion underscores the willingness of both teachers and students to embrace new approaches and models, demonstrating their acceptance and appreciation of literature, as well as qualitative learning experiences. |
Key words |
digital environment, high school, learning, literature, skills, youth |
New teaching approaches in healthcare subjects using simulation / Novi pristupi poučavanja u nastavnim predmetima zdravstvene njege upotrebom simulacije
|
Monika Lovrek Seničić, Iva FilipušićŠkola za medicinske sestre Vinogradska |
dlovrek@gmail.com, ifilipusic@gmail.com |
Education for digital transformation |
Number of the paper: 131 |
|
Abstract |
After the definition of simulations, simulators, and a brief historical review of the very beginnings of simulation, the paper provides an overview of learning theories, social learning theories, cognitive learning theories and constructivist learning theories, which explain the advantages of learning through simulation and ways to achieve learning outcomes. The curriculum for the general care nurse/general care medical technician qualification is focused on practice in which emphasis is placed on theoretical knowledge and psychomotor skills. Students are required to acquire many skills through vocational subjects of 4600 teaching hours, of which even 2/3 are related to practice, either learning skills in classroom or in hospitals. Numerous scientific and professional papers provide reasons in favor of the use of simulations in nursing education, such as the development of critical thinking, the acquisition of specific skills, teamwork, achieving a higher level of results with this method of learning, problem solving, decision making and other important skills. Recently, avatars have also been used in place of real patients with which communication skills are acquired and students can learn to react without affect. Additionally, nurse avatars can be used in some areas of healthcare in actual patient care. |
Key words |
nurses, patient, students, teachers, teaching |
Monika Lovrek Seničić, Iva FilipušićŠkola za medicinske sestre Vinogradska |
dlovrek@gmail.com, ifilipusic@gmail.com |
Odgoj i obrazovanje za digitalnu transformaciju |
Broj rada: 131 |
Sažetak |
Nakon definicije simulacija, simulatora i kratkog povijesnog pregleda samih početaka simulacije, rad donosi pregled teorija učenja, socijalne teorije učenja, kognitivne teorije učenja i konstruktivističke teorije učenja, koje objašnjavaju prednosti učenja simulacijom i načinima ostvarivanja ishoda učenja. Kurikulum za stjecanje kvalifikacije medicinska sestra opće njege/medicinski tehničar opće njege usmjeren je na praksu u kojem se naglasak stavlja na teorijska znanja i psihomotoričke vještine. Od učenika se zahtjeva usvajanje velikog broja vještina kroz strukovne nastavne predmete od 4600 nastavnih sati od kojih je čak 2/3 odnose na vježbe, bilo u kabinetu ili u bolnicama. Brojni znanstveni i stručni radovi donose razloge koji govore u prilog korištenju simulacija u obrazovanju medicinskih sestara kao što su razvoj kritičkog mišljenja, usvajanje specifičnih vještina, timski rad, postizanje više razine ishoda ovim načinom učenja, rješavanje problema, donošenje odluka i druge važne vještine. U posljednje vrijeme koriste se i avatari, umjesto stvarnih pacijenata, pomoću kojih se stječu komunikacijske vještine i uči reagirati bez afekta. Dodatno, avatari medicinskih sestara mogu se koristiti u nekim dijelovima zdravstvene njege u stvarnoj skrbi za pacijenta. |
Ključne riječi |
medicinske sestre, nastavnici, pacijent, poučavanje, učenici |
Science teachers’ attitudes regarding e-learning / Stavovi nastavnika iz područja prirodnih znanosti o e-učenju
|
Barbara Popovac Tašev, Anna AlajbegFaculty of Science, University of Split |
bptasev@pmfst.hr, aalajbeg@pmfst.hr |
Education for digital transformation |
Number of the paper: 132 |
|
Abstract |
The aim of this paper was to investigate and analyze the attitudes of biology, chemistry, mathematics, and physics teachers towards e-learning considering gender, age, and the type of school they work at. Teachers from different parts of the Republic of Croatia participated in the study (N=208). For this research, the original Test of e-Learning Related Attitudes (TeLRA) scale was used, which examines teachers' attitudes towards the challenges of e-learning, the benefits of e-learning, the use of computer systems and preferences regarding e-learning innovations and the use of computers in leisure time. The questionnaire included general information about the teachers (gender, age, subject and school where they work). The research results showed that teachers predominantly have a positive attitude towards e-learning. Compared to female teachers, male teachers have a slightly stronger preference for the use of computers in lesson preparation and prefer to be informed about technological innovations. Older teachers are less confident in using computers. Chemistry and biology teachers consider e-learning to be more challenging, have a more negative attitude towards the use of computer systems and less interest in e-learning innovations and the use of computers than math and physics teachers, but agree that e-learning has advantages over other teaching methods. The results of this study contribute to a better understanding of teachers' acceptance and use of e-learning. It is important that teachers are willing to adapt to new realities and look for opportunities to improve their skills in e-learning, as this is key to creating a higher quality and more modern educational process. |
Key words |
benefits of e-learning, challenges of e-learning, e-learning, teachers, teaching |
Barbara Popovac Tašev, Anna AlajbegFaculty of Science, University of Split |
bptasev@pmfst.hr, aalajbeg@pmfst.hr |
Odgoj i obrazovanje za digitalnu transformaciju |
Broj rada: 132 |
Sažetak |
Cilj ovoga rada bio je ispitati i analizirati stavove nastavnika biologije, kemije, matematike i fizike o e-učenju s obzirom na spol, dob i vrstu škole u kojoj rade. U istraživanju su sudjelovali nastavnici iz različitih krajeva Republike Hrvatske (N = 208). Za potrebe ovoga istraživanja korištena je originalna Skala stavova o e-učenju kojom se ispituju stavovi nastavnika o izazovima e-učenja, prednostima e-učenja, korištenju računalnih sustava i preferencijma u pogledu inovacija e-učenja i korištenja računala u slobodno vrijeme. Upitnik je upotpunjen općim podatcima o nastavnicima (spol, dob, nastavni predmet i škola u kojoj rade). Rezultatima istraživanja utvrđeno je da nastavnici imaju uglavnom pozitivne stavove o e-učenju. Nastavnici u odnosu na nastavnice daju nešto veću prednost korištenju računala za pripremu lekcija i radije se informiraju o tehnološkim inovacijama. Stariji nastavnici su nesigurniji u korištenju računala. Nastavnici kemije i biologije e-učenje smatraju izazovnijim, imaju negativniji stav o korištenju računalnih sustava te manji interes za inovacije e-učenja i korištenja računala u odnosu na nastavnike matematike i fizike, ali se svi slažu da e-učenje ima prednosti u odnosu na druge metode poučavanja. Rezultati ovoga istraživanja doprinos su boljem razumijevanju prihvaćanja i korištenja e-učenja od strane nastavnika. Važno je da nastavnici budu spremni prilagoditi se novim okolnostima i tražiti mogućnosti za poboljšanje svojih vještina u e-učenju, koje su ključne za stvaranje kvalitetnijega i suvremenijega odgojno-obrazovnoga procesa.
|
Ključne riječi |
e-učenje, izazovi e-učenja, nastava, nastavnici, prednosti e-učenja |
Teachers’ and students’ attitudes to using gamification in teaching / Stavovi učitelja i studenata prema korištenju igrifikacije u nastavi
|
Katarina ŠiranovićOŠ Tituša Brezovačkog |
siranovic12@gmail.com |
Education for digital transformation |
Number of the paper: 133 |
|
Abstract |
Gamification refers to the use of game elements in a non-gaming context, such as the teaching process. It refers to the addition of activities and/or content that are typically present in games to learning content or activities and to other processes during classes with the aim of encouraging students' motivation, their activity or competitiveness. The paper will present the results of the research, which aims to examine the familiarity of primary education teachers and students of teacher education with the concept of gamification and their attitudes towards its use in teaching. Differences in the intention to use gamification in the future between respondents and the connection between personality traits and attitudes of respondents towards the implementation of gamification in teaching will be examined. The research was conducted with an online questionnaire on a convenient sample of N=200 teachers and students from the Faculty of Teacher Education in Zagreb who are employed or studying in Zagreb. It is expected that the results will show that there is no statistically significant difference between respondents in their attitudes towards gamification in class and that a positive attitude is a statistical predictor of future use of gamification in class. It is expected that the results will show that the intention to use gamification in the future is statistically significantly related to openness to new experiences and self-efficacy. |
Key words |
gamification, positive attitude, primary education teacher, students, teaching |
Katarina ŠiranovićOŠ Tituša Brezovačkog |
siranovic12@gmail.com |
Odgoj i obrazovanje za digitalnu transformaciju |
Broj rada: 133 |
Sažetak |
Igrifikacija se odnosi na korištenje elemenata igre u neigrajućem kontekstu, kao što je nastavni proces. Odnosi se na dodavanje aktivnosti i/ili sadržaja koji su tipično prisutni u igrama u sadržaje ili aktivnosti učenja te u druge procese tijekom nastave s ciljem poticanja motivacije učenika, njihove aktivnosti ili kompetitivnosti. U radu bit će predstavljeni rezultati istraživanja kojim se želi ispitati upoznatost učitelja primarnoga obrazovanja i studenata Učiteljskog studija s konceptom igrifikacije te njihovi stavovi prema korištenju iste u nastavi. Ispitat će se razlike u budućoj namjeri korištenja igrifikacije između ispitanika te povezanost između crta ličnosti i stavova ispitanika prema implementaciji igrifikacije u nastavu. Istraživanje je provedeno online upitnikom na prigodnom uzorku od N = 200 učitelja i studenata Učiteljskog studija koji su zaposleni ili studiraju u Zagrebu. Očekuje se kako će rezultati pokazati da nema statistički značajne razlike između ispitanika u stavovima prema igrifikaciji u nastavi te da je pozitivan stav statistički prediktor budućega korištenja iste u nastavi. Očekuje se kako će rezultati pokazati da je namjera budućega korištenja igrifikacije u nastavi statistički značajno povezana s otvorenosti prema novim iskustvima i samoučinkovitosti. |
Ključne riječi |
igrifikacija, nastava, pozitivan stav, studenti, učitelji primarnoga obrazovanja |
Threshold concepts in Computer Science teaching / Koncepti praga u nastavi informatike
|
Gabrijela Jakovac, Martina Holenko DlabUniversity of Rijeka, Faculty of Informatics and Digital Technology |
gabrijela.jakovac@student.uniri.hr, mholenko@inf.uniri.hr |
Education for digital transformation |
Number of the paper: 134 |
|
Abstract |
Fundamental concepts underlie every scientific field. Among them, there are concepts that represent a turning point in the understanding of the field and whose understanding is a significant challenge for students. Such concepts are called threshold concepts. The aim of this paper is to provide an overview of the characteristics of threshold concepts that distinguish them from fundamental concepts, to identify threshold concepts in the field of computer science, and to emphasize the need for selecting appropriate teaching strategies and approaches for teaching threshold concepts using digital technology. In addition to the list of threshold concepts in computer science derived from the literature review, a list of threshold concepts derived from research with computer science teachers is presented. The nominal group technique, which provides a structured approach to idea exchange within the group, was used to identify threshold concepts. Participants first identified the threshold concepts individually by writing explanations and then presented them to the group. The group discussed and voted to reach a consensus. In identifying threshold concepts, the focus was on recognizing transformative and integrative features to identify concepts whose understanding triggers a significant shift in the understanding of the subject area and makes connections that were previously hidden. Identifying threshold concepts can help guide learning and teaching. With a better understanding of the difficulties students face, teachers can provide personalized support to help students master these concepts using technology. Further research will focus on analyzing the possibilities of applying approaches based on educational recommender systems for teaching threshold concepts. |
Key words |
computer science, personalization, STEM, teaching, threshold concept |
Gabrijela Jakovac, Martina Holenko DlabUniversity of Rijeka, Faculty of Informatics and Digital Technology |
gabrijela.jakovac@student.uniri.hr, mholenko@inf.uniri.hr |
Odgoj i obrazovanje za digitalnu transformaciju |
Broj rada: 134 |
Sažetak |
U svakom znanstvenom području postoje temeljni koncepti. Među njima se mogu izdvojiti koncepti koji predstavljaju prekretnicu u razumijevanju područja, a čije razumijevanje učenicima predstavlja veliki izazov. Takvi se koncepti nazivaju koncepti praga. Cilj ovoga rada je dati pregled karakteristika koncepata praga koje ih razlikuju od temeljnih koncepata, identificirati koncepte praga u području informatike te istaknuti potrebu odabira odgovarajućih nastavnih strategija i pristupa poučavanju koncepata praga uz pomoć digitalne tehnologije. Uz popis koncepata praga u području informatike načinjen pregledom literature, u radu se prezentira i popis koncepata praga dobiven kao rezultat istraživanja među učiteljima i nastavnicima informatike. Za identificiranje koncepata praga korištenja je tehnika nominalne grupe koja je omogućila strukturirani pristup razmjeni ideja u grupi. Ispitanici su najprije individualno identificirali koncepte praga uz pisanje obrazloženja, zatim ih prezentirali grupi, a nakon toga je organizirana grupna diskusija te glasovanje kako bi se donijela zajednička odluka. Prilikom identificiranja koncepata praga naglasak je bio na uočavanju svojstava transformativnosti i integrativnosti kako bi se detektiralo koncepte čije razumijevanje pokreće značajnu promjenu u razumijevanju područja kao i uspostavu veza koje su prethodno bile skrivene. Identificiranje koncepata praga može pomoći u usmjeravanju učenja i podučavanja. Uz bolje razumijevanje poteškoća s kojima se učenici suočavaju, učitelji i nastavnici mogu uz pomoć tehnologije pružiti personaliziranu podršku učenicima u savladavanju ovih koncepata. Daljnja istraživanja bit će usmjerena na analizu mogućnosti primjene pristupa temeljenih na obrazovnim sustavima preporučivanja u poučavanju koncepata praga. |
Ključne riječi |
informatika; koncept praga; personalizacija; poučavanje; STEM |
Students' attitudes towards artificial intelligence / Stavovi učenika prema umjetnoj inteligenciji
|
Ivan FilipovićOŠ Frana Galovića |
ivanfilipovic1@gmail.com |
Education for digital transformation |
Number of the paper: 135 |
|
Abstract |
The aim of the research is to investigate the predictors that contribute to the prevalence of Chat GPT use and the attitudes of 8th grade students towards artificial intelligence in the city of Zagreb. Artificial intelligence and various tools such as Chat GPT are becoming more and more present in students' lives, while their use in schools is still not defined, and teachers decide on the implementation or ban of artificial intelligence tools. The population of respondents is defined as the population of 8th-grade students in the City of Zagreb (N=7670), and the total number in the study will be 250. The size of the subsample (boys and girls) will be approximately the same in order to ensure a normal distribution and to meet the parametric requirements. For the purposes of the research, four research hypotheses were set. Boys are expected to differ from girls regarding cognitive, affective, and behavioral components of attitude towards artificial intelligence. In order to collect data, four schools in the City of Zagreb will be included, one each from the east, west, south and the city center. The use of a random stratified sample at the level of Croatia and with a larger number of participants would enable the generalization of the conclusions at the level of the population. |
Key words |
artificial intelligence, attitudes, Chat GPT, students |
Ivan FilipovićOŠ Frana Galovića |
ivanfilipovic1@gmail.com |
Odgoj i obrazovanje za digitalnu transformaciju |
Broj rada: 135 |
Sažetak |
Cilj je istraživanja istražiti prediktore koji doprinose prevalenciji korištenja Chat GPT-a i stavove učenika 8. razreda prema umjetnoj inteligenciji u gradu Zagrebu. Umjetna inteligencija i razni alati poput Chat GPT-a postaju sve prisutniji u životima učenika, a upotreba istih u školama još uvijek nije definirana te profesori odlučuju o implementaciji ili zabrani alata umjetne inteligencije. Populacija ispitanika definirana je kao populacija učenika 8. razreda Grada Zagreba (N = 7670), a ukupan broj u istraživanju će biti 250. Veličina poduzorka (dječaka i djevojčica) bit će približno ista kako bi se osigurala normalna distribucija te zadovoljili preduvjeti za parametriju. Za potrebe istraživanja postavljene su četiri istraživačke hipoteze. Očekuje se da se dječaci razlikuju od djevojčica s obzirom na kognitivnu, afektivnu i ponašajnu komponentu stava prema umjetnoj inteligenciji. U cilju prikupljanja podataka bit će obuhvaćene četiri škole u Gradu Zagrebu, po jedna s istoka, zapada, juga te iz centra grada. Korištenje slučajnoga stratificiranog uzorka na razini Hrvatske i s većim brojem sudionika omogućilo bi generaliziranje zaključaka na razini populacije.
|
Ključne riječi |
Chat GPT, stavovi, učenici, umjetna inteligencija |
Pedagogical Values of Contemporary Digital Technologies at Faculties of Fine Arts
|
Julija DubovacUniversity of Pristina, Faculty of Arts |
julija.dubovac@gmail.com |
Education for digital transformation |
Number of the paper: 136 |
|
Abstract |
Contemporary digital technologies bring about a revolution in the way we communicate, and they continuously shape the way we interact in all spheres of life. The primary objective of this research is to examine the significance and potential of integrating information and communication technologies (ICT) and artificial intelligence (AI) into arts faculties. By analyzing relevant literature, we aim to identify the key opportunities and challenges associated with leveraging these technologies to foster creativity and develop contemporary artistic practices in the digital age. Additionally, this research seeks to explore how ICT and AI can be effectively utilized to prepare arts faculty students for teaching "digital natives." Literature was selected through searches of scientific databases such as Science Direct and Google Scholar using relevant keywords. Criteria for article selection included the year of publication, author citation, and peer-reviewed articles. The literature analysis indicates the need for the educational process at arts faculties to be better adapted to the development and application of new technologies in artistic expression, as well as the need for continuous alignment of teaching content with changes in technology. The paper critically analyzes various approaches to the application of ICT and AI in arts faculties, as well as how students' digital competencies may depend on teachers' digital competencies. In addition to the possibilities, this paper will also point out ethical challenges of using AI, emphasizing the need for further development of policies that promote responsible use of these technologies. |
Key words |
artificial intelligence, digital competencies, fine arts, information and communication technology |
ICT in primary education – students’ perspective
|
Krešimir Pavlina*, Ana Pongrac Pavlina, Anita Modrušan*Faculty of Humanities and Social Sciences, University of Zagreb |
kpavlina@ffzg.unizg.hr |
Education for digital transformation |
Number of the paper: 137 |
|
Abstract |
Information and Communication Technology (ICT) integration in primary education has revolutionized teaching. Through computers, tablets, and interactive whiteboards, educators create dynamic and immersive learning environments. Students engage with interactive educational software, digital textbooks, and online resources, enhancing comprehension and retention. ICT fosters collaborative learning opportunities, as students collaborate on projects and communicate with peers globally. It cultivates critical thinking, problem-solving, and digital literacy skills essential for success in the 21st century. However, challenges like the digital divide and concerns regarding screen time and digital distractions warrant careful consideration. Despite challenges, ICT empowers educators to deliver innovative and engaging lessons, preparing students to thrive in an increasingly digital society. Effective implementation requires ongoing professional development, robust infrastructure and pedagogical strategies that leverage technology effectively. This paper presents the results of research whose goal was to determine the attitudes of elementary school students about ICT in education. Two hundred students participated in the survey which was conducted by computer science teachers in the period from April to May 2023. The results of this research present the students' perspective about the use of ICT in primary education and shed light on students' perspectives regarding the students’ use of ICT in primary education. By delving into their experiences, preferences, and challenges encountered, we have uncovered a nuanced understanding of the role ICT plays in shaping their educational journey. |
Key words |
ICT, primary education, students |
Academics’ perceptions of using AI in Higher Education
|
Edit Lezha, Eranda Bilali (Halluni)University of Shkoder, Albania |
editlezha@gmail.com, erandabilali@yahoo.com |
Education for digital transformation |
Number of the paper: 138 |
|
Abstract |
Generative artificial intelligence (AI) is an emerging and rapidly evolving technology. AI is the simulation of human intelligence in machines programmed to think and act like humans. The integration of AI technologies in higher education has the potential to streamline didactic and research processes and enhance their outcomes. Also, technology and auxiliary teaching include many tools that serve to help students to get information, to organize their thinking, and to demonstrate their learning. This study presents a qualitative design research based on understanding the academics’ perceptions of using AI to facilitate didactic and research process and how they perceive its role within higher education in Albania. The results indicate that academics have a positive perception that AI can be effectively used in personalized teaching and learning process, administrative and research support. The didactic sourcing technology should be used as part of the university training program and including protocols regarding ethics in education and academic integrity. |
Key words |
artificial intelligence, ChatGPT, technology, university |
LESS IS MORE: A review of shortening the questionnaire on students' attitudes towards artificial intelligence (SATAI) / MANJE JE VIŠE: prikaz skraćivanja upitnika o stavovima studenata prema
Education for digital transformation |
Number of the paper: 139 |
|
Abstract |
Artificial intelligence (AI) is becoming increasingly present in all areas of life. Previous research has mostly focused on the use of AI from the perspective of students, with almost no research on the attitudes of students - future teachers towards AI. This paper aims to create a shortened version of the original questionnaire that would make it easier to investigate teachers' attitudes towards artificial intelligence in the future. A study was conducted on a sample of 276 students from the Faculties of Humanities and Social Sciences in Osijek and Rijeka, and the Faculty of Teacher Education University of Zagreb, using the SATAI questionnaire. The results indicate that the shortened form of the questionnaire correlates very well with the subscales within the attitudes of the respondents towards AI in education compared to the longer version. The research conclusion supports the validity of the shorter form of the questionnaire, whose validity is the same compared to the longer version with half the number of items. Accordingly, teachers can use it to investigate attitudes related to new AI educational methods. |
Key words |
artificial intelligence, education, instrument validity, SATAI |
Marija Sablić1, Goran Lapat2, Sofija Vrcelj31Faculty of Humanities and Social Sciences J. J. Strossmayer, University of Osijek 2Faculty of teacher Education, University of Zagreb 3Faculty of Humanities and Social Sciences, University of Rijeka |
marija.sablic10@gmail.com, goran.lapat@ufzg.hr, svrcelj@ffri.uniri.hr |
Odgoj i obrazovanje za digitalnu transformaciju |
Broj rada: 139 |
Sažetak |
Umjetna inteligencija sve je prisutnija u svim područjima života. Dosadašnja istraživanja uglavnom su bila usmjerena na korištenje umjetne inteligencije (AI) iz perspektive učenika, a gotovo da ne postoje istraživanja o stavovima studenata - budućih nastavnika prema AI. Ovaj rad ima za cilj kreiranje skraćene verzije originalnog upitnika kojom bi se u budućnosti lakše mogli ispitivati stavovi nastavnika o umjetnoj inteligenciji. Na uzorku je od 276 studenata Filozofskih fakultet u Osijeku i Rijeci, te Učiteljskog fakulteta Sveučilišta u Zagrebu provedeno istraživanje u kojemu je korišten SATAI upitnik. Rezultati ukazuju kako skraćena forma upitnika vrlo dobro korelira sa subskalama u sklopu stavova ispitanika prema umjetnoj inteligenciji u obrazovanju u odnosu na dužu verziju. Zaključak istraživanja govori u prilog valjanosti kraće forme upitnika čija je valjanost ista u odnosu na dulju verziju uz upola manji broj čestica. Sukladno tome, nastavnici ga mogu koristiti u istraživanju stavova vezanih uz nove AI obrazovne metode. |
Ključne riječi |
umjetna inteligencija, obrazovanje, SATAI, valjanost instrumenta |
Possibilities of using AI (ChatGPT) for teaching purposes
|
Amanda Glavaš, Azra StaščikFaculty of Humanities and Social Sciences, University of Osijek |
aglavas@ffos.hr, azra.stascik@gmail.com |
Education for digital transformation |
Number of the paper: 140 |
|
Abstract |
The progressive development of technology, especially in the field of artificial intelligence (AI), significantly affects all social aspects and different social fields, including education. Among the most famous and widespread forms of AI are chatbots, which are easy to use and user-friendly. In this paper, we examine and discuss current application and trends of using chatbots in education, primarily for teaching purposes. Furthermore, the authors have created a lesson plan for one unit using ChatGPT 3.5 in the area of primary education. The entire process (questions and prompts) of creating a teaching lesson plan using AI (conversation with ChatGPT 3.5) is given in the paper and evaluated by authors. To gain the triangulation of results both researchers (authors) carried out the analysis independently. The results show that it is possible for AI to create/generate a lesson plan based only on given learning outcome. Despite all the shortcomings (e.g. accuracy of information), the contribution and advantages of AI for the improvement of the teaching process is unquestionable (in terms of creativity and devising activities for given outcomes, producing examples, saving time etc.). However, for AI to be effective for teaching purposes, as in all other areas, undoubtedly it requires specific skills and competencies of teachers such as critical thinking, content knowledge etc. The authors suggest a follow up research, i.e. giving AI generated lesson plans to teachers in a focus group to analyze it with and without knowing it is AI generated etc. Nevertheless, it is necessary to conduct further research regarding the application of artificial intelligence for educational purposes, especially taking into account ethical aspects, copyright, etc.
|
Key words |
artificial intelligence, ChatGPT, lesson plan, primary education, teaching |
Opinions and attitudes of prospective primary school teachers on the use AI applications in education
|
Maja HomenFaculty of Teacher Education, University of Zagreb |
maja.homen@ufzg.hr |
Education for digital transformation |
Number of the paper: 141 |
|
Abstract |
The surge in the popularity of Artificial Intelligence (AI) applications has created significant interest in their potential integration into primary education. The primary objective of this paper is to investigate the viability and optimal strategies for implementing AI technologies across diverse subjects, while concurrently assessing the opinions and attitudes of future educators toward the integration of AI in their pedagogical practices. Through a nuanced exploration of their perspectives, the study aims to uncover the readiness, concerns, and expectations of the upcoming generation of educators, shedding light on the socio-cultural dynamics surrounding AI adoption in educational contexts. The research method is based on an online questionnaire taken by students from the Faculty of Teacher Education, University of Zagreb. The findings of this research contribute to the ongoing discourse on AI in education by offering a nuanced understanding of its potential benefits and challenges. This knowledge is crucial for shaping informed policies, designing effective teacher training programs, and ensuring responsible and ethical implementation of AI applications in primary education. As technology continues to evolve, this research serves as a foundational exploration into the intricate dynamics between AI, education, and ethical considerations. |
Key words |
AI applications, education, ICT, prospective teachers |
Analysis of digital resources for teaching ICT in the City of Zagreb primary schools / Analiza digitalnih resursa za provedbu nastave informatike u osnovnim školama Grada Zagreba
|
Mario Dumančić, Lovro Strmo, Krešo TomljenovićFaculty of Teacher Education, University of Zagreb |
mario.dumancic@ufzg.hr, lovro.strmo@gmail.com, kreso.tomljenovic@ufzg.hr |
Education for digital transformation |
Number of the paper: 142 |
|
Abstract |
Following recent reforms, Computer Science education in the elementary school curriculum in the Republic of Croatia has been radically reduced in terms of teaching hours. On the other hand, awareness of the importance of digital technologies today results in significant investments in equipping schools with information and communication technologies (ICT). Digital literacy is becoming imperative in all areas and subjects of elementary school education. In this context, reducing the digital divide is important due to unequal access to digital technologies and knowledge sources. Students who have limited access to resources cannot have the same opportunities in the educational process. The aim of this paper is to investigate the differences in available resources for the implementation of Computer Science courses in primary schools. For the purpose of the research, the attitudes and opinions of primary school teachers in the City of Zagreb were examined using a questionnaire. Attitudes towards digital tools and technologies in relation to available ICT resources and their use in Computer Science courses are examined. The paper presents an analysis of the application of available digital tools, technologies and content, and their impact on the quality of the teaching process. |
Key words |
computer science teachers, computer science teaching, digital divide, information and communication technology |
Mario Dumančić, Lovro Strmo, Krešo Tomljenović1Faculty of Teacher Education, University of Zagreb |
mario.dumancic@ufzg.hr, lovro.strmo@gmail.com, kreso.tomljenovic@ufzg.hr |
Odgoj i obrazovanje za digitalnu transformaciju |
Broj rada: 142 |
Sažetak |
Nastava predmeta Informatika u kurikulumu osnovne škole u Republici Hrvatskoj je po najnovijoj reformi radikalno smanjena po broju sati. S druge strane svijest o važnosti digitalnih tehnologija u današnjem društvu rezultira značajnim ulaganjima u opremljenost škola informacijsko – komunikacijskim tehnologijama (IKT). Digitalna pismenost pritom postaje imperativom u svim područjima i predmetima osnovnoškolskog obrazovanja. U tom svjetlu je važno smanjiti digitalnu podjelu uslijed nejednakog pristupa digitalnim tehnologijama i izvorima znanja. Učenici koji imaju ograničen pristup resursima nemaju iste mogućnosti u obrazovnom procesu. Cilj ovog rada je istražiti razlike u dostupnim resursima za provedbu nastave informatike u osnovnim školama. U svrhu istraživanja anketnim upitnikom su ispitani stavovi i mišljenja učitelja osnovnih škola na području Grada Zagreba u vezi dostupnih digitalnih alata i tehnologija te njihovoj primjeni u nastavi Informatike s obzirom na dostupne IKT resurse. Rad prikazuje analizu primjene dostupnih digitalnih alata, tehnologija i sadržaja, te njihov utjecaj na kvalitetu nastavnog procesa. |
Ključne riječi |
digitalna podjela; informacijsko-komunikacijska tehnologija; nastava informatike; učitelji informatike |
Aligning initial teacher education learning outcomes and the program for professional development as a prerequisite for the development of digital competences
Education for digital transformation |
Number of the paper: 143 |
|
Abstract |
Digital competences of teachers are recognized as a prerequisite for a successful teaching process. The initial teacher education aims to ensure the development of competences necessary for entry to the profession, including teacher digital competence, which is considered the fundamental competence of all teachers today. The European Commission has developed the European Framework for Teachers' Digital Competences (DigCompEdu, 2017) which includes and describes 22 digital competences specific to teachers in six areas: professional engagement, digital resources, and materials, learning and teaching, monitoring and evaluation, empowering students, enabling development and directing students' digital competences. The complexity of social processes and the accelerated development of knowledge impose the need for constant professional development and continuous learning, which is necessary so that teachers can follow and implement innovations in their performance curricula, as well as in their daily work with students. In order to enable the continuum in the development of digital competences following initial teacher education, the ContinueUP project created a model for harmonizing the learning outcomes of digital competence in the area of professional engagement, at the level of initial teacher education and its further development at professional development programs. The competence development model is based on the development of digital competences at the levels recognized in DigCompEd and ensures a continuum in the development of the digital competence of teachers. The model is applicable in an international context and meets the needs of teachers across Europe. |
Key words |
ContinueUP, continuous professional development, digital competences, initial teacher training, professional engagement |
Višnja Rajić, Adrijana Višnjić Jevtić, Vlatka Domović, Mario Dumančić, Maja HomenFaculty of Teacher Education, University of Zagreb |
visnja.rajic@ufzg.hr, adrijana.vjevtic@ufzg.hr, vlatka.domovic@ufzg.hr, mario.dumancic@ufzg.hr, maja.homen@ufzg.hr |
Odgoj i obrazovanje za digitalnu transformaciju |
Broj rada: 143 |
Sažetak |
Digitalne kompetencije učitelja prepoznate su kao preduvjet za uspješan nastavni proces. Inicijalno obrazovanje učitelja ima za cilj osigurati razvoj kompetencija nužnih za ulazak u profesiju, pa tako i digitalne kompetencije učitelja koja se danas smatra temeljnom kompetencijom svih učitelja. Europska komisija razvila je Europski okvir za digitalne kompetencije nastavnika (DigCompEdu, 2017) koji obuhvaća i opisuje 22 digitalne kompetencije specifične za učitelje u šest područja: profesionalni angažman, digitalin izvori i materijali, učenje i poučavanje, praćenje i vrednovanje, osnaživanje učenika, omogućavanje razvoja i usmjeravanje digitalnih kompetencija učenika. Kompleksnost društvenih procesa i ubrzani razvoj znanja nameću potrebu za stalnim profesionalanim razvojem i kontinuiranim učenjem koje je neophodno kako bi učitelji mogli pratiti i implementirati inovacije u svoje izvedbene kurikulume, kao i u svakodnevni rad s učenicima. Kako bi se omogućio nastavak razvoja digitalnih kompetencija nakon inicijalnog obrazovanja učitelja, u projektu ContinueUP, kreiran je model usklađivanja ishoda učenja digitlne kompetencije u području profesionalnog angažmana, na razini incijalnog obrazovanja učitelja i njenog razvoja u programima profesionalnog razvoja. Model razvoja kompetencije se temelji na razvoju digitalnih kompetencija na razinama prepoznatim u DigCompEdu i osigurava kontinuum u razvoju digitalne kompetencije učitelja. Također, primjenjiv je u međunarodnom kontekstu i odgovara potrebama učitelja diljem Europe.
|
Ključne riječi |
ContinueUP; digitalne kompetencije; inicijalno obrazovanje učitelja; profesionalni angažman; profesionalni razvoj |
The importance of art education for the cognitive, social and emotional development of children and youth
How to encourage creativity, imagination, expression and critical thinking? How to learn about yourself, others and the world through art?
Section Editor: dr. sc. Diana Piljek Atanasov; prof. art. Luka Petrač
Umjetnost i djeca
|
Lana GospodnetićDječji vrtić Špansko, Zagreb |
gospodneticlana4@gmail.com |
Važnost umjetničkog obrazovanja |
Broj rada: 144 |
Sažetak |
Djetinjstvo bogato umjetničkim aktivnostima djecu potiče na kreativnost i slobodno izražavanje, utječe na razvoj osobnih stavova i vrijednosti, doprinosi razvoju osjećaja za estetiku, razvija kritičko mišljenje i vizualnu pismenost. Kritičko mišljenje i vizualna pismenost u današnjem svijetu preplavljenom vizualnim poticajima predstavljaju vještine nužne za svakodnevni život dok se kreativnost kao mentalni proces koji uključuje stvaranje novih ideja, pojmova i rješenja problema smatra vještinom budućnosti. U jednoj skupini dječjeg vrtića Špansko od 2015. godine provodi se projekt „Umjetnost i djeca“ koji je nastao u suradnji DV Špansko i Zbirke Richter kojom upravlja Muzej suvremene umjetnosti. Zbirka Richter je donacija umjetničkih djela hrvatskoga arhitekta i umjetnika Vjenceslava Richtera smještena u vili na Vrhovcu koju je sam Richter projektirao. Umjetnička djela Vjenceslava Richtera, kao i mnogih drugih suvremenih umjetnika, svakodnevno se u sklopu projekta koriste kao motivacija i inspiracija za dječje likovne aktivnosti. Cilj je projekta približiti (suvremenu) umjetnost djeci predškolske dobi, razvijati kod njih interes za likovnu umjetnost te poticati njihovo kreativno izražavanje. U tu svrhu pripremljeno je okružje koje potiče i poziva na slobodno i aktivno istraživanje likovnim materijalima i tehnikama, a u kojem se djeca osjećaju sigurno i slobodno izraziti se na vlastiti način bez straha od negativnih komentara, prigovora ili vanjskoga vrednovanja. U izlaganju će se predstaviti projekt i način njegove provedbe u vrtiću te postignuća i dobrobiti ovakvoga rada s djecom. Nadalje, pokazat će se i u kojoj mjeri on utječe na spremnost djece za školu što je vidljivo iz rezultata testiranja spremnosti djece za školu. |
Ključne riječi |
dječji vrtić; kreativnost; MSU; projekt; Zbirka Richter |
The possibility of applying STEAM activities in preschool education from the perspective of fine arts / Mogućnost primjene STEAM aktivnosti u predškolskom odgoju i obrazovanju iz perspektive
|
Milka JakovljevićDječji vrtić Špansko, Zagreb |
milka.jakovljevic@hotmail.com |
The importance of art education for the cognitive, social, and emotional development of children and youth |
Number of the paper: 145 |
|
Abstract |
The term STEAM comes from the English language and is an acronym woven from the initial letters of five areas - science, technology, engineering, art, and mathematics. This work explores STEAM as an educational approach in working with preschool children, which includes, among other things, the area of fine arts. It begins with a theoretical overview and explanation of both the term and the meaning of the abbreviation STEAM. This is followed by the description of the research conducted in a preschool group, where 24 children aged 6 to 7 years participated. The goal of the research was to determine whether the implementation of STEAM experiments related to art, affects the later involvement of children in art activities. Art-based research was conducted, and the attitudes and opinions of the research participants were presented through qualitative data analysis. |
Key words |
artistry; creativity; experiment; research |
Milka JakovljevićDječji vrtić Špansko, Zagreb |
milka.jakovljevic@hotmail.com |
Važnost umjetničkog obrazovanja |
Broj rada: 145 |
Sažetak |
Pojam STEAM dolazi iz engleskoga jezika i predstavlja akronim satkan od početnih slova pet područja – science, technology, engineering, art i mathematics. Ovim radom istražuje se STEAM kao odgojno-obrazovni pristup u radu s djecom predškolske dobi koji, između ostaloga, uključuje i područje likovne umjetnosti. Najprije se daje teorijski pregled i obrazloženje kako pojma tako i značenja kratice STEAM. Potom se opisuje istraživanje provedeno u predškolskoj skupini, u kojemu je sudjelovalo 24 djece u dobi od 6 do 7 godina. Cilj istraživanja bio je utvrditi utječe li provođenje STEAM pokusa vezanih za likovnost, na kasniju uključenost djece u likovne aktivnosti. Provedeno je istraživanje temeljeno na umjetnosti te su kvalitativnom analizom podataka prikazani stavovi i mišljenja sudionika istraživanja. |
Ključne riječi |
istraživanje; kreativnost; likovnost; pokus |
Life painting - art as a stimulus to the development of phonological awareness
|
Martina Burazer, Borka Batinić Puškarić, Valentina RoskovićDječji vrtić Trešnjevka |
martina.burazer@vrtic-tresnjevka.hr, borkabp1963@gmail.com, valentina.roskovic1996@gmail.com |
The importance of art education for the cognitive, social, and emotional development of children and youth |
Number of the paper: 146 |
|
Abstract |
Phonological awareness begins to develop in children's preschool age, which refers to recognizing linguistic units smaller than words (Shankweiler et al., 1995). Measures of phonological naming and phonological awareness in the preschool period proved to be good predictors of word recognition (Ivšac Pavliša, 2011). Artfulness in art pedagogy is based on a successful practice that often uses art as the content of activities aimed to enrich children's understanding of everything to which children are exposed (Balić et al., 2023). The aim of this paper is to examine how art can stimulate the development of phonological awareness and phonological naming in preschool children. The sample will include children with a chronological age between 5 years to until starting school. The first group of children (N=25) will be encouraged to create their own signature - their own name through fine art using different art techniques and dance for the duration of one month. The second, control group, of children (N=25) will also, during the same month, be asked to write their own name on a sheet of paper in the way they want during the activities provided by the preschool curriculum to encourage the development of pre-skills in reading and writing. Both groups of children (N=50) will be tested before and after completing the activities with a test for assessing pre-reading and writing skills PredČip (Kuvač Kraljević & Lenček, 2012). Descriptive-narrative notes and photo and video documentation will be taken during the research. The contribution of this research is that it will indicate different approaches and possibilities of improving the prerequisites for the development of reading and writing through art and emphasize the need to enrich the preschool curriculum with artistic approaches. |
Key words |
artfulness; art; letter naming; phonological awareness; preschool curriculum |
Drawing as a method of teaching: An example from 1885 / Crtanje kao metoda nastave: primjer iz 1885. godine
|
Filip BrčićSveučilište u Zagrebi, Filozofski fakultet |
fbrcic18@gmail.com |
The importance of art education for the cognitive, social, and emotional development of children and youth |
Number of the paper: 147 |
|
Abstract |
Next year will be the 140th anniversary of publication of the first teaching manual for drawing in class. In 1885, a teacher from Vrbovec, Đuro (Gjuro) Kuten, published Metodika prostoručnoga crtanja za obće pučke i gradjanske škole (Teaching of spatial drawing for public and civil schools). The book, which has been published by the Croatian pedagogical and literary assembly, represents the first attempt at structuring teaching based on art (namely, drawing) in Croatian public schooling. In the introduction, the author pointed out that drawing, as a part of teaching, is a product of new times and modern tendencies in pedagogy, rejecting previous constructions in which drawing was an unwanted element in class because it requires prior knowledge (talent). The late 19th century in Croatian pedagogy was a period of innovation, modernization, and of alternative approaches in direct pedagogical activities. This paper presents a content analysis with the goal of reviewing basic determinants of Kuten’s book, especially in context of the pending new pedagogical concept – the movement for artistic education, one of the more widespread segments of reform pedagogy in late 19th and early 20th century. In that period, particularly during the first decades of the 20th century, within the Croatian pedagogical scope a significant impact of the movement for artistic education appeared, whose activities strived to affirm the development of the critical approach (especially aesthetics) in the classroom. Kuten’s Metodika prostoručnoga crtanja is thereby identified as the foundation of new pedagogical turmoil. The analysis concluded that Kuten’s work presents a qualitative step forward in structuring and conduction teaching. It also presents it as a reliable and immediate representation of actual state of Croatian pedagogy in the late 19th century. |
Key words |
art education; Gjuro Kuten; history of national pedagogy; 19th century reform pedagogy |
Filip BrčićSveučilište u Zagrebi, Filozofski fakultet |
fbrcic18@gmail.com |
Važnost umjetničkog obrazovanja |
Broj rada: 147 |
Sažetak |
Sljedeće godine navršava se 140. obljetnica od objave prvoga metodičkog priručnika za nastavu crtanja. Te 1885. godine vrbovečki učitelj Đuro (Gjuro) Kuten objavio je Metodiku prostoručnoga crtanja za obće pučke i gradjanske škole. Djelo, objavljeno u nakladi Hrvatskog pedagoško-književnog zbora, predstavlja prvi pokušaj strukturiranja nastave bazirane na likovnoj umjetnosti (crtanju, odnosno risanju) za hrvatsko pučko školstvo. U uvodu je autor istaknuo kako je crtanje u školstvu produkt novijega doba te modernih nagnuća u odgoju i obrazovanju, odbacujući prethodne konstrukcije prema kojima je crtanje nepoželjan element u nastavi jer je za nj potrebno predznanje (talent). Druga polovica 19. stoljeća u hrvatskoj povijesti pedagogije predstavlja razdoblje koje su obilježili inovativnost, modernizacija te drugačiji pristupi u izravnom pedagoškom djelovanju. U ovome radu prikazana je analiza sadržaja s ciljem prikaza temeljnih odrednica Kutenova djela, posebice u kontekstu skore pojave tada nove pedagoške koncepcije – pokreta za umjetnički odgoj, jednog od raširenijih segmenata reformne pedagogije s kraja 19. i početka 20. stoljeća. U tom periodu, posebice tijekom prvih desetljeća 20. stoljeća, u hrvatskom pedagoškom prostoru pojavio se nezanemariv utjecaj pokreta za umjetnički odgoj, čije su aktivnosti nastojale afirmirati razvoj kritičkoga mišljenja (posebice u kontekstu estetike) u nastavi. Kutenova Metodika prostoručnoga crtanja time je identificirana kao temelj novim pedagoškim previranjima. Analizom je zaključeno kako Kutenovo djelo predstavlja kvalitativni iskorak u strukturi i provedbi nastave, kao i pouzdan te neposredan prikaz aktualnoga stanja u hrvatskoj pedagogiji druge polovice 19. stoljeća. |
Ključne riječi |
19. stoljeće; Gjuro Kuten; povijest nacionalne pedagogije; reformna pedagogija; umjetnički odgoj |
Exploring the Attitudes of Students and Artists towards Creativity in Visual Expression
|
Dunja Pivac*, Ivona Pupačić, Bojan Vondra*Arts Academy University of Split |
dunja.pivac@outlook.com |
The importance of art education for the cognitive, social, and emotional development of children and youth |
Number of the paper: 148 |
|
Abstract |
The aim of the study was to examine the attitudes of students and artists regarding the factors influencing creativity in visual expression. The random sample consisted of 105 students from the Fine Arts Department of the Arts Academy in Split, and 50 visual artists. A questionnaire with 21 statements about the factors influencing creativity in visual expression and Likert scale for self-assessment was used as the measuring instrument. The results were analysed using Fisher's test and the Z-test for two proportions. The results indicated that for most statements, statistically significant differences were not found in the attitudes of students from different study groups within the Fine Arts Department, nor between the attitudes of students and artists. Significant differences between study groups were observed in statements: social engagement and social awareness drive my creative process, where the Painting group expressed the least agreement; acquiring fundamental professional skills is as important as fostering creativity, where the Conservation and Restoration group were more positive compared to others; and extracurricular communication and collaboration with colleagues stimulate my creativity, where the Painting group predominantly held a positive attitude. Furthermore, significant differences between the attitudes of students and artists were identified in statements: social engagement and social awareness drive my creative process, and a specific artistic medium inspires my creative process, where artists exhibited more pronounced negative attitudes than students for both statements. The research results contribute to understanding the influence of various factors on fostering creativity in visual expression, especially among students of fine arts academies. |
Key words |
creative personality; creative process; creative product; visual arts |
“Children’s drawings should be nice, cheerful, and colorful” – personal notions of preschool teachers related to visual art activities in the kindergarten
|
Vera Večanski, Nevena BuđevacFaculty of Education, University of Belgrade |
vera.vecanski@uf.bg.ac.rs, nevena.budjevac@uf.bg.ac.rs |
The importance of art education for the cognitive, social, and emotional development of children and youth |
Number of the paper: 149 |
|
Abstract |
Understanding of function of art in general education has changed over time, leading to the parallel existence of old and new notions, even though, in some cases, they are not in accordance with each other. Focusing on some of the older and outdated notions, newer authors in art education (for example, Eisner and Kindler) discuss the myths that are widespread among teachers who teach art in general education. Some of these myths include: the primary function of art is to mainly support the development of children’s creativity, and that we should offer children as many materials as possible when they are engaged in an art activity. The aim of this research was to explore the extent to which preschool teachers in Serbia believe in these so-called myths. This is especially relevant as kindergartens are the first educational institutions in children’s lives, thus establishing an important foundation for the way children understand the role of art and form their attitudes toward art. We collected data (N=135 preschool teachers) using an online questionnaire. The results showed that preschool teachers mostly believe in one of the offered myths (“children should be given complete freedom during art activities in the kindergarten” – with 57.8% agreeing); most of the kindergarten teachers do not believe in four myths (such as “children’s works in which it is difficult to recognize what is drawn should not be exhibited” – with 98.5% disagreeing), but they were indecisive about six other myths (such as “When we offer children only one material in an art activity, we limit their freedom and creativity”). The results suggest that preschool teachers need additional support (through initial and in-service education) in developing their own notions of art in order to transfer appropriate attitudes toward arts to children.
|
Key words |
art functions; children’s attitudes towards arts; myths about art; preschool children; visual arts in kindergarten |
Visual abstraction as a key competence for critical thinking through art practice
|
Dominik LengyelBTU Brandenburg University of Technology Faculty for Architecture, Civil Engineering and Urban Planning
|
lengyel@b-tu.de |
The importance of art education for the cognitive, social, and emotional development of children and youth |
Number of the paper: 150 |
|
Abstract |
Abstraction is an intellectual competence that enables the mind to analyse and comprehend concepts to develop new solutions. The ability to translate abstract spatial concepts into abstract sculptural artifacts, common in architectural design, needs to be practiced throughout life and can be transferred to contexts outside of architectural practice. This way, intellectual hypotheses from the humanities can be represented visually without abandoning science. By abstraction, the critical thinking of science can be transferred to artistic artifacts. This will be presented through visualizations developed closely with the German Archaeological Institute (DAI), Cologne Cathedral, or Bern Minster. The scientific hypothesis is translated through skills from architecture: modelling and photography. Firstly, genuine forms are designed. These are then projected as if they were built. This second step can be termed virtual photography. In conclusion, artistic creativity promotes competences and skills to cope with the uncertainties of the 21st century by practicing imagination and critical thinking through art, as taught in our architectural courses. The methods are recording of the geometry, assignment of hypotheses, concepts of idealizations and abstractions, abstract modelling, identification of historical viewpoints, Projection and iterative exchange between disciplines. The tools are hand sketches, CAD, projection, and image editing. Applicable to any age: In pre-school, it makes more sense to work with physical models; from school age, we have good experiences with CAD; from high school, almost the same can be achieved at universities because the core competencies are fundamental. Antiproportional is the acceptance of abstraction, therefore starting early is particularly fruitful. |
Key words |
archaeology; architecture; cultural heritage; photography; science |
Mathematics in neoplasticism, neoplasticism in mathematics
|
Nikol RadovićUniversity of Zagreb, Faculty of Geodesy
|
nradovic@geof.unizg.hr |
The importance of art education for the cognitive, social, and emotional development of children and youth |
Number of the paper: 151 |
|
Abstract |
Teaching today, in the 21st century, in the age of drones, 3D printers and artificial intelligence, can no longer be the same as it was 10 or 40 years ago. Everything is changing. The question is whether we can still teach in the same traditional way? Can students only acquire new knowledge in a dynamic everyday life in the traditional way? Only with chalk and a blackboard? How can we strike a balance between traditional teaching and the use of technology? How can we use technology as a tool for acquiring new skills in combination with traditional math/geometry skills instead of just using technology for technology's sake? People who love math/geometry know that it is all around us, in our lives, in the workplace, in science, in business, in art ... It is not possible to give an answer to all these questions, but the main idea is to try. To answer some (or all) of these questions, we have prepared activities for students and teachers. We want to show them how to teach and learn math/geometry in a different environment, namely art. It is well known that art and mathematics have been very closely linked throughout history. From the artists of ancient Greece to the greats of the Renaissance and the outstanding designers of today. In the all too rich world of art, we have chosen neoplasticism as our artistic environment. By combining classical work with the use of Sketchpad, a dynamic program for teaching mathematics, students and their teachers discover a new world, a combination of mathematics and art. They learn new skills. However, the best thing is that they apply the adopted outcomes through "play" math/geometry (from elementary to high school) in art and vice versa. This takes teaching and learning to a higher level. New research skills (dynamic geometry) and correlations between math and art are adopted.
|
Key words |
art, geometry, learning, mathematics, neoplasticism, Sketchpad, teaching |
Integrating art education and literature, or how did the fairy tale “Thumbelina” by H. C. Andersen connect us?
|
Ana Sarvanović, Bojan MarkovićFaculty of Teacher Education, University of Belgrade |
ana.sarvanovic@uf.bg.ac.rs, bojan.markovic@uf.bg.ac.rs |
The importance of art education for the cognitive, social, and emotional development of children and youth |
Number of the paper: 152 |
|
Abstract |
The paper explores the possibilities of applying an integrative approach to visual arts and literature in the first cycle of primary education in the Republic of Serbia. Within this educational system, where teaching is subject-oriented, integrative approaches are inadequately present in practice. The authors of this paper believe that, in such a context, future teachers need to be further trained and empowered in using integrative approaches. The paper describes and analyzes a project conducted in more than 70 Fine Arts classes, involving fourth-year students from the Faculty of Education in Belgrade and pupils from the first to fourth grade. Inspired by H. C. Andersen's fairy tale 'Thumbelina,' the artwork explores the story's themes, motifs, problems, and possibilities through a methodical interpretation. Based on such an understanding of the fairy tale, a substantial and diverse practice in Fine Arts classes was implemented, which was the primary goal of the project. In addition to describing the working process with students – collaborative marking of motives, characters, and/or scenes from the fairy tale, and finding appropriate artistic media adapted to the pupils' age – the paper includes qualitatively analyzed authors’ and participants’ personal reflections and outlines methodological implications of challenges and opportunities we have encountered. The research results demonstrate the successful integration of visual arts and literature, challenging the notion of art being used merely as a decorative activity in other school subjects, where it may lose its integrity. Photos of children's artworks are an integral part of the project's outcomes, presented here as a strong incentive for teachers to consider art in schools as a way of thinking and knowing.
|
Key words |
integrative approach to teaching; teacher education; thematic-motif analysis of the literary text; understanding of literary work; visual arts |
Ana Sarvanović, Bojan MarkovićFaculty of Teacher Education, University of Belgrade |
ana.sarvanovic@uf.bg.ac.rs, bojan.markovic@uf.bg.ac.rs |
Važnost umjetničkog obrazovanja |
Broj rada: 152 |
Sažetak |
U ovom radu istražuju se mogućnosti primjene integrativnoga pristupa vizualnim umjetnostima i književnosti u prvom ciklusu osnovnoga obrazovanja u Republici Srbiji. U okviru toga obrazovnog sustava, u kojem se nastava odvija po predmetima, integrativni pristupi su nedovoljno prisutni u praksi. Autori ovoga rada vjeruju da u takvom kontekstu buduće nastavnike treba dodatno poučavati i osnaživati za korištenje integrativnih pristupa. U radu se opisuje i analizira projekt proveden tijekom više od 70 sati nastave likovne kulture, uz sudjelovanje studenata četvrte godine Fakulteta za obrazovanje učitelja i vaspitača u Beogradu i učenika od prvog do četvrtog razreda. Inspiracija za umjetničko stvaralaštvo bila je bajka Palčica H. C. Andersena, koja je tematski, motivski, problemski i istraživački obrađena kroz metodičku interpretaciju teksta. Na temelju takvoga razumijevanja bajke, implementirana je sadržajna i raznolika praksa na satima likovne kulture, što je bio primarni cilj projekta. Osim opisa radnoga procesa sa studentima – zajedničkoga označavanja motiva, likova i/ili scena iz bajke te pronalaženja odgovarajućih umjetničkih medija prilagođenih dobi učenika – rad sadrži kvalitativno analizirane osobne refleksije autora i ostalih sudionika te ističe metodološke implikacije izazova i mogućnosti s kojima smo se susreli. Rezultati istraživanja pokazuju uspješnu integraciju vizualnih umjetnosti i književnosti, osporavajući shvaćanje umjetnosti kao puke dekorativne aktivnosti u drugim školskim predmetima, pri čemu može izgubiti svoj integritet. Fotografije dječjih radova sastavni su dio rezultata projekta, a ovdje su predstavljeni kao snažan poticaj nastavnicima da razmotre umjetnost u školama kao način razmišljanja i spoznavanja. |
Ključne riječi |
integrativni pristup nastavi; obrazovanje učitelja; razumijevanje književnoga djela; tematsko-motivska obrada književnoga teksta; vizualne umjetnosti |
Contemporary strategies and teaching methods in preparing and implementing art activities in kindergarten / Suvremene strategije i metode rada u organiziranju i provođenju likovnih aktivnosti
|
Svetlana NovakovićFaculty of Teacher Education, University of Zagreb |
svetlana.novakovic@ufzg.hr |
The importance of art education for the cognitive, social, and emotional development of children and youth |
Number of the paper: 153 |
|
Abstract |
Children's experiences in the field of art have an important role in fostering their holistic and healthy growth and development. One of the areas of art belongs to visual arts, which facilitate the development of children's creative potential, visual-spatial intelligence, visual sensitivity, imagination, aesthetic perception, and specific artistic expressive abilities. The objective of this research was to examine the extent to which kindergarten teachers implement traditional and modern strategies and teaching methods in preparing and implementing art activities in kindergarten. The research included 207 participants, Croatian kindergarten teachers from the Primorje-Gorski Kotar county, Sisak-Moslavina county, and the city of Zagreb. The questionnaire used in the research included closed and open-ended questions. Descriptive statistics were used for basic data analysis. The answers to the open questions were analysed by extracting key words and grouping them into meaningful categories. The incidence of certain categories was determined, and the percentages were calculated regarding the number of respondents. The existence of statistically significant differences in the use of certain teaching methods and fostering children’s participation in visual arts activities by teachers regarding their place of work was calculated with the χ² test. The obtained results are presented in tables and descriptively. The research results showed that the established approaches in preparing and implementing art activities in preschool prevail within visual arts education. |
Key words |
artistic development of children; preschool education; teaching methods; teaching strategies |
Svetlana NovakovićFaculty of Teacher Education, University of Zagreb |
svetlana.novakovic@ufzg.hr |
Važnost umjetničkog obrazovanja |
Broj rada: 153 |
Sažetak |
Važnu ulogu u poticanju cjelovitoga i zdravoga djetetova rasta i razvoja imaju njegova iskustva na području umjetnosti. Jedno od njih je likovno područje kojim djeca razvijaju svoje kreativne potencijale, vizualno-prostornu inteligenciju, vizualnu osjetljivost, maštu, estetsko percipiranje i specifične likovno-izražajne sposobnosti. Cilj istraživanja bio je ispitati u kojoj mjeri odgojitelji koriste tradicionalne, odnosno suvremene strategije i metode rada u organiziranju i provođenju likovnih aktivnosti u vrtiću. U istraživanju je sudjelovalo 207 odgojitelja hrvatskih vrtića iz Primorsko-goranske i Sisačko-moslavačke županije i grada Zagreba. Anketni upitnik korišten u istraživanju obuhvaćao je pitanja zatvorenoga i otvorenoga tipa. Za osnovnu analizu podataka upotrijebljena je opisna statistika. Odgovore na otvorena pitanja obradili smo tako da smo ispisali ključne riječi i potom ih objedinili u sadržajno smislene kategorije. Utvrdili smo pojavnost pojedinih kategorija i izračunali postotke s obzirom na broj ispitanika, a χ² testom ispitali smo postojanje statistički značajnih razlika u korištenju pojedinih metoda rada i poticanja djece u likovnim aktivnostima od strane odgojitelja s obzirom na mjesto rada. Dobivene rezultate predstavili smo u tablicama i opisno. Rezultati istraživanja pokazali su da unutar likovnoga odgoja prevladavaju ustaljeni pristupi u organiziranju i provođenju likovnih aktivnosti u predškolskoj dobi. |
Ključne riječi |
likovni razvoj djece; metode rada; strategije poučavanja; predškolski odgoj i obrazovanje |
Pre-primary teachers' perception of preschool children's visual-art creativity / Percepcija odgojitelja o likovnoj kreativnosti djece predškolske dobi
|
Svetlana Novaković, Ema DugandžićFaculty of Teacher Education, University of Zagreb |
svetlana.novakovic@ufzg.hr |
The importance of art education for the cognitive, social, and emotional development of children and youth |
Number of the paper: 154 |
|
Abstract |
Creativity is a basic educational value that should be fostered and developed from an early age, and the development of children's creative abilities in the visual and artistic field simultaneously impacts the development of their creativity in other areas, i.e. it impacts the development of creative thinking in general. Pre-primary teachers have a significant role in the development of children's creative potential; therefore, the purpose of this research was to investigate teachers' conceptual beliefs about creativity. In this paper, we present the results of empirical research whose aim was to determine how teachers define creativity, their views on children's creativity, and their role in fostering children's artistic creativity. The research was conducted on a sample of 70 undergraduate students of early childhood and preschool education at the Faculty of Teacher Education in Zagreb, local branch in Petrinja, and 70 practicing teachers in Croatian kindergartens. The research instrument used for data collection was a questionnaire consisting of closed survey-type questions, an ordinal scale, and a five-point Likert-type attitude scale. The non-parametric Mann-Whitney U test was used to test the differences in the perception of creativity and their role in fostering it between undergraduate students of early childhood and preschool education and practicing teachers. The results of the research show that teachers understand their role in developing creativity in children and are aware of the importance of their own creativity in the organization and implementation of educational activities with children. |
Key words |
education in preschool age; teacher's perception; visual - art creativity |
Svetlana Novaković, Ema DugandžićFaculty of Teacher Education, University of Zagreb |
svetlana.novakovic@ufzg.hr |
Važnost umjetničkog obrazovanja |
Broj rada: 154 |
Sažetak |
Kreativnost je osnovna odgojna vrijednost koju treba poticati i razvijati već od najranije dobi, a razvoj kreativnih sposobnosti djece na vizualno-likovnom području istovremeno utječu na razvijanje njihove kreativnosti i na druga područja, tj. djeluje na razvijanje kreativnoga mišljenja uopće. Odgojitelj predstavlja važan faktor u razvoju dječjega kreativnoga potencijala, stoga je svrha ovoga istraživanja bila istražiti konceptualna uvjerenja odgojitelja o kreativnosti. U radu predstavljamo rezultate empirijskoga istraživanja kojim smo utvrdili kako odgojitelji definiraju kreativnost, njihova stajališta o kreativnosti djece i ulozi odgojitelja u poticanju dječje likovne kreativnosti. Istraživanje je provedeno na uzorku od 70 studenata prediplomskog studija Ranog i predškolskog odgoja Učiteljskog fakulteta u Zagrebu, odsjek Petrinja i 70 odgojitelja praktičara u hrvatskim vrtićima. Za prikupljanje podataka upotrijebljen je upitnik, sastavljen od zatvorenih pitanja anketnoga tipa, ordinalne ljestvice i petostupanjske ljestvice stajališta Likertova tipa. Testiranje razlika između studenata prediplomskog studija Ranog i predškolskog odgoja i odgojitelja praktičara s obzirom na njihovu percepciju kreativnosti i njihove uloge u poticanju iste primijenjen je neparametrijski Mann Whitney U test. Rezultati empirijskoga istraživanja pokazuju da obje skupine ispitanika razumiju svoju ulogu u razvijanju kreativnosti kod djece te su svjesni važnosti vlastite kreativnosti u organizaciji i provedbi odgojno-obrazovnih aktivnosti s djecom. |
Ključne riječi |
obrazovanje u predškolskoj dobi; percepcija odgojitelja; vizualno-likovna kreativnost |
Are traditional art education methods still relevant in today's modern era? Exploring Henry Schaefer-Simmern's ideas
|
Marija PavlovićUniversity of Belgrade, Faculty of Teacher Education
|
marija.pavlovic@uf.bg.ac.rs |
The importance of art education for the cognitive, social, and emotional development of children and youth |
Number of the paper: 155 |
|
Abstract |
Our research relies primarily on the ideas of the art educator Henry Schaefer-Simmern, who worked until the end of the 1970s. Supported by Rudolf Arnheim and other contemporaries, he had extensive experience in educational work and aimed to achieve specific goals through art. Though he wrote little about his approach, we can learn about his goals and teaching methods from his students and followers. As his approach relied heavily on tracking the development of students' artistic expression, frequent discussions, and self-reflection on their own artistic work, it raises the question of whether such a method can be carried out today within the school context. He asked his students to carefully observe, identify problems, suggest possible solutions, and test their assumptions, and all of this would be useful for the artistic and holistic development of children even today. The goal of our work is to examine his ideas and teaching methods by researching available literature. Based on our findings, we can identify which aspects of his approach could be beneficial in a modern context, as well as whether his principles can be adapted to the current education system. By implementing the proposed approach, it is possible to aid students in developing not just their artistic expression but also their comprehensive skills, which are vital for their success in the future.
|
Key words |
art education; development of students' artistic expression; Henry Schaefer-Simmern's ideas; the contemporary context |
Non-visual motives in art education: visualization, correlation, synesthesia and ideaesthesia / Nevizualni motivi u likovnoj edukaciji: vizualizacija, korelacija, sinestezija i ideastezija
|
Miroslav HuzjakFaculty of Teacher Education, University of Zagreb |
miroslav.huzjak@ufzg.hr |
The importance of art education for the cognitive, social, and emotional development of children and youth |
Number of the paper: 156 |
|
Abstract |
Non-visual motifs are those that are not seen by the eyes but by other senses: smell, touch, taste, and hearing. We can roughly divide such motifs into sensations and feelings. After the empirical experience of reality with the senses, man looks for regularities in the observed, in which visualization also plays a role as one of the tools for dealing with experience. In order to avoid visualization in art education to become a banal illustration, it is useful to use structural correlation. It is based on the structure, mutual relations of what is being visualized, by connecting common compositional grammar (so-called syntagms). Synesthesia offers another possibility for visualization. It is an atypical (unusual) neurological condition in which the synesthetist connects, that is, combines different sensations: sight, hearing, touch, taste, and smell. For example, synaestheses experience color when looking at letters, or when listening to sounds, they have an activated sense of taste or touch. A synesthete experiences non-visual motifs in a certain way: sees sounds, hears colors, smells and tastes, and in other ways unifies the perception of the surroundings. To a lesser extent, synesthesia can be experienced by all people - for example, we perceive deep sounds as "dark" and high sounds as "bright", and expressions such as "warm and cold" colors, "rough" voice or "velvety" voice are also common. The research was conducted to reveal the reaction of elementary school students to various non-visual stimuli, to determine the way of artistic expression to non-visual stimuli, and to identify potential synesthetes at that age. It established that there is no statistically significant difference between boys and girls, and colors that are preferred along with certain letters, numbers, words, tastes, and sounds were established. |
Key words |
ideaesthesia and perception in classroom teaching, non-visual motives in art education, synaesthesia, visualization and correlation in art expression |
Miroslav HuzjakFaculty of Teacher Education, University of Zagreb |
miroslav.huzjak@ufzg.hr |
Važnost umjetničkog obrazovanja |
Broj rada: 156 |
Sažetak |
Nevizualni motivi su oni koje se ne vide očima već drugim osjetilima; mirisom, dodirom, okusom i sluhom. Takve motive možemo ugrubo podijeliti na osjete i na osjećaje. Nakon empirijskoga doživljaja stvarnosti osjetilima, čovjek traži zakonitosti u opaženom, u čemu svoju ulogu ima i vizualizacija kao jedno od oruđa za postupanje s iskustvom. Kako bi se izbjeglo da vizualizacija u likovnoj edukaciji postane banalna ilustracija, korisno je upotrijebiti strukturalnu korelaciju. Ona se temelji na strukturi, međusobnim odnosima onoga što se vizualizira, povezivanjem zajedničke kompozicijske gramatike (tzv. sintagmama). Još jednu mogućnost za vizualizaciju nudi sinestezija. Radi se o atipičnom (neuobičajenom) neurološkom stanju u kojem sinestetičar povezuje, odnosno spaja različite osjete: vid, sluh, dodir, okus i njuh. Sinesteti primjerice, gledajući slova imaju doživljaj boje ili slušajući zvukove imaju aktiviran osjet okusa ili dodira. Sinestet na određen način doživljava nevizualne motive: vidi zvukove, čuje boje, mirise i okuse te na druge načine ujedinjuje percepciju okolice. U manjoj mjeri, sinesteziju mogu doživjeti svi ljudi – recimo, duboke zvukove doživljavamo „tamnima“ a visoke „svijetlima“, a uobičajeni su i izrazi kao što su „tople i hladne“ boje, „hrapavi“ glas ili „baršunast“ glas. Provedeno je istraživanje u svrhu reakcije učenika razredne nastave u osnovnoj školi na razne nevizualne poticaje, utvrđivanja načina likovnoga izražavanja na nevizualne poticaje te u svrhu identifikacije potencijalnih sinesteta u toj dobi. Ustanovilo se da nema statistički značajne razlike između dječaka i djevojčica, a ustanovile su se boje koje se preferiraju uz određena slova, brojke, riječi, okuse i zvukove. |
Ključne riječi |
vizualizacija i korelacija u likovnom izražavanju; nevizualni motivi u likovnoj edukaciji; sinestezija; ideastezija i percepcija u razrednoj nastavi |
Croatia and Italy: National Curricula and the Artistic Music Education in the 0 to 6 years system
|
Valentina FanelliUniversity of Bologna Alma Mater Studiorum
|
valentina.fanelli@studio.unibo.it |
The importance of art education for the cognitive, social, and emotional development of children and youth |
Number of the paper: 157 |
|
Abstract |
The paper compares the national educational system of Croatia and Italy in 0-6 years segment, in order to present the principles, values, and objectives underlying the art music education as a ‘quality’ factor of tout court education. The critical-comparative analysis, within the international and European legislative framework, will point out the formative potential of art music education oriented towards historical and cultural sense. The primary purpose of both curricula, the promotion of the integral and harmonious child’s growth, calls into question the relevance that art music can assume in nourishing the child’s potential for development in this age group, affecting on one’s own psychophysical well-being. The eighth key competence, highlighted by the two documents, emphasizes the key role of art music both in cultural awareness raising and sense of belonging to the wider European community, and in education to creative and innovative expression. Promoting the educational strategy of problematizing and learning by research and experience, the curricula enhance the initiating possibility of a child’s critical thinking and open up a privileged way to art music not only for artistic and aesthetic education, but also for the reflective thought formation. In this perspective, quality music education, intentionally targeted at specific instructive areas, plays a key role in cognitive, social, and emotional development, fostering the first forms of active citizenship. This intervention seeks to stimulate the scientific community discussion on relevance of music education focused on art music in the educational continuum curriculum-building from the 0-to-6 segment, as a ‘quality’ coefficient of education starting from Early Childhood Education and Care system. |
Key words |
art music education; critical-comparative analysis; ECEC quality; national guidelines on education; pedagogy and didactics of music |
Quality of education in ECEC (0-6 years): The contribution of art music
|
Carla CuomoUniversity of Bologna Department of Arts, Visual Performing Media
|
carla.cuomo@unibo.it |
The importance of art education for the cognitive, social, and emotional development of children and youth |
Number of the paper: 158 |
|
Abstract |
The quality concept is the core of the democratic pedagogical model (2030 Agenda goal 4). Since the 2000s, EU guidelines on ECEC have promoted a holistic approach to early childhood, emphasizing each child's right to equal educational opportunities, quality education, creativity development, and a consistent, unified curriculum that aligns with subsequent education and training. This paper will demonstrate how early childhood art music education can significantly benefit a child's cognitive, socio-emotional, creative, and innovative development. The beauty and cultural significance of music offer invaluable contributions to a child's growth. Unfortunately, music, therefore the art music, is poorly present or completely missing in the 0-6 curriculum. Based on the analysis of standard documents on early childhood education, in the EU and beyond, the speech will suggest three intervention areas in order to construct a quality vertical curriculum centered on artistic music education: the staff musical training; the historically and culturally oriented organization of the curriculum; the setting up of the learning environment. The three areas are not always supported in a balanced way by the guidance frameworks of each country for a quality early childhood education. The purpose is to stimulate the debate between pedagogy and didactics of music connoisseurs, as well as between educators and teachers in the ECEC system, with a view to develop pilot projects of vertical curricula experimentation of artistic music education. |
Key words |
Democratic Pedagogical Model; pedagogy and didactics of music; art music education; ECEC curriculum; ECEC European regulatory analysis |
Goals and objectives of singing in Croatian primary school / Ciljevi i zadaće pjevanja u hrvatskoj osnovnoj školi
|
Tomislav KoštaUniversity of Zadar |
tkosta@unizd.hr |
The importance of art education for the cognitive, social, and emotional development of children and youth |
Number of the paper: 159 |
|
Abstract |
This paper provides an overview of the goals and objectives of singing in Croatian primary schools from the introduction of the Croatian language in the mid-19th century to the present day. The research is based on the analysis of school and legislative documentation, as well as the insights of prominent music educators who have influenced the definition of singing goals and objectives. Music education, referred to as ‘singing’ in the latter half of the 19th century, was based on folk songs, with its objectives aimed at developing musical perception, aesthetic and patriotic education. In the following decades, there were more intensive reflections on singing in schools as well as on the concept of music education. After World War II, new elements were introduced (music literacy, listening, playing, music composition, etc.), with singing in teaching becoming increasingly functional, serving other purposes. A significant change occurred with the introduction of the Croatian National Education Standard for Primary School (2005), when the aim of music education in general education schools became to introduce students to music culture by establishing and developing value criteria for critical and aesthetically grounded music assessment. The goal of singing became singing itself, representing an attempt to move away from exclusively functional singing in our schools. In the latest curriculum for the subject of Music Culture (2019), the goals and objectives are based on the same philosophy, and achievable (alongside other activities) through singing aiming at artistic performance (as much as possible) and developing vocal skills. Many studies referenced in this paper indicate that singing remains the most prevalent and beloved activity in music education. |
Key words |
curriculum, goals and objectives of singing, music education, primary school, singing |
Tomislav KoštaUniversity of Zadar |
tkosta@unizd.hr |
Važnost umjetničkog obrazovanja |
Broj rada: 159 |
Sažetak |
U ovom radu daje se prikaz ciljeva i zadaća pjevanja u hrvatskoj osnovnoj školi od uvođenja hrvatskog jezika, sredinom 19. stoljeća, do danas. Temelj istraživanja je rad na školskoj i zakonodavnoj dokumentaciji te analiza promišljanja istaknutih glazbenih pedagoga koji su svojim radom utjecali na definiranje ciljeva i zadaća pjevanja. Nastava glazbe koja se u drugoj polovici 19. stoljeća naziva 'pjevanje' utemeljena je na narodnoj pjesmi, a njezine su se zadaće odnosile na razvoj glazbenoga sluha, estetski i domoljubni odgoj. U sljedećim desetljećima dolazi do intenzivnijih promišljanja o pjevanju u školi kao i o koncepciji nastave glazbe. Nakon 2. svjetskog rata uvode se novi elementi (glazbeno opismenjivanje, slušanje, sviranje, glazbeno stvaralaštvo i dr.), a pritom pjevanje u nastavi postaje sve manje umjetničko, a sve više funkcionalno - u službi ostvarenja drugih zadaća. Velika promjena se događa uvođenjem HNOS-a (2005) kada cilj nastave glazbe u općeobrazovnoj školi postaje uvesti učenika u glazbenu kulturu uspostavljanjem i razvijanjem vrijednosnih kriterija za kritičko i estetski utemeljeno procjenjivanje glazbe. Cilj pjevanja postaje pjevanje kao takvo, što predstavlja pokušaj odmaka od isključivo funkcionalnoga pjevanja u našim školama. U najnovijem kurikulu nastavnoga predmeta Glazbena kultura (2019) ciljevi i zadaće su temeljene na istoj filozofiji, a ostvarive su (uz ostale aktivnosti i) pjevanjem koje je usmjereno ostvarivanju umjetničke izvedbe (koliko je to moguće) i razvijanju pjevačkih vještina. Mnoga istraživanja na koja se referiramo u radu govore da je pjevanje i dalje najzastupljenija i najomiljenija aktivnost na nastavi glazbe. |
Ključne riječi |
ciljevi i zadaće pjevanja; kurikul; nastava glazbe; pjevanje; osnovna škola |
Listening to concerts to enhance students' perception of music quality / Slušanje koncerata u svrhu povećanja studentske percepcije kvalitete glazbe
|
Tomislav Vrandečić, Ivana Zvonković, Magdalena RogošićUniversity of Zagreb, Faculty of Teacher Education |
tomislav.vrandecic@ufzg.hr, zvonkovicivana@gmail.com, megi.rogosic@gmail.com |
The importance of art education for the cognitive, social, and emotional development of children and youth |
Number of the paper: 160 |
|
Abstract |
This paper explores the effect of attending concerts on students' perception of music quality. The intention is to examine how concert experiences can influence a greater sensitivity to the quality of artistic music among students. For many years, students at the Faculty of Teacher Education University of Zagreb have had the opportunity to attend a significant number of symphonic, choral, chamber, and other concerts within the Faculty of Teacher Education Music Scene, and this paper will focus on that activity. Additionally, the research aims to understand how various factors within the concert experience, such as the type of music, performers, concert atmosphere, and audience interaction, can affect this perception. Moreover, it examines not only students' subjective experiences but also their objective evaluations of musical performances after a concert. This topic is relevant for both future educators and teachers as both will play a key role in developing musical taste in early childhood.
|
Key words |
audience, educator, interaction, performer, teacher |
Tomislav Vrandečić, Ivana Zvonković, Magdalena RogošićUniversity of Zagreb, Faculty of Teacher Education |
tomislav.vrandecic@ufzg.hr, zvonkovicivana@gmail.com, megi.rogosic@gmail.com |
Važnost umjetničkog obrazovanja |
Broj rada: 160 |
Sažetak |
U ovom radu govori se o istraživanju učinka slušanja koncerata na percepciju kvalitete glazbe među studentima. Namjera je razmotriti kako koncertna iskustva mogu utjecati na veću osjetljivost prema kvaliteti umjetničke glazbe kod studenata. Studenti Učiteljskog fakulteta u Sveučilišta Zagrebu imaju mogućnost organizirano pohađati znatan broj simfonijskih, zborskih, komornih i drugih koncerata unutar Glazbene scene Učiteljskog fakulteta već dugi niz godina te će se u ovom radu usredotočiti na tu aktivnost. Osim toga, istraživanje ima za cilj razumjeti kako različiti faktori unutar koncertnoga iskustva, poput vrste glazbe, izvođača, atmosfere koncerta i interakcije s publikom, mogu utjecati na tu percepciju. Pritom, istražuju se ne samo subjektivni doživljaji studenata, već i njihove objektivne procjene glazbenih izvedbi nakon koncerta. Ova tema relevantna je kako za buduće odgojitelje tako i za učitelje jer će oboje imati ključnu ulogu u razvijanju glazbenoga ukusa u ranoj dječjoj dobi. |
Ključne riječi |
interakcij; izvođač; odgajatelj; publika; učitelj |
Attending cultural events as a prerequisite for successful practice of future educators in the field of music activities / Pohađanje kulturnih događanja kao preduvjet uspješne prakse budućih
|
Martina Mičija Palić, Tamara Jurkić SvibenUniversity of Zagreb, Faculty of Teacher Education |
martina.micijapalic@ufzg.hr |
The importance of art education for the cognitive, social, and emotional development of children and youth |
Number of the paper: 161 |
|
Abstract |
Students of the Undergraduate Study of Early Childhood Education at the Faculty of Teacher Education of the University of Zagreb (UFZG), within the framework of the Music Culture course, should attend concerts of classical and jazz music organized by the Faculty within the Music Scene program in cooperation with the music production of the Croatian Radio television. The paper aims to examine the attitudes and opinions of Early Childhood Education (ECE) students about the importance and need to attend cultural events, especially concerts, for successful and quality performance of music activities with children of early and preschool age and to compare them with the results of the previously conducted research (Jurkić Sviben & Mičija Palić, 2023) in which the respondents were students of teacher education studies. The results indicate that ECE students were aware that for successful performance of music activities in kindergarten, it is necessary for the educator to actively attend cultural events. However, compared to the attitudes of students in teacher education studies, the attitude of ECE students is less pronounced than that of students in teacher education studies. The results indicate that it is essential to cultivate cultural awareness in students during their education to highlight the significance of training future educators in the broader field of culture, including music culture. This awareness is vital to foster and encourage the importance of perceiving and receiving culture, particularly music culture, when working with children and young people. |
Key words |
concerts; cultural awareness; early childhood education; music culture; teacher education studies |
Martina Mičija Palić, Tamara Jurkić SvibenUniversity of Zagreb, Faculty of Teacher Education |
martina.micijapalic@ufzg.hr |
Važnost umjetničkog obrazovanja |
Broj rada: 161 |
Sažetak |
Studenti prijediplomskoga studija Rani i predškolski odgoj na Učiteljskom fakultetu Sveučilišta u Zagrebu u okviru nastave kolegija Glazbena kultura imaju obvezu pohađanja koncerata klasične i jazz glazbe koje fakultet organizira u sklopu Glazbene scene UFZG-a u suradnji s glazbenom proizvodnjom Hrvatske radiotelevizije. Cilj je rada ispitati stavove i mišljenja studenata odgojiteljskoga studija o važnosti i potrebi pohađanja kulturnih događanja, posebice koncerata, za uspješno i kvalitetno izvođenje glazbenih aktivnosti s djecom rane i predškolske dobi te ih usporediti s rezultatima prethodno provedenoga istraživanja (Jurkić Sviben i Mičija Palić, 2023) u kojemu su ispitanici bili studenti učiteljskih studija. Rezultati ukazuju na to da su studenti Ranog i predškolskog odgoja koji pohađaju kulturna događanja svjesni da je za uspješno izvođenje glazbenih aktivnosti u vrtiću potrebno da odgojitelj aktivno konzumira kulturna događanja, no u usporedbi sa stavovima studenata učiteljskih studija, stav studenata odgojiteljskih studija manje je izražen u odnosu na isti stav studenata učiteljskih studija. Temeljem rezultata moguće je zaključiti da je studente i odgojiteljskih i učiteljskih studija važno kulturno osvješćivati tijekom studija jer im se time podiže svijest o važnosti obrazovanja budućih odgojno-obrazovnih djelatnika u području kulture općenito, kao i glazbene kulture koja je njezin sastavni dio, kako bi važnost percepcije i recepcije kulture, posebno one glazbene, razvijali i poticali u radu s djecom i mladima. |
Ključne riječi |
glazbena kultura; koncerti; kulturna osviještenost; studij Ranog i predškolskog odgoja, Učiteljski studij |
Understanding cultural diversity and intercultural competences in music education: Perspectives of teacher education students
|
Blaženka Bačlija Sušić, Martina Mičija Palić, Tomislav CvrtilaUniversity of Zagreb, Faculty of Teacher Education |
blazenka.baclijasusic@ufzg.hr, martina.micijapalic@ufzg.hr, tomislav.cvrtila@ufzg.hr |
The importance of art education for the cognitive, social, and emotional development of children and youth |
Number of the paper: 162 |
|
Abstract |
The concept of intercultural competence implies educators' optimal responsiveness and understanding of the richness and limitations of their own sociocultural contexts and those of their students. Respect for cultural diversity and various musical traditions, coupled with an appreciation of intercultural music education, can significantly contribute to developing intercultural competences among future early childhood educators (ECEs) and teachers. Building upon the findings of grounded theory, the Model of Intercultural Competences in the context of music education highlights the necessity of analyzing intercultural competences through the processes, actions, and interactions of future teachers and ECEs from diverse backgrounds (Sukmayadi & Sandie Gunara, 2019). This paper aims to elucidate the understanding and perception of cultural diversity and intercultural competences in the learning and teaching of music from the perspective of teacher education students, with the goal of further developing the concept of intercultural competences within the realm of music education. Based on Joseph and Southcott's (2009) exploration of cultural diversity in music education, a questionnaire comprising several subscales was developed for research purposes. It is expected that the conducted research will provide implications and contribute to understanding educational practices from the perspective of intercultural sensitivity and the development of intercultural music competences among future ECEs and teachers. This is particularly relevant in the context of conducting musical activities aimed at enhancing educational programs and fostering a fairer, more inclusive curriculum. |
Key words |
early childhood educators and teachers; interculturalism; music education; teacher education students; sociocultural context |
Blaženka Bačlija Sušić, Martina Mičija Palić, Tomislav CvrtilaUniversity of Zagreb, Faculty of Teacher Education |
blazenka.baclijasusic@ufzg.hr, martina.micijapalic@ufzg.hr, tomislav.cvrtila@ufzg.hr |
Važnost umjetničkog obrazovanja |
Broj rada: 162 |
Sažetak |
Koncept interkulturalnih kompetencija podrazumijeva optimalnu reakciju odgojitelja i učitelja te razumijevanje bogatstva i ograničenja kako vlastitoga sociokulturnog konteksta, tako i sociokulturnoga konteksta djece. Uz poštovanje kulturne raznolikosti i različitih glazbenih tradicija, uvažavanje interkulturalnoga glazbenog obrazovanja može značajno pridonijeti razvoju interkulturalnih kompetencija među budućim odgojiteljima i učiteljima. Nadovezujući se na nalaze utemeljene teorije, Model interkulturalnih kompetencija u kontekstu glazbenoga obrazovanja naglašava potrebu za analizom interkulturalnih kompetencija kroz procese, aktivnosti i interakcije budućih učitelja i odgojitelja iz različitih sredina (Sukmayadi i Sandie Gunara, 2019) . U svrhu daljnjega razvoja koncepta interkulturalnih kompetencija u području glazbenoga obrazovanja cilj je rada razjasniti razumijevanje i percepciju kulturne raznolikosti i interkulturalnih kompetencija u učenju i poučavanju glazbe iz perspektive studenata učiteljskih studija. Na temelju istraživanja kulturne raznolikosti u glazbenom obrazovanju (Joseph i Southcottu, 2009) kreiran je upitnik koji se sastoji od nekoliko podskala. Očekuje se da će provedeno istraživanje imati implikacije i doprinijeti razumijevanju odgojno-obrazovnih praksi iz perspektive interkulturalne osjetljivosti i razvoja interkulturalnih glazbenih kompetencija kod budućih odgojitelja i nastavnika. Ovo je posebno važno u kontekstu provođenja glazbenih aktivnosti usmjerenih na poboljšanje obrazovnih programa i njegovanje pravičnijega i inkluzivnijega kurikula. |
Ključne riječi |
odgajatelji i učitelji; interkulturalizam; glazbeno obrazovanje; studenti učiteljskih studija; sociokulturni kontekst |
Everyone can improvise: Music improvisation pedagogy in the early childhood education context / Svatko može improvizirati: pedagogija glazbene improvizacije u kontekstu predškolskoga odgoja
The importance of art education for the cognitive, social, and emotional development of children and youth |
Number of the paper: 163 |
|
Abstract |
The concept of intercultural competence implies educators' optimal responsiveness and understanding of the richness and limitations of their own sociocultural contexts and those of their students. Respect for cultural diversity and various musical traditions, coupled with an appreciation of intercultural music education, can significantly contribute to developing intercultural competences among future early childhood educators (ECEs) and teachers. Building upon the findings of grounded theory, the Model of Intercultural Competences in the context of music education highlights the necessity of analyzing intercultural competences through the processes, actions, and interactions of future teachers and ECEs from diverse backgrounds (Sukmayadi & Sandie Gunara, 2019). This paper aims to elucidate the understanding and perception of cultural diversity and intercultural competences in the learning and teaching of music from the perspective of teacher education students, with the goal of further developing the concept of intercultural competences within the realm of music education. Based on Joseph and Southcott's (2009) exploration of cultural diversity in music education, a questionnaire comprising several subscales was developed for research purposes. It is expected that the conducted research will provide implications and contribute to understanding educational practices from the perspective of intercultural sensitivity and the development of intercultural music competences among future ECEs and teachers. This is particularly relevant in the context of conducting musical activities aimed at enhancing educational programs and fostering a fairer, more inclusive curriculum. |
Key words |
early childhood educators and teachers; interculturalism; music education; teacher education students; sociocultural context |
Blaženka Bačlija Sušić1, Iva Bardun2, Renata Kubelka31University of Zagreb, Faculty of Teacher Education, 2Elly Bašić Music School, Zagreb 3Kindergarten špansko, Zagreb |
blazenka.baclijasusic@ufzg.hr, iva.bardun@hotmail.com, enata.kubelka@gmail.com |
Važnost umjetničkog obrazovanja |
Broj rada: 163 |
Sažetak |
Teorija aktivnosti (AT) nudi sveobuhvatnu perspektivu složenih situacija (Engeström, 2014), analizirajući obrazovne aktivnosti s holističkoga aspekta. Pedagogija glazbene improvizacije ističe aktivnost, spontanost i interakciju (Hickey, 2015; Linson, 2014) posebno ukazujući na dva konstrukta unutar ranoga i predškolskoga odgoja i obrazovanja (RPOO): Kreativna glazbena aktivnost (Creative Musical Agency (CMA) i Socijalno-glazbena sposobnost (Socio-Musical Aptitude (S-MA)) (MacGlone, 2022). Cilj je istraživanja, koje je sastavni dio Erasmus projekta Everyone Can Improvise – ECI, usmjerenoga na unapjređenje pedagogije glazbene improvizacije, opisati i analizirati metode provođenja improvizacije sa skupinom djece predškolske dobi (N = 25). Korištene su etnografska metoda u području ranoga i predškolskoga odgoja i obrazovanja (Köngäs i Määttä, 2023), metoda istraživanja u području umjetnosti tzv. „crtaj i pričaj” (engl. draw and tell research method) (Angell I sur., 2015; Coates, 2002; Punch, 2002) te promatranje podržano videozapisima. Promatranje djetetova kreativnoga glazbenoga izraza kroz improvizaciju s gledišta teorije aktivnosti, otkriva upotrebu različitih fizičkih i simboličkih alata, što ukazuje na multisenzorna i multimodalna iskustva djece. Slušanje dječjih glasova i njihovih imaginarnih svjetova kroz improvizaciju uz korištenje istraživačke metode u području umjetnosti potiče kreativno izražavanje i doprinosi razumijevanju djece. Popunjavanjem istraživačke praznine u studijama grupne improvizacije djece predškolske dobi (MacGlone, 2022), ovo istraživanje implicira daljnji razvoj znanja u području pedagogije glazbene improvizacije. |
Ključne riječi |
teorija aktivnosti; pedagogija glazbene improvizacije; rani i predškolski odgoj i obrazovanje; metoda etnografije u RPOO; „crta i pričaj” metoda istraživanja |
School climate, sense of satisfaction and belonging to school and school music activities - literature review / Školska klima, osjećaj zadovoljstva i pripadnosti školi i školske glazbene akti
The importance of art education for the cognitive, social, and emotional development of children and youth |
Number of the paper: 164 |
|
Abstract |
Students' experiences at school affect their psychosocial development, general well-being, and the achievement of educational goals. The feeling of belonging is an important psychological need, which is especially prominent in the period of adolescence, when relationships among peers gain importance. The feeling of belonging to the school community is closely related to the child's perception of the school climate and overall satisfaction with the school, and it is influenced by many factors. The importance of music in the life of children and adolescents in the formation and expression of their social identity is unquestionable (Hargreaves et al., 2015; O'Neill, 2005), both in private life and at school. A school’s music life consists of music education classes and optionally also various extracurricular activities - school choir, orchestra, smaller ensembles, bands – various group activities, in which children collaborate through music. This paper aims to examine the relevant literature on the relationship between school climate, a sense of belonging to the school community, student satisfaction with school, and the school's music program. It will explore the potential of music education to positively influence these factors and highlight the importance of developing high-quality music programs within school environments. The literature analyzed includes an action research (Parker, 2010), correlational research (Ilari & Cho, 2023), quantitative (Weiss et al., 2017) and qualitative research (Adderley et al., 2003), and specifically case studies (Barrett & Bond, 2015). This paper will demonstrate how various school music programs contribute significantly to a child's overall school experience, as evidenced by diverse perspectives on their importance.
|
Key words |
extracurricular activities, feeling of belonging to school, feeling of satisfaction with school, general music education, school climate, school music programs |
Maja Sokolović Ignjačević, Jelena Stanivuković, Ljiljana PlazinicFaculty of Education, University of Belgrade |
maja.ignjacevic@gmail.com, jelena.stanivukovic@uf.bg.ac.rs, ljiljana.plazinic@uf.bg.ac.rs |
Važnost umjetničkog obrazovanja |
Broj rada: 164 |
Sažetak |
Iskustva učenika u školi utječu na njihov psihosocijalni razvoj, opću dobrobit, kao i na ostvarivanje obrazovnih ciljeva. Osjećaj pripadnosti je važna psihološka potreba koja je posebno izražena u razdoblju adolescencije kada odnosi među vršnjacima dobijaju na važnosti. Osjećaj pripadnosti školskoj zajednici u uskoj je vezi s djetetovom percepcijom školske klime i ukupnim zadovoljstvom školom, a na njih utječu mnogobrojni faktori. Važnost glazbe u životu djece i adolescenata, formiranju i izražavanju njihovoga socijalnoga identiteta je nesporna (Hargreaves i sur., 2015; O’Neill, 2005), kako u privatnom životu, tako i u školi. Glazbeni život škole čine nastava glazbene kulture, a opcionalno i različite izvanškolske i izvannastavne aktivnosti – školski zbor, orkestar, manji sastavi, odnosno različite grupne aktivnosti u kojima djeca surađuju kroz glazbu. Cilj je ovoga rada pregled relevantne literature koja se bavi vezom između školske klime/osjećaja pripadnosti školskoj zajednici/zadovoljstva školom i glazbenoga života škole i ukazivanje na potencijal koji glazba u školi nosi u ovom pogledu, a time posredno i na važnost razvijanja kvalitetnih glazbenih programa u okviru školskih okružja. Među obuhvaćenim radovima zastupljena su akcijska istraživanja (Parker, 2010), korelacijska istraživanja (Ilari i Cho, 2023), kvantitativna (Weiss i sur, 2017) i kvalitativna istraživanja (Adderley i sur., 2003), konkretno, studije slučaja (Barrett i Bond, 2015). U radu ćemo prikazati na je koji način, iz različitih perspektiva, ukazano na važnost raznovrsnih obrazovnih glazbenih programa za djetetov doživljaj obrazovnoga iskustva. |
Ključne riječi |
nastava glazbene kulture; osjećaj pripadnosti školi; osjećaj zadovoljstva školom; školska klima; školski glazbeni programi; izvannastavne aktivnosti |
Teaching Instrument Classes (Today) For Tomorrow / Nastava sviranja (danas za) sutra
|
Diana Atanasov Piljek1, Ivan Batoš21University of Zagreb, Faculty of Teacher Education, 2University North, Department of Art Studies
|
diana.atanasov.piljek@gmail.com, ibatos@unin.hr |
The importance of art education for the cognitive, social, and emotional development of children and youth |
Number of the paper: 165 |
|
Abstract |
This paper explores the potential benefits of content intervention in music instrument classes, i.e., incorporating non-classical music literature into piano and other instrumental classes. A portion of the traditional curriculum would be replaced with pieces that align with the students' preferred musical genres. This integrates interactive learning methods, use of music technology as a practical tool, individualized approach to each participant, and integration of different music styles and techniques while encouraging creative and comprehensive approaches to music education. The research employed a mixed-methods approach, consisting of quantitative research through a questionnaire with open-ended and Likert scale questions and a qualitative case study to investigate the teaching content of instrumental classes. The participants, students from the Music and Media program at the University North in Varaždin and the Faculty of Teacher Education at the University of Zagreb, confirmed the primary hypothesis that the curriculum should be adapted to include a smaller portion of individualized instruction alongside classical music literature to increase student engagement and relevance to their everyday lives. This would result in improved instrumental skills and the development of music expression and interpretation arising from the emotional aspect of experiencing music, thereby motivating students to practice without neglecting the classical music literature which forms the foundation of the entire expression. |
Key words |
comprehensive approach to musical work; music genre; individualized approach; instructional content; instrumental instruction |
Diana Atanasov Piljek1, Ivan Batoš21University of Zagreb, Faculty of Teacher Education, 2University North, Department of Art Studies
|
diana.atanasov.piljek@gmail.com, ibatos@unin.hr |
Važnost umjetničkog obrazovanja |
Broj rada: 165 |
Sažetak |
U radu se govori o istraživanju mogućnost intervencija u nastavni sadržaj nastave instrumenta, u ovom slučaju klavira i/ili drugih glazbenih kolegija i u manjem postotku njegove zamjene ne-klasičnom glazbenom literaturom - žanrom prema kojem učenik/student ima preferencije. Time se ujedinjuju interaktivne metode učenja, korištenje glazbene tehnologije kao alata za praktičnu podršku, individualizirani pristupi svakom učeniku te integracija različitih glazbenih stilova i tehnika te potiču kreativni i sveobuhvatni pristupi glazbenom obrazovanju. Mješovitom metodom istraživanja koja uključuje kvantitativno istraživanje anketnim upitnikom s pitanjima otvorenoga tipa i pitanja s mogućim odgovorima Likertovom skalom u pet razina i studijom slučaja, studenti studija Glazba i mediji Sveučilišta Sjever u Varaždinu i Učiteljskog fakulteta Sveučilišta u Zagrebu potvrdili su glavnu hipotezu da se nastavni sadržaj nastave sviranja treba modificirati i uz klasičnu glazbenu literaturu individualizirati njegov manji dio kako bi se približio učenicima/studentima, postao upotrebljiv u njihovom svakodnevnom životu/ slobodnom vremenu, a to bi rezultiralo i boljom vještinom sviranja i razvojem muzikalnoga glazbenog izričaja-interpretacije koji proizlazi iz emocionalnoga aspekta doživljaja glazbe i time motivira polaznike za vježbanjem, a da se pritom ne zapostavi klasična glazbena literatura koja je temelj cijeloga izričaja. |
Ključne riječi |
glazbeni žanr; individualizirani pristup; nastava sviranja; nastavni sadržaj; sveobuhvatni pristup glazbenom djelu |
Croatian music academy and teacher education students’ perceptions on the use of artificial intelligence in general music education
|
Nikola JambrošićUniversity of Zagreb, Faculty of Teacher Education, |
nikola.sebastian.jambrosic@gmail.com |
The importance of art education for the cognitive, social, and emotional development of children and youth |
Number of the paper: 166 |
|
Abstract |
Artificial intelligence (AI) technologies are becoming increasingly prevalent in the educational system, offering new opportunities for improving learning and teaching processes. The main aim of this research was to examine the general perception of students from music academies and teacher faculties in the Republic of Croatia regarding the use of AI in music education in elementary and secondary general education schools to understand their perspectives and needs upon which educational policies and practices could be enhanced. Key questions included analyzing students' opinions and attitudes toward AI, the usefulness and applicability of AI technologies in music education and assessing their readiness to integrate these technologies into their future professional practices. Data was collected by surveying 400 students from various institutions and different years of study. Data analysis was conducted using quantitative methods. The preliminary results revealed students' positive attitudes towards integrating AI in music education, emphasizing expectations for improving the quality of education through personalized learning and innovative teaching methods. Thus, this research provides insight into the current perceptions of future music educators and teachers of music culture and music art regarding AI, suggesting the need to direct educational policies and curricula toward developing competences required to use and understand AI technologies in educational contexts. |
Key words |
AI; education; music art; music culture |
Nikola JambrošićUniversity of Zagreb, Faculty of Teacher Education, |
nikola.sebastian.jambrosic@gmail.com |
Važnost umjetničkog obrazovanja |
Broj rada: 166 |
Sažetak |
Tehnologije umjetne inteligencije postaju sve prisutnije u obrazovnom sustavu nudeći pritom nove prilike za poboljšanje procesa učenja i poučavanja. Glavni cilj ovog istraživanja bio je ispitati opću percepciju studenata muzičkih akademija i učiteljskih fakulteta u Republici Hrvatskoj prema korištenju umjetne inteligencije u glazbenom obrazovanju u osnovnim i srednjim općeobrazovnim školama kako bi se razumjelo njihovo stajalište i potrebe na temelju kojih bi se mogle poboljšati obrazovne politike i prakse. Ključna pitanja uključivala su analizu mišljena i stavova studenata o umjetnoj inteligenciji, korisnosti i primjenjivosti tehnologija umjetne inteligencije u glazbenom obrazovanju kao i procjenu njihove spremnosti za integraciju ovih tehnologija u svoje buduće profesionalne prakse. Anketnim istraživanjem prikupljeni su podatci od 400 studenata različitih ustanova i različitih godina studija. Analiza podataka provodila se primjenom kvantitativnih metoda. Preliminarni rezultati otkrili su pozitivan stav studenata prema integraciji umjetne inteligencije u glazbeno obrazovanje ističući očekivanja o poboljšanju kvalitete obrazovanja kroz personalizirano učenje i inovativne metode poučavanja. Ovo istraživanje tako pruža uvid u trenutačne percepcije budućih učitelja i nastavnika glazbene kulture i glazbene umjetnosti o umjetnoj inteligenciji sugerirajući potrebu za usmjeravanjem obrazovnih politika i kurikula prema razvoju kompetencija potrebnih za korištenje i razumijevanje tehnologija umjetne inteligencije u edukativnom kontekstu. |
Ključne riječi |
AI; glazbena kultura; glazbena umjetnost; obrazovanje; umjetna inteligencija |
Children's creativity within the Functional Music Pedagogy by Elly Bašić / Dječje stvaralaštvo u funkcionalnoj muzičkoj pedagogiji Elly Bašić
|
Denis VasiljZlatko Baloković Music School, Zagreb |
denisvasilj@gmail.com |
The importance of art education for the cognitive, social, and emotional development of children and youth |
Number of the paper: 167 |
|
Abstract |
Functional Music Pedagogy is the result of numerous years of music-pedagogical and scientific research of Elly Bašić in the areas of syncretic theory and practice of music education, ethnomusicology, and music therapy. With an elaborated methodology, this original music pedagogy is considered the greatest achievement of Croatian as well as world music pedagogy. It was verified by the curriculum and fully implemented in the Functional Music School, nowadays Elly Bašić Music College, through three levels of music education (preschool, elementary, and secondary school). Starting from the assumption that every child carries a creative potential and the need for spontaneous creativity, Elly Bašić places children's creativity at the starting point of the development of Functional Music Pedagogy. Functional Music Pedagogy builds its musical-methodical procedures and content on each child’s natural disposition, their most spontaneous ability – imagination, and on their experiential sensibility, thus making children's creativity an important segment of the teaching process. Therefore, the aim of this paper is to show the development stages of creating Functional Music Pedagogy in which children's creativity appears as the dominant principle. The research covered the period of musical-pedagogical and scientific research of Elly Bašić from 1929 to 1998. The research results show that the uniqueness of Functional Music Pedagogy is in methodically elaborated developmental procedures, which explore and develop children's creativity and imagination in music education.
|
Key words |
creation; Croatian music pedagogy; Elly Bašić Music College; functional music school; music education |
Denis VasiljZlatko Baloković Music School, Zagreb |
denisvasilj@gmail.com |
Važnost umjetničkog obrazovanja |
Broj rada: 167 |
Sažetak |
Funkcionalna muzička pedagogija rezultat je dugogodišnjega glazbeno-pedagoškoga i znanstveno-istraživačkoga djelovanja Elly Bašić u područjima sinkretičke teorije i prakse glazbenoga odgoja, etnomuzikologije i muzikoterapije. Uz razrađenu metodologiju ova izvorna glazbena pedagogija smatra se najvećim postignućem hrvatske, kao i svjetske glazbene pedagogije. Verificirana je nastavnim planom i programom te u cijelosti provedena u funkcionalnoj muzičkoj školi, današnjem Glazbenom učilištu Elly Bašić, kroz tri razine glazbenoga obrazovanja (predškolskoj, osnovnoškolskoj i srednjoškolskoj). Polazeći od pretpostavke da svako dijete u sebi nosi stvaralački potencijal i potrebu za spontanim stvaralaštvom, Elly Bašić dječje stvaralaštvo postavlja u ishodište razvoja funkcionalne muzičke pedagogije. Funkcionalna muzička pedagogija svoje glazbeno-metodičke postupke i sadržaje gradi na prirodnoj dispoziciji svakog djeteta, njegovoj najspontanijoj sposobnosti – mašti i na njegovom doživljajnom senzibilitetu, čime dječje stvaralaštvo postaje važan segment nastavnoga procesa. Stoga je cilj ovoga rada pokazati razvojne etape stvaranja funkcionalne muzičke pedagogije u kojima se dječje stvaralaštvo pojavljuje kao dominantni princip. Istraživanje je obuhvatilo period glazbeno-pedagoškoga i znanstveno-istraživačkoga djelovanja Elly Bašić od 1929. do 1998. godine. Rezultati istraživanja pokazuju da je jedinstvenost funkcionalne muzičke pedagogije u metodički razrađenim razvojnim postupcima, kojima se istražuje i razvija dječje stvaralaštvo i mašta u glazbenom odgoju i obrazovanju.
|
Ključne riječi |
funkcionalna muzička škola; glazbeni odgoj i obrazovanje; Glazbeno učilište Elly Bašić; hrvatska glazbena pedagogija; stvaralaštvo |
Word associations and the development of emotion and affective state nouns in elementary school students / Verbalne asocijacije i razvoj imenica za emocije i afektivna stanja kod učenika osno
|
Ana Petrović DakićUniversity of Belgrade, Faculty of teacher Education |
ana.petrovic@uf.bg.ac.rs |
The importance of art education for the cognitive, social, and emotional development of children and youth |
Number of the paper: 168 |
|
Abstract |
Although abstract words, including those for emotions and other affective states, have recently been the focus of cognitive research (among others, in a series of works from the laboratories led by Barsalou, McRae or Vigliocco, and those from the Max Planck Institute for Psycholinguistics, Nijmegen), comparative research on their development during elementary school has been limited. Yet, how and to what extent children adopt those words is important from a practical, real-life point of view – a well-developed emotional vocabulary helps people better express their feelings and deal with them in stressful situations. This is especially important for children since they should be forming a good basis for healthy emotional relationships with themselves and the environment. With this in mind, we have collected school-aged children's word associations for nouns for emotions (like happiness) or states with an affective charge (hope) to examine how they change as the children grow. The number of respondents of a certain age was between 700 and 800 respondents (700 < n < 800) to obtain the most valid results and the most complete picture of the associative field of a certain word. Students from 23 urban and rural centers responded to the stimulus words via questionnaire. Afterward, their answers were collected, and associative dictionaries were compiled based on them. They were divided by age and gender of the respondents. We analysed the content of these fields, thus determining how the perception of certain words develops or even emerges (as in the case of jealousy). As often happens with abstract words in general, they make a loose group. Still, a general tendency can be seen in the age-related development towards more stereotypical reactions and in linking these concepts to concrete situations, in accordance with the theories of grounded cognition. |
Key words |
abstract nouns; cognitive development; emotional literacy; grounded cognition; psycholinguistics |
Ana Petrović DakićUniversity of Belgrade, Faculty of teacher Education |
ana.petrovic@uf.bg.ac.rs |
Važnost umjetničkog obrazovanja |
Broj rada: 168 |
Sažetak |
Iako su apstraktne riječi, uključujući i one za emocije i druga afektivna stanja, u posljednje vrijeme u žiži kognitivnih istraživanja (između ostalih, u nizu radova iz laboratorija koje vode Barsalou, McRae ili Vigliocco te onih s Instituta za psiholingvistiku Max Planck u Nijmegenu), njihov razvoj nije toliko usporedno praćen kod djece različite dobi. No, to kako ih i koliko djeca usvajaju bitno je ne samo sa znanstvene, već i s praktične životne strane – bolji emocionalni rječnik pomaže ljudima i da bolje izraze svoje osjećaje te i da se s njima nose u stresnim situacijama. To je kod djece posebno važno kao dobra osnova za zdrave emotivne odnose i sa sobom, i s okolinom. Imajući to na umu, odlučili smo prikupiti verbalne asocijacije djece školske dobi na neke od riječi za emocije (sreća) ili stanja s afektivnim nabojem (nada) kako bismo ispitali kako se one mijenjaju kako djeca rastu. Broj ispitanika određene dobi bio je velik (između 700 i 800 ispitanika; 700 < n < 800) kako bi se dobili što valjaniji rezultati i što cjelovitija slika asocijativnoga polja pojedine riječi. Učenici s 23 urbana i ruralna punkta odgovarali su na poticajne riječi putem ankete. Njihovi su odgovori prikupljeni i prema njima su sastavljeni asocijativni rječnici, podijeljeni, osim po razredu, i po iskazanom spolu ispitanika. Nakon toga, pristupilo se analizi sadržaja ovih polja te se moglo utvrditi kako se doživljaj određenih riječi razvija ili čak, u slučaju nekih (poput ljubomora), i tek stvara. Kao što često biva s apstraktnim riječima općenito, vidno je da je u pitanju difuzna skupina. No, kao opća tendencija može se zamijetiti razvoj u smjeru stereotipnijih odgovora, kao i vezanje ovih pojmova za konkretne situacije, u skladu s teorijama utemljene kognicije. |
Ključne riječi |
apstraktne imenice; emocionalna pismenost; kognitivni razvoj; psiholingvistika; utemeljena kognicija
|
Required reading as an incentive for free art creativity / Lektira kao poticaj za slobodno umjetničko stvaralaštvo
|
Katarina Kralj KrekovićOŠ Ivan Benković, Dugo Selo |
katarina.kralj139@gmail.com |
The importance of art education for the cognitive, social, and emotional development of children and youth |
Number of the paper: 169 |
|
Abstract |
Art curricula for elementary school clearly emphasize the need to open creative spaces for students in different learning contexts. The issue of creativity is particularly interesting in the subject Croatian Language, where it is found within the subject area Literature and Creativity. Certain outcomes of that area point out that teaching literature should expose its creative component - encouraging students to give voice to their reading experience creatively. These outcomes are potentially realized through required reading. Innovative required reading teaching methods are increasingly present in practice, united in the concept of the Creative Approach to Required Reading (Gabelica & Težak, 2017), which, in addition to an in-depth literary experience, strives to integrate different art areas. Still, in required reading lessons, it is unclear how much space is left for students’ free artistic expression, devoid of default frameworks or teacher expectations. This action research will present the cases of students in three-second grades of primary school in the process of free creative expression after experiencing the required reading works. Observing the students as creatively competent individuals and then immersing in the creative space that will be opened in the literature lesson itself, the research will try to give insight into the potential of students’ experience of a literary work for authentic artistic expression. |
Key words |
art in teaching; creative approach to required reading; free creative expression |
Katarina Kralj KrekovićOŠ Ivan Benković, Dugo Selo |
katarina.kralj139@gmail.com |
Važnost umjetničkog obrazovanja |
Broj rada: 169 |
Sažetak |
Kurikuli umjetničkih predmeta za osnovnu školu jasno naglašavaju potrebu stvaranja prostora za učeničko stvaralačko izražavanje u različitim kontekstima. Problematika stvaralaštva posebno je zanimljiva u predmetu Hrvatski jezik, gdje je pronalazimo u predmetnom području Književnost i stvaralaštvo. Pojedini ishodi toga područja ističu kako nastava književnosti treba ostvarivati svoju stvaralačku komponentu – poticati učenike na individualni stvaralački doživljaj pročitanoga. Ti se ishodi potencijalno ostvaruju kroz nastavu lektire, odnosno cjelovitoga čitanja književnih djela. U praksi su sve više prisutne inovativne metode nastave lektire objedinjene u konceptu kreativnoga pristupa lektiri (Gabelica i Težak, 2017) koje, osim dubinskoga književnog doživljaja, nastoje integrirati različita umjetnička područja. Ipak, postavlja se pitanje koliko lektira uistinu ostavlja prostora za učenički slobodni izraz, lišen zadanih okvira ili učiteljskih očekivanja. Ovo će akcijsko istraživanje prikazati slučajeve učenika triju drugih razreda osnovne škole u procesu stvaralačkoga izražavanja prema vlastitom izboru nakon čitanja lektirnih djela. Promatrajući učenike kao kreativno kompetentne pojedince te zatim uranjajući u stvaralački prostor koji će otvoriti u samoj nastavi, istraživanje će nastojati dati uvid u potencijal cjelovitoga učeničkoga doživljaja književnoga djela za autentičan umjetnički izraz. |
Ključne riječi |
kreativni pristup lektiri; slobodno stvaralaštvo; umjetnost u nastavi |
Creative-development workshops in schools’ extended stay: Integration of drama education, elements of child psychodrama, and somatically oriented approach
|
Irena VitaljićElementary School K. Š. Gjalski, University of Applied Health Sciences, Zagreb |
irenavitaljic@gmail.com |
The importance of art education for the cognitive, social, and emotional development of children and youth |
Number of the paper: 170 |
|
Abstract |
Extended stay programs in elementary schools provide organized care for children after regular classes, offering an opportunity for integrating various activities, workshops, and projects. Apart from contributing to the exploration of curriculum content, these activities create space and atmosphere for learning through play within peer groups, fostering the development and acquisition of developmentally appropriate social and life skills. Recognizing that children best meet their developmental needs through exploration, movement, and play, and that drama games easily integrate into lesson themes while encouraging active participation, projects "Who am I?", "Learning through play," and "Imagination can do anything" have been developed. Projects are implemented through a series of creative-development workshops using methods of drama education, drama games, exercises, and selected techniques of active and somatically oriented approaches with elements of child psychodrama. The integration of these methods is aimed at achieving educational and developmental goals. Learning becomes implicit and applied within the context of activities providing support and prevention for maintaining mental health, while also enhancing the school curriculum beyond regular classes. Describing the methods used in extended stay programs and providing examples of work with children in these programs (integrated classes for the first three years of elementary school) and with interested individuals and groups (grades 4 to 8) will demonstrate the significance and contribution of learning through play in educational work. |
Key words |
drama games; learning; elementary school; mental health; psychodrama |
Irena VitaljićElementary School K. Š. Gjalski, University of Applied Health Sciences, Zagreb |
Važnost umjetničkog obrazovanja |
Broj rada: 170 |
Sažetak |
Produženi boravak u osnovnim školama omogućuje organizirani boravak djece nakon redovne nastave i pri tom pruža priliku za integraciju različitih aktivnosti, radionica i projekata. Osim što doprinose istraživanju nastavnoga gradiva, ove aktivnosti također stvaraju prostor i atmosferu za učenje igrom unutar vršnjačke skupine potičući razvoj i usvajanje razvojno primjerenih socijalnih i životnih vještina. Budući da je poznato da djeca najbolje zadovoljavaju svoje razvojne potrebe istraživanjem, kretanjem i igrom, a dramske se igre lako uklapaju u nastavne teme i potiču aktivno sudjelovanje, osmišljeni su projekti „Tko sam ja?", „Učenje igrom” i „Mašta može svašta”. Projekti se provode nizom kreativno-razvojnih radionica koristeći metode dramskoga odgoja, dramske igre, vježbe i odabrane tehnike aktivnih i tjelesno orijentiranih pristupa s elementima dječje psihodrame. Integracija navedenih metoda usmjerena je na postizanje odgojnih i obrazovnih ciljeva. Učenje postaje implicitno i primijenjeno u kontekstu aktivnosti pružajući podršku i prevenciju očuvanja mentalnoga zdravlja te se unaprjeđuje školski kurikul izvan redovne nastave. Opisom metoda rada u produženom boravku i primjerima rada s djecom u produženom boravku (integrirani razred prve tri godine osnovne škole) i rada sa zainteresiranim pojedincima i skupinama (4. do 8. razreda) pokazat će se važnost i doprinos učenja igrom u odgojno-obrazovnom radu. |
Ključne riječi |
dramske igre; mentalno zdravlje; osnovna škola; psihodrama; učenje |
Kinesiology education and sports
How to encourage physical activity, sports spirit and fair play in children and youth? How to apply kinesiological principles and methods in the development of sports skills and abilities? How to use sports and recreation as a means of promoting health?
Section Editor: izv. prof. dr. sc. Marijana Hraski; doc. dr. sc. Mateja Kunješić Sušilović
Differences in the manifestation of undesirable behavior in early school-age children during the performance of kinesiology activities with regard to gender
|
Jelena Alić*, Smiljana Zrilić*, Marko DžajaUniversity of Zadar* |
jelenacetinic@net.hr, szrilic@unizd.hr |
Kinesiology education and sports |
Number of the paper: 171 |
|
Abstract |
The goal of the research is to determine whether there are statistically significant differences in the frequency of occurrence of unacceptable forms of behavior during the implementation of kinesiology activities among early school-aged students, with regard to the gender of the respondents. The research was conducted on 199 students of the fourth grade of primary education in elementary schools in Zadar County. Considering the criterion of the respondents gender, the sample was divided into two sub-samples; girls: N= 104 and boys N= 95. The frequency of occurrence of unacceptable forms of behavior was examined with an appropriate questionnaire designed for the purpose of conducting research. The statements in the questionnaire are divided into four scales: the scale of inappropriate verbal expression, the scale of aggressiveness, the scale of attitudes towards authorities - the teacher, the scale of attitudes towards authorities - parents and the scale of negligence towards obligations (at school and in the family). Research participants expressed the frequency of occurrence of unacceptable behavior on a scale ranging from 1 to 5 (1 – never; 2 – rarely; 3 – sometimes; 4 – often; 5 – always). Differences according to the sex of the subjects were tested with the Mann Whitney U test. The research results indicate that there are statistically significant differences in the frequency of implementation of unacceptable forms of behaviour during kinesiology activities between boys and girls in primary education. According to the mentioned results, boys, compared to girls, show a higher frequency of unacceptable behaviour on all scales. The obtained research results point to the fact that when designing and implementing interventions aimed at reducing unacceptable forms of behaviour, special attention should be directed towards boys.
|
Key words |
aggressiveness; behaviour; inappropriate differences; negligence; students |
Jelena Alić*, Smiljana Zrilić*, Marko DžajaUniversity of Zadar* |
jelenacetinic@net.hr, szrilic@unizd.hr |
Kineziološka edukacija i sport |
Broj rada: 171 |
Sažetak |
Cilj je istraživanja utvrditi postoje li statistički značajne razlike u učestalosti pojave neprihvatljivih oblika ponašanja tijekom provedbe kinezioloških aktivnosti kod učenika rane školske dobi s obzirom na spol ispitanika. Istraživanje je provedeno na 199 učenika četvrtih razreda primarnoga obrazovanja osnovnih škola Zadarske županije. S obzirom na kriterij podjele prema spolu ispitanika, uzorak je podijeljen na dva poduzorka; djevojčice: N = 104 i dječaci N = 95. Učestalost pojave neprihvatljivih oblika ponašanja ispitana je prigodnim upitnikom koji je osmišljen u svrhu provedbe istraživanja. Tvrdnje unutar upitnika podijeljene su na četiri skale: skalu nedoličnoga verbalnog izražavanja, skalu agresivnosti, skalu odnosa prema autoritetima - učitelju, skalu odnosa prema autoritetima – roditeljima i skalu nemarnosti prema obvezama (u školi i u obitelji). Sudionici istraživanja izražavali su učestalost pojave neprihvatljivih ponašanja na skali raspona od 1 do 5 (1 – nikad; 2 – rijetko; 3 – ponekad; 4 – često; 5 – uvijek). Razlike prema spolu ispitanika testirane su Mann Whitney U testom. Rezultati istraživanja pokazuju kako postoje statistički značajne razlike učestalosti provedbe neprihvatljivih oblika ponašanja tijekom provođenja kinezioloških aktivnosti između dječaka i djevojčica primarnoga obrazovanja. Prema navedenim rezultatima dječaci, u odnosu na djevojčice, pokazuju veću učestalost postojanja neprihvatljivih ponašanja na svim skalama. Dobiveni rezultati istraživanja ukazuju na činjenicu da prilikom osmišljavanja i provedbe intervencija koje imaju za cilj reduciranje neprihvatljivih oblika ponašanja posebna pozornost treba biti usmjerena prama dječacima. |
Ključne riječi |
agresivnost; nemarnost; neprimjereno ponašanje; razlike; učenici |
How child’s gender and parents’ gender affect the play and physical activity of early and preschool age children / Kako spol djeteta i spol roditelja utječe na igru i fizičku aktivnost djece
|
Ivica IvekovićCentar za odgoj, obrazovanje i rehabilitaciju Virovitica |
ivica.ivek@gmail.com |
Kinesiology education and sports |
Number of the paper: 172 |
|
Abstract |
Girls and boys differ not only physically, psychologically, and sociologically, but also in the way and in the approach to a particular type of play. The paper contains research related to play and physical activity of early and preschool age children. The paper states the differences between boys and girls during different types and places of play and how parents’ gender affects play and physical activity of early and preschool age children. Research has shown that there are certain differences between boys and girls in the way they play, the choice of games, according to the choice of activities, locations, props, and devices. The outdoor play of boys and girls has certain similarities and differences. Research suggests that boys and girls are equally physically active when playing outdoors. Rough play is characteristic for boys, but girls are also involved in this form of play. Girls' rough play differs from boys' rough play. Boys will be more physically active and spend more time playing when they have props. Just as there is a difference in the way boys and girls play, research shows that there is a difference between the way the father and mother approach play with the child. Fathers may encourage physical play a little more and involve children in it more, while mothers will prefer quieter games and activities. Certain studies have shown that fathers participate more in physical play with children than mothers, while others have shown that both parents participate equally or even that mothers participate more than fathers. Considering the different results of research on the involvement of parents in children's physical play, this could perhaps lead us to a general conclusion that in fact there is no difference. However, in everyday situations, it could still be stated that fathers participate more in physical play with children. Research shows that a parents’ physical play with a child can encourage and improve the child's cognitive, language, and motor development. Considering the research mentioned in this paper, it can be said that nowadays mothers and fathers generally play almost the same games with their children, the only question is how they approach the game itself. Various studies point to the conclusion that fathers will encourage children's gender-stereotyped play much more than mothers and that fathers are more inclined to risk and perform risky activities, but the actual application of these attitudes in everyday life situations may be questionable. Fathers believe that children should engage in risky situations and gain certain experiences in that way, but it is still too dangerous for them to implement them in real game situations. Both parents should be equally involved in all aspects of the child's care and upbringing, which also applies to the field of play. Each parent has a different approach to play and the way they will play with their child, which contributes to the enrichment of the child's emotional and social knowledge and the development of motor and cognitive skills and abilities. |
Key words |
differences between boys and girls, differences between fathers and mothers, physical activity, play |
Ivica IvekovićCentar za odgoj, obrazovanje i rehabilitaciju Virovitica |
ivica.ivek@gmail.com |
Kineziološka edukacija i sport |
Broj rada: 172 |
Sažetak |
Djevojčice i dječaci ne razlikuju se samo fizički, psihološki i sociološki nego i u načinu i pristupu pojedinoj vrsti igre. U radu su navedena istraživanja koja su se odnosila na igru i fizičku aktivnost djece rane i predškolske dobi. U radu se navode razlike između dječaka i djevojčica tijekom različitih vrsta i mjesta za igru te kako spol roditelja utječe na igru i fizičku aktivnost djece rane i predškolske dobi. Istraživanja su pokazala da između dječaka i djevojčica postoje određene razlike u načinu igre, izboru igara, prema odabiru aktivnosti, lokaliteta, rekvizita i sprava. Igra dječaka i djevojčica na otvorenom ima određenih sličnosti i razlika. Istraživanja upućuju na to da su dječaci i djevojčice podjednako fizički aktivni kada provode igru na otvorenom. Gruba je igra karakteristična za dječake, ali se u takav oblik igre uključuju i djevojčice. Gruba igra djevojčica se razlikuje od grube igre dječaka. Dječaci će biti fizički aktivniji i više će vremena provoditi u igri kada imaju rekvizite. Kao što se razlikuje način provođenja igre dječaka i djevojčica, istraživanja pokazuju da se razlikuje način i pristup igri s djetetom između oca i majke. Očevi će možda malo više poticati fizičku igru te će u nju više uključivati djecu, dok će majke preferirati mirnije igre i aktivnosti. Pojedina su istraživanja pokazala da očevi u odnosu na majke više sudjeluju u fizičkoj igri s djecom, dok su druga pokazala da oba roditelja sudjeluju podjednako ili čak da majke sudjeluju više u odnosu na očeve. Uzevši u obzir različito dobivene rezultate istraživanja o uključenosti roditelja u fizičku igru djece to bi nas moglo usmjeriti prema možda općem zaključku da zapravo razlike i ne postoje. Međutim, razmišljajući o svakodnevnim situacijama moglo bi se ipak ustvrditi da očevi više sudjeluju u fizičkoj igri s djecom. Istraživanja pokazuju da fizička igra roditelja s djetetom može potaknuti i unaprijediti djetetov kognitivni, jezični i motorički razvoj. Uzevši u obzir istraživanja koja su navedena u ovom radu može se reći da majka i otac općenito u današnje vrijeme provode gotovo iste igre s djecom, samo je pitanje na koji način pristupaju samoj igri. Različita istraživanja upućuju na zaključak da će očevi mnogo više poticati kod djece spolno stereotipnu igru nego majke te da su očevi skloniji riziku i izvođenju rizičnih aktivnosti, ali stvarna primjena tih stavova u svakodnevnim životnim situacijama možda je upitna. Očevi smatraju da bi se djeca trebala upuštati u rizične situacija i tako stjecati određena iskustva, ali im je to ipak preopasno da se stvarno realizira u realnim situacijama igre. Oba roditelja trebala bi se podjednako uključiti u sve aspekte brige i odgoja djeteta što se odnosi i na područje igre. Svaki roditelj ima drugačiji pristup igri i način kako će ju provoditi s djetetom što pridonosi obogaćivanju djetetovih emocionalnih i socijalnih spoznaja te razvoju motoričkih i kognitivnih vještina i sposobnosti.
|
Ključne riječi |
fizička aktivnost; igra; razlike dječaka i djevojčica, razlike očeva i majki |
Implementation of physical and health education in primary education / Provedba nastave tjelesne i zdravstvene kulture u primarnom obrazovanju
|
Ivana ŽagarUniversity of Zagreb, Faculty of Teacher Education |
zagar.ivana@gmail.com |
Kinesiology education and sports |
Number of the paper: 173 |
|
Abstract |
The goal of this quantitative research is to examine the opinions of classroom teachers about the frequency of physical and health education classes in primary education and the role of teachers' kinesiology competencies, social support, as well as the material working conditions necessary for the implementation of physical and health education classes in primary education. A research study involving 120 classroom teachers from several counties in Croatia during the 2023/2024 school year will examine the relationship between teachers' kinesiology competences, material working conditions, social support, and the frequency of implementing physical and health education classes in primary education. For the purposes of this research, the TZK 99 questionnaire (Petračić, 2023) was modified and contains three parts, i.e. the factors are divided into three categories: 1) kinesiological competences, 2) social support, and 3) material working conditions, with answers given on a Likert scale. Descriptive statistical indicators will be calculated for all variables, while the connection between certain factors and the frequency of physical education classes will be determined by correlation analyses, and the contribution of kinesiology competences, social support and material working conditions to the prediction of the implementation of physical and health education classes in primary education will be determined by hierarchical regression analysis. Given that there are home and regional schools in the Republic of Croatia and their equipment differs from county to county, different results are expected in terms of material working conditions and social support. |
Key words |
classroom teachers, kinesiology competences, lifelong learning, physical exercise, TK curriculum, supporting factors |
Ivana ŽagarUniversity of Zagreb, Faculty of Teacher Education |
zagar.ivana@gmail.com |
Kineziološka edukacija i sport |
Broj rada: 173 |
Sažetak |
Cilj je ovoga kvantitativnoga istraživanja ispitati mišljenja učitelja razredne nastave o učestalosti provedbe nastave tjelesne i zdravstvene kulture u primarnom obrazovanju te ulogu kinezioloških kompetencija učitelja, socijalne podrške, kao i materijalnih uvjeta rada potrebnih za provedbu nastave tjelesne i zdravstvene kulture u primarnom obrazovanju. Na uzorku od 120 ispitanika učitelja razredne nastave iz nekoliko županija Republike Hrvatske u školskoj godini 2023./2024. koji rade u matičnim i područnim školama testirat će se hipoteze povezanosti između kinezioloških kompetencija učitelja, materijalnih uvjeta rada i socijalne podrške s učestalosti provedbe nastave tjelesne i zdravstvene kulture u primarnom obrazovanju. Za potrebe ovoga istraživanja modificiran je upitnik TZK 99 (Petračić, 2023) koji sadrži tri dijela, tj. čimbenici su podijeljeni u tri kategorije: 1) kineziološke kompetencije, 2) socijalna podrška i 3) materijalni uvjeti rada, uz primjenu Likertove ljestvice. Za sve varijable izračunat će se deskriptivni statistički pokazatelji, dok će povezanost između određenih čimbenika i učestalosti provedbe nastave TZK biti utvrđena korelacijskim analizama, a doprinos kinezioloških kompetencija, socijalne podrške i materijalnih uvjeta rada predikciji provedbe nastave tjelesne i zdravstvene kulture u primarnom obrazovanju hijerarhijskom regresijskom analizom. S obzirom na to da u Republici Hrvatskoj postoje matične i područne škole te je njihova opremljenost različita od županije do županije očekuju se različiti rezultati kod materijalnih uvjeta rada i socijalne podrške. |
Ključne riječi |
cjeloživotno učenje; kineziološke kompetencije; kurikul TZK; podržavajući čimbenici; tjelesno vježbanje; učitelji razredne nastave |
Construction of a specific test for coordination assessment in rhythmic gymnastics / Konstrukcija specifičnoga testa za procjenu koordinacije u ritmičkoj gimnastici
|
Rebeka Stojković1, Josipa Radaš21Faculty of Kinesiology, Josip Juraj Strossmayer University of Osijek 2Faculty of Kinesiology, University of Zagreb |
stojkovicrebeka@gmail.com, josipa.radas@kif.hr |
Kinesiology education and sports |
Number of the paper: 174 |
|
Abstract |
Rhythmic gymnastics is a conventional sport that contains its own artistic component. In addition to skillfully manipulating the five required apparatus, rhythmic gymnasts must also control their body movements in harmony with the music to create a unified and aesthetically pleasing performance. The same requires great coordination ability, as one of the most important motor abilities in rhythmic gymnastics. The aim of this paper was to construct a coordination assessment test applicable specifically to rhythmic gymnastics. The sample consisted of 40 rhythmic gymnasts aged 9-12. For coordination assessment, three previously developed tests and one newly constructed test were used: "Side gallop with rope". The results show that the newly constructed test measures the coordination necessary for the successful performance in rhythmic gymnastics, but only in the observed sample. There is a statistically significant difference between individual measurements (p<0.05) and a statistically significant correlation (p<0.001), therefore this test is considered reliable. It would be good to implement the newly constructed test when selecting children for the rhythmic gymnastics program, as well as during transition measurements in the training process. |
Key words |
metric characteristics, motor abilities, newly developed test, rhythmic gymnasts |
Rebeka Stojković1, Josipa Radaš21Faculty of Kinesiology, Josip Juraj Strossmayer University of Osijek 2Faculty of Kinesiology, University of Zagreb |
stojkovicrebeka@gmail.com, josipa.radas@kif.hr |
Kineziološka edukacija i sport |
Broj rada: 174 |
Sažetak |
Ritmička gimnastika je konvencionalni sport koji ima svoju umjetničku komponentu. Osim što manipulira s pet rekvizita prateći ritam i tempo glazbe, ritmičarka kontrolira zadane pokrete tijelom, što čini jedinstvo u ljepoti izvedbe. Za isto je potrebna velika sposobnost koordinacije, kao jedne od najvažnijih motoričkih sposobnosti u ritmičkoj gimnastici. Cilj rada bio je konstruirati test za procjenu koordinacije primjenjiv specifično za ritmičku gimnastiku. Uzorak ispitanica činile su 40 ritmičarki u dobi od 9 do 12 godina. Koordinacija je procijenjena s već tri poznata testa i jednim novokonstruiranim testom Galop strance kroz vijaču. Rezultati pokazuju da isti procjenjuje koordinaciju potrebnu za uspješnu izvedbu elemenata u ritmičkoj gimnastici, no samo na promatranom uzorku ispitanica. Postoji statistički značajna razlika između pojedinih mjerenja (p < 0,05) i statistički značajna korelacija (p < 0,001), stoga se ovaj test smatra pouzdanim. Bilo bi dobro da se novi test implementira pri odabiru djece za selekciju u ritmičkoj gimnastici kao i kod prolaznih mjerenja u trenažnom procesu. |
Ključne riječi |
metrijske karakteristike; motoričke sposobnosti; novokonstruirani test; ritmičarke |
The influence of sports on the motor development of preschool children / Utjecaj sporta na motorički razvoj djece predškolske dobi
|
Jelena Šiško, Mateja Kunješić Sušilović*, Marijana Hraski**Faculty of Teacher Education, University of Zagreb |
jelena.medo1997@gmail.com, mateja.kunjesic@ufzg.hr, marijana.hraski@ufzg.hr |
Kinesiology education and sports |
Number of the paper: 175 |
|
Abstract |
Involving children in sports at an early age contributes to their physical and mental health. The motor skills that children develop during childhood greatly influence their abilities later in life. Although it is known that physical activity is one of the most important factors for the healthy development of children, some studies show that more and more children are insufficiently active, which results in obesity and numerous other health losses. It is extremely important to educate parents and educators about the importance of sports, its contribution to a better quality of life, and the benefits children achieve by engaging in physical activity or sports. Therefore, the goal of this research was to determine the current state of motor skills of preschool children and whether there is a difference in the motor skills of children who play sports and those who do not play any sport. The research involved 40 children from a Zagreb kindergarten, aged 5 to 6.5. Within the research, an affirmative hypothesis was put forward, which shows that there are differences in motor skills between preschool children who play sports and those who do not, in favor of those who play sports. This hypothesis was partially confirmed since the child athletes showed better motor skills in four measured variables, namely: back bend polygon, sit-ups in 30 seconds, standing long jump and hand tapping. In the two measured variables, the results show that there is no statistically significant difference between athletes and non-athletes, namely: standing on one leg on a cube and torso forward bend. While the statistical analysis did not reveal significant differences between athletes and non-athletes in the two measured variables, athletes consistently outperformed their non-athlete peers. This suggests that sports undoubtedly have a positive impact on children's motor skills, emphasizing the importance of encouraging children to participate in physical activities whenever possible. |
Key words |
motor skills, parental support, quality of life |
Jelena Šiško, Mateja Kunješić Sušilović*, Marijana Hraski**Faculty of Teacher Education, University of Zagreb |
jelena.medo1997@gmail.com, mateja.kunjesic@ufzg.hr, marijana.hraski@ufzg.hr |
Kineziološka edukacija i sport |
Broj rada: 175 |
Sažetak |
Uključivanje djece rane dobi u sport doprinosi njihovom fizičkom i psihičkom zdravlju. Motoričke sposobnosti koje dijete razvija tijekom djetinjstva uvelike utječu na njegove sposobnosti u daljnjem životu. Iako je poznato da je tjelesna aktivnost jedna od najvažnijih čimbenika za zdrav razvoj djece, neka istraživanja pokazuju da je sve više djece nedovoljno aktivno što rezultira pretilošću i brojnim drugim gubitcima za zdravlje. Iznimno je bitno educirati roditelje i odgojitelje o važnosti sporta, na koji način on pridonosi boljoj kvaliteti života te koje sve benefite djeca ostvaruju baveći se nekom tjelesnom aktivnošću odnosno sportom. Stoga je cilj ovoga istraživanja bio utvrditi aktualno stanje motoričkih sposobnosti djece predškolske dobi te postoji li razlika u motoričkim sposobnostima djece koja se bave sportom i one djece koja se ne bave ni jednim sportom. U istraživanju je sudjelovalo 40 djece jednoga zagrebačkog dječjeg vrtića, u dobi od 5 do 6,5 godina. Unutar istraživanja postavljena je afirmativna hipoteza koja pokazuje da postoji razlika u motoričkim sposobnostima između predškolske djece koja se bave i koja se ne bave sportom u korist djece koja treniraju neki sport. Ova hipoteza djelomično je potvrđena zbog toga što su djeca sportaši pokazali bolje motoričke sposobnosti u 4 mjerene varijable, a to su: poligon natraške, trbušnjaci u 30 sekundi, skok u dalj iz mjesta te taping rukom. U dvije mjerene varijable rezultati pokazuju da nema statistički značajne razlike između sportaša i nesportaša, a to su: stajanje na jednoj nozi na kocki i pretklon trupa. Iako je u dvije mjerene varijable pokazano da statistički nema velike razlike između sportaša i nesportaša rezultati su ipak bili bolji kod sportaša što dokazuje da sport nedvojbeno utječe na motoričke sposobnosti djece te da bi odrasli trebali poticati djecu kada je god to moguće da se uključe u sportsku ili na bilo kakvu tjelesnu aktivnost. |
Ključne riječi |
kvaliteta života; motoričke sposobnosti; podrška roditelja |
Physical activity as educational value / Tjelesna aktivnost kao odgojna vrijednost
|
Marko Badrić1, Leona Roca21Faculty of Teacher Education, University of Zagreb 2Primary school Mladost, Lekenik |
marko.badric@gmail.com |
Kinesiology education and sports |
Number of the paper: 176 |
|
Abstract |
The aim of this work is the analysis of upbringing or educational values from the aspect of physical activity with the aim of obtaining the best possible information about the creation of a healthy lifestyle for students. Physical movement is considered one of the most important human life needs. The fact itself, which has been scientifically proven in numerous previous studies, indicates that people today engage in insufficient physical activity, directly putting their health at risk. Physical inactivity has reached the proportions of a pandemic occurring in the lives of young people today. A review of previous research revealed that physical activity and sedentary behavior are strong predictors of compromised health in children and young people. Education is one of the components of educational systems whose values would try to instill the habit of lifelong physical exercise. Students' continuous participation in physical activity can only be achieved with physical exercise content that will cause a feeling of motivation and satisfaction. These facts are observed through the prism of each child’s or student’s progress, and the discussion revolves around whether the education system can provide children and students with the opportunity to adopt educational values for physical exercise. The important role of upbringing in physical education is emphasized, considering all the facts, thus ensuring a better, higher-quality, and healthier future for children of all age groups, as well as for society. Children today are surrounded by countless modern sources that offer access to numerous varied contents in a short time. Due to the large number of these contents, they do not focus and concentrate on anything for long periods. The inability to maintain attention and concentration makes it difficult to master educational content, necessitating the introduction of shorter physical activities during the teaching process that will contribute to their concentration and motivation. |
Key words |
health, physical education, physical exercise, school, upbringing |
Marko Badrić1, Leona Roca21Faculty of Teacher Education, University of Zagreb 2Primary school Mladost, Lekenik |
marko.badric@gmail.com |
Kineziološka edukacija i sport |
Broj rada: 176 |
Sažetak |
Cilj je ovoga rada analiza odgoja odnosno odgojnih vrijednosti s aspekta tjelesne aktivnosti s ciljem dobivanja što kvalitetnijih informacija o stvaranja zdravoga životnog stila učenika. Tjelesno kretanje odnosno aktivnost smatra se jednom od najvažnijih ljudskih životnih potreba. Sama činjenica koja je znanstveno dokazana u brojnim dosadašnjim istraživanjima odnosi se na to da se suvremeni čovjek nedovoljno kreće i da time direktno svoje zdravlje dovodi u zdravstveni rizik. Tjelesna neaktivnost zauzela je razmjere pandemije koja je danas osobito uočljiva u životu mladih. Pregledom dosadašnjih istraživanja utvrđeno je da su tjelesna aktivnost i nekretanje jedan od snažnih prediktora narušenoga zdravlja djece i mladih. Odgoj je jedna od komponenti obrazovnih sustava pomoću čijih bi se vrijednosti pokušalo usaditi stvaranje navike cjeloživotnoga tjelesnog vježbanja. Kontinuirano participiranje u tjelesnoj aktivnosti učenika moguće je ostvariti samo sadržajima tjelesnoga vježbanja koji će izazvati osjećaj motiviranosti i zadovoljstva. Navedene činjenice promatraju se kroz prizmu napretka svakog djeteta odnosno učenika te se raspravlja može li se kroz školski sustav pružiti djeci i učenicima mogućnost za usvajanje odgojnih vrijednosti za tjelesno vježbanje. Naglašena je značajna uloga odgoja u tjelesnoj i zdravstvenoj kulturi uzimajući u obzir sve činjenice te se time osigurava bolja, kvalitetnija i zdravija budućnost djece svih dobnih skupina, ali i cjelokupnoga društva. Djeca današnjice okružena su bezbrojnim suvremenim izvorima koji im nude da u kratkom vremenu pristupe velikom broju različitih sadržaja. Zbog brojnosti tih sadržaja ni na čemu ne zadržavaju pozornost i koncentraciju dulje vrijeme. Nemogućnost zadržavanja pažnje i koncentracije otežava savladavanje obrazovnih sadržaja te je potrebno uvoditi kraće tjelesne aktivnosti tijekom nastavnoga procesa koje će doprinijeti njihovoj koncentraciji, ali i motiviranosti. |
Ključne riječi |
odgoj; škola; tjelesna i zdravstvena kultura; tjelesno vježbanje;, zdravlje |
The relationship between diet, leisure-time habits, and the physical fitness of students enrolled in Military Studies at the University of Zagreb
|
Domagoj BagarićUniversity of Zagreb, Military Studies |
domagoj.bagari@gmail.com |
Kinesiology education and sports |
Number of the paper: 177 |
|
Abstract |
The aim of the research was to establish the relationship between diet, lifestyle habits during leisure time, and the physical fitness of students of Military Studies at the University of Zagreb. A total of 206 participants, comprising 159 males and 47 females, were included in the study. The participants completed a questionnaire regarding the frequency of consumption of various foods, a survey on physical activity during leisure time, and inquiries about certain lifestyle habits. The overall result of the physical fitness test, conducted as part of the Physical and Health Education curriculum, served as the measure of physical fitness. Regression and covariance analyses were conducted to examine the relationship between physical activity during leisure time, dietary behaviors, and physical fitness. Additionally, differences in physical fitness based on the frequency of consumption of specific foods were explored. The findings indicated that the model incorporating physical activity during leisure time, attention to the consumption of healthy foods, and the use of dietary supplements significantly predicted participants' physical fitness. Notably, the use of dietary supplements emerged as a significant factor, with supplement users demonstrating higher physical fitness test scores. Furthermore, participants who reported daily consumption of desserts, sweets, and fast food tended to achieve slightly lower physical fitness test results, even when controlling for their level of physical activity during leisure time. |
Key words |
dietary supplements, functional abilities, motor skills, smoking, physical activity |
Domagoj BagarićUniversity of Zagreb, Military Studies |
domagoj.bagari@gmail.com |
Kineziološka edukacija i sport |
Broj rada: 177 |
Sažetak |
Cilj istraživanja bio je ustanoviti vezu između prehrane i nekih životnih navika u slobodno vrijeme te tjelesne spremnosti studenata Vojnih studija Sveučilišta u Zagrebu. U istraživanje je bilo uključeno 206 sudionika, 159 muškoga i 47 ženskoga spola. Sudionici su ispunjavali upitnik o učestalosti konzumacije različitih namirnica, upitnik o tjelesnoj aktivnosti u slobodno vrijeme, nekim životnim navikama, dok se kao tjelesna spremnost koristio ukupni rezultat na testu tjelesne spremnosti koji se za studente provodi na nastavi tjelesne i zdravstvene kulture. Provedene su regresijska analiza i analize kovarijance pri čemu se testirala povezanost tjelesne aktivnosti u slobodno vrijeme i nekih ponašanja vezanih u prehranu s tjelesnom spremnošću te razlika u tjelesnoj spremnosti ovisno o učestalosti konzumacije pojedinih namirnica. Rezultati su pokazali da model koji uključuje tjelesnu aktivnost u slobodno vrijeme pozornost usmjerenu na unos zdravih namirnica i korištenje suplemenata značajno predviđa tjelesnu spremnost sudionika. Prvenstveno se pokazalo značajnim korištenje suplemenata u prehrani pri čemu sudionici koji koriste suplemente, postižu više rezultate na testu tjelesne spremnosti. Također, sudionici koji na dnevnoj bazi konzumiraju deserte i slastice te brzu hranu, postižu nešto niže rezultate na testu tjelesne spremnosti čak i kad se njihova tjelesna aktivnost u slobodno vrijeme drži pod statističkom kontrolom. |
Ključne riječi |
dodatci prehrani; funkcionalne sposobnosti; motoričke sposobnosti; pušenje; tjelesna aktivnost |
Metric characteristics of tests of ball handling skills in preschool age / Metrijske karakterstike testova vještine baratanja loptom u predškolskoj dobi
|
Marija Lorger1, Ana Luketić21Faculty of Teacher Education, University of Zagreb 2DV Savica, Zagreb |
marija.lorger@ufzg.hr |
Kinesiology education and sports |
Number of the paper: 178 |
|
Abstract |
The aim of the research was to verify the metric characteristics of motor tests for assessing ball handling skills from the TGMD-2 battery in preschool children. The research was conducted on a sample of 30 children, of which 15 were girls and 15 were boys between 5 and 7 years of age. The level of ball handling skill was checked with three tests (out of 5 possible) that form part of the battery for the assessment of gross motor skills based on effective object control, namely: guiding the ball with the hand in place, kicking the ball with leg and catching the ball with two hands. The tests of hitting the ball with a bat with two hands (hitting in baseball) and throwing the ball into the wall were omitted because, according to the authors, the rotational technique of performing the movement was demanding. Children of this age do not have enough prior knowledge to properly perform the mentioned technique, and this could adversely affect the test results. The results showed satisfactory values of the metric characteristics of the tests and confirmed their possibility of use for further research on our population as well. |
Key words |
children, motor skill, TGMD -2 battery of tests |
Marija Lorger1, Ana Luketić21Faculty of Teacher Education, University of Zagreb 2DV Savica, Zagreb |
marija.lorger@ufzg.hr |
Kineziološka edukacija i sport |
Broj rada: 178 |
Sažetak |
Cilj istraživanja bio je provjera metrijskih karakteristika motoričkih testova za procjenu vještine baratanja loptom iz TGMD-2 baterije kod djece predškolske dobi. Istraživanje je provedeno na uzorku od 30 djece od čega je 15 djevojčica i 15 dječaka u dobi od 5 do 7 godina. Razina vještine baratanja loptom provjerena je s tri testa (od 5 mogućih) koji čine dio baterije za procjenu grube motoričke vještine temeljene na učinkovitoj kontroli predmeta i to: vođenje lopte rukom u mjestu, udaranje lopte nogom i hvatanje lopte s dvije ruke. Izostavljeni su testovi udarac loptice palicom s dvije ruke (udarac u bejzbolu) i bacanje loptice u zid zbog, prema procjeni autorica, zahtjevne rotacijske tehnike izvođenja gibanja. Za pravilno izvođenje spomenute tehnike djeca ove dobi nemaju dovoljno predznanja, a to bi moglo nepovoljno utjecati na rezultate testiranja. Rezultati su pokazali zadovoljavajuće vrijednosti metrijskih karakteristika testova te potvrdili njihovu mogućnost korištenja za daljnja istraživanja i na našoj populaciji.
|
Ključne riječi |
djeca; motorička znanja; TGMD baterija testova |
Progress in individual components of physical fitness of primary education students with respect to nutritional status / Napredak u pojedinim sastavnicama tjelesnoga fitnesa učenika primarnog
|
Donata Vidaković Samaržija1, Lara Pavelić Karamatić21University of Zadar 2Ministry of Defence, Croatia |
dovidak@unizd.hr, larakaramatic@gmail.com |
Kinesiology education and sports |
Number of the paper: 179 |
|
Abstract |
The benefits of monitoring physical fitness are multifaceted. It provides information that can be directed for prevention and improvement of health, indicates an individual's progress, and provides the ability of targeting on individual sports. The purpose of the paper is to assess the progress in individual components of physical fitness of students during the school year, and to assess the significance of differences in the progress of certain components of physical fitness with regard to nutritional status. Methods: The study was conducted on a sample of 39 third graders of primary school (9 years ± 6 months). The motor component of physical fitness was evaluated based on hand taping tests, standing long jump, polygon backwards, sit up test, and sit and reach test. The cardiorespiratory component was evaluated using 3-minute running tests, and the morphological component based on body mass index. Basic descriptive indicators were calculated, and univariate analysis of variance was used to assess progress in individual components of physical fitness between the first and second measurements according to nutritional status. Results: Of the total sample, 74.36% had a normal nutritional status, 20.51% were overweight, and 5.13% were obese. In the first measurement, regarding the nutritional status, a significant difference was obtained in the hand tapping test, and in the second measurement in all motor tests. Respondents with normal weight achieved the best results in tests for speed, explosive power, coordination, and repetitive power. Also, respondents with a normal nutritional status achieved the best results in tests for assessing cardiorespiratory fitness. Conclusion: Nutritional status can be reflected on progress in certain components of physical fitness. |
Key words |
body mass index, functional ability, health, motor skills |
Donata Vidaković Samaržija1, Lara Pavelić Karamatić21University of Zadar 2Ministry of Defence, Croatia |
dovidak@unizd.hr, larakaramatic@gmail.com |
Kineziološka edukacija i sport |
Broj rada: 179 |
Sažetak |
Praćenje tjelesnoga fitnesa višestruko je korisno jer pruža informacije koje se mogu usmjeriti za očuvanje i poboljšanje zdravlja, ukazuje na napredak pojedinca i pruža mogućnost usmjeravanja u pojedine sportove. Svrha je rada procijeniti napredak u pojedinim sastavnicama tjelesnoga fitnesa učenika tijekom školske godine te procijeniti značajnost razlika u napretku pojedinih sastavnica tjelesnoga fitnesa s obzirom na status uhranjenosti. Metode: Istraživanje je provedeno na uzorku 39 učenika trećih razreda osnovne škole (9 godina ± 6 mjeseci). Motorička sastavnica tjelesnoga fitnesa procijenjena je temeljem testova taping rukom, skok u dalj s mjesta, poligon natraške, podizanje trupa i pretklon raznožno, kardiorespiratorna sastavnica procijenjena je testovima trčanje 3 minute, a morfološka sastavnica temeljem indeksa tjelesne mase. Izračunati su osnovni deskriptivni pokazatelji, a za procjenu napretka u pojedinim sastavnicama tjelesnoga fitnesa između prvoga i drugoga mjerenja prema statusu uhranjenosti primijenjena je univarijatna analiza varijance. Rezultati: Od ukupnoga uzorka ispitanika 74,36 % normalno je uhranjeno, 20,51 % je prekomjerno uhranjeno, a 5,13 % pretilo. U prvom mjerenju je s obzirom na status uhranjenosti dobivena značajna razlika u testu taping rukom, a u drugom mjerenju u svim motoričkim testovima. Normalno uhranjeni ispitanici postigli su najbolje rezultate u testovima za procjenu brzine, eksplozivne snage odraza, koordinacije i repetitivne snage. Također učenici s procijenjenim normalnim statusom uhranjenosti postigli su najbolje rezultate u testovima za procjenu kardiorespiratornoga fitnesa. Zaključak: Status uhranjenosti može se odraziti na napredak u pojedinim sastavnicama tjelesnoga fitnesa. |
Ključne riječi |
funkcionalne sposobnosti; indeks tjelesne mase; motoričke sposobnosti; zdravlje |
Differences in the acquisition and improvement of motor tasks in students with disabilities through different learning methods / Razlike u usvajanju i usavršavanju motoričkih zadataka kod uče
|
Katarina Šarčević Ivić-Hofman, Tihomir Vidranski, Ivan VrbikUniversity of Slavonski Brod |
ksihofman@unisb.hr |
Kinesiology education and sports |
Number of the paper: 180 |
|
Abstract |
Difficulties in acquiring and perfecting motor tasks for students with disabilities can represent a significant challenge, but with an adapted approach and support they can be overcome. This may include individualized exercises and activities that are tailored to the needs of students, the use of visual and tactile aids to support learning, and encouragement of collaboration and support between teachers and parents. The aim of this research is to examine whether there are differences between students with disabilities in acquiring and perfecting a motor task during certain learning methods. For the purposes of the research, an evaluation questionnaire was created in the application of methodological principles of the organization of physical exercise in the teaching of physical education (PE), which is part of the institutional project "Didactic-methodological difficulties in classroom teaching with students with special educational needs. ". The sub-sample of students includes 5 groups, namely 64 students with intellectual disabilities, 51 with impaired language-speech-voice communication, 32 with ADHD, 25 with an autism spectrum disorder, while other disabilities were represented to a lesser extent and made up one group in the observed sample. Non-parametric methods were used in the work, and the results of the Kruskal Wallis test showed that there are statistically significant differences between students with difficulties in certain methods of learning a motor task: when using the situational learning method (χ2(4) = 26.14, p = .00) and when using the analytical method learning (χ2(4) = 28.79, p = .00), especially for students with autism spectrum disorders. The results show that students with disabilities, especially students with an autism spectrum disorder, need additional support in certain methods of learning motor tasks. |
Key words |
acquisition and improvement of the motor task, customized approach, learning methods, students with disabilities, support |
Katarina Šarčević Ivić-Hofman, Tihomir Vidranski, Ivan VrbikUniversity of Slavonski Brod |
ksihofman@unisb.hr |
Kineziološka edukacija i sport |
Broj rada: 180 |
Sažetak |
Poteškoće u usvajanju i usavršavanju motoričkih zadataka kod učenika s teškoćama mogu predstavljati značajan izazov, ali prilagođenim pristupom i podrškom mogu se prevladati. To može uključivati individualizirane vježbe i aktivnosti koje su prilagođene potrebama učenika, upotrebu vizualnih i taktilnih pomagala za potporu učenju te poticanje suradnje i podrške između učitelja i roditelja. Cilj je ovoga istraživanja ispitati postoje li razlike između učenika s teškoćama u usvajanju i usavršavanju motoričkoga zadatka prilikom pojedinih metoda učenja. Za svrhu istraživanja osmišljen je upitnik vrednovanja u primjeni metodičkih zakonitosti organizacije tjelesnoga vježbanja u nastavi TZK koji je dio institucijskoga projekta „Didaktičko-metodičke poteškoće u razrednoj nastavi s učenicima s posebnim odgojno-obrazovnim potrebama“. Od 309 učitelja, njih 185 trenutačno je u svojem razrednom odjelu poučavalo učenika s teškoćama. Poduzorak učenika obuhvaća 5 grupa: 64 učenika s intelektualnim teškoćama, 51 s oštećenjem jezično-govorno-glasovne komunikacije i specifičnim teškoćama učenja, 32 s ADHD-om, 25 s poremećajem iz spektra autizma, dok su ostale teškoće bile zastupljene u manjoj mjeri i sačinjavale su jednu grupu u promatranom uzorku. U radu su korištene neparametrijske metode te rezultati Kruskal Wallis testa koji su pokazali da postoje statistički značajne razlike između učenika s teškoćama u pojedinim metodama učenja motoričkoga zadatka: prilikom situacijske metode učenja (χ2(4) = 2,14, p = ,00) i prilikom analitičke metode učenja (χ2(4) = 28,79, p = ,00), posebno kod učenika s poremećajem iz spektra autizma. Rezultati pokazuju da je učenicima s teškoćama, posebno učenicima s poremećajem iz spektra autizma potrebna dodatna podrška u pojedinim metodama učenja motoričkog zadatka. |
Ključne riječi |
metode učenja; učenici s teškoćama; usvajanje i usavršavanje motoričkoga zadatka; prilagođeni pristup; podrška |
Relationship between parental upbringing style and children’s use of electronic media and their participation in kinesiology activities / Povezanost roditeljskoga odgoja s korištenjem elektro
Kinesiology education and sports |
Number of the paper: 181 |
|
Abstract |
The aim of this study was to determine the frequency of electronic media use by primary school children and the intensity of their participation in certain physical activities, as well as to investigate the relationship between parental prohibition of electronic media use and encouraging children to participate in various leisure activities, and finally, to determine which activities children prefer in their leisure time. The research included 509 parents of primary school children in four primary schools in Zagreb County and the City of Zagreb. The research instrument was an anonymous questionnaire with a five-point Likert type scale. The data were processed by descriptive and inferential statistics, which was used to determine possible differences and a correlation and discriminant analysis. The results revealed statistically significant differences between parents who restrict their children’s access to electronic media and those who do not. What distinguishes these two categories of parents is that parents who restrict their children's access to electronic media significantly more encourage children to read and learn than the other group of parents. A statistically significant difference was not established between these same two categories of parents in relation to the activities that children prefer to do in their free time. The conclusion is that parental control over the use of electronic media has positive effects because it is associated with encouraging children to participate in activities useful for their growth and development. |
Key words |
children's leisure time, mass media, restricting access to electronic media, primary education, parental influence |
Marta Pap1, Srna Jenko Miholić2, Danijela Kuna31Primary School Josip Kozarac Lipovljani 2Faculty of Teacher Education, University of Zagreb 3Kinesiology faculty of the University Josip Juraj Strossmayer in Osijek |
srna.jenko@ufzg.hr |
Kineziološka edukacija i sport |
Broj rada: 181 |
Sažetak |
Cilj je ovoga istraživanja bio utvrditi učestalost korištenja elektroničkih medija učenika u primarnom obrazovanju, intenzitet bavljenja određenim fizičkim aktivnostima te istražiti vezu između roditeljske zabrane korištenja elektroničkih medija i poticanja djece na različite aktivnosti u slobodno vrijeme te utvrditi koje aktivnosti djeca najradije čine tijekom slobodnoga vremena. Istraživanje je provedeno na 509 roditelja učenika u primarnom obrazovanju u četiri osnovne škole Zagrebačke županije i Grada Zagreba. U istraživanju je korišten instrument anonimnoga anketnog upitnika s Likertovom skalom od pet stupnjeva. Podatci su obrađeni deskriptivnom i inferencijalnom statistikom, kojom je utvrđeno postojanje razlika te je napravljena korelacijska i diskriminacijska analiza. Rezultati su pokazali statistički značajne razlike između roditelja koji ograničavaju djeci pristup elektroničkim medijima i onih koji to ne čine. Ono što razlikuje ove dvije kategorije roditelja jest da roditelji koji ograničavaju pristup djeci elektroničkim medijima, djecu znatno više potiču na čitanje i učenje u odnosu na drugu kategoriju roditelja. U istraživanju se također nije pokazala statistički značajna razlika između ove iste dvije kategorije roditelja u odnosu na aktivnosti kojima se djeca najradije bave u svoje slobodno vrijeme. Zaključak iznosi kako roditeljski nadzor korištenja elektroničkih medija ima pozitivne učinke jer je povezan s poticanjem djece na aktivnosti korisnim za njihov rast i razvoj. |
Ključne riječi |
dječje slobodno vrijeme; masovni mediji; ograničavanje pristupa elektroničkim medijima; primarno obrazovanje; roditeljski utjecaj |
Physical fitness as a factor in adolescent health: perspectives and challenges of systematic monitoring in the military system / Tjelesna spremnost kao čimbenik zdravlja adolescenata: Perspe
|
Lara Pavelić Karamatić1, Donata Vidaković Samaržija21Ministry of Defence, Croatia 2University of Zadar |
larakaramatic@gmail.com, dovidak@unizd.hr |
Kinesiology education and sports |
Number of the paper: 182 |
|
Abstract |
A sedentary lifestyle, stress, and lack of physical activity are characteristics of today's lifestyle and cause numerous health problems. Insufficient physical activity and inadequate body composition are present in military systems as well. The purpose of the paper is to highlight the importance of systematic monitoring of physical fitness in order to improve health status and maintain an optimal level of muscular endurance. Methods: The study was conducted on a sample of 199 adolescents (18-21 years old). The motor component of physical fitness was evaluated based on the push-up and sit-up test. The cardiorespiratory component was evaluated using 3200 m running test, and the morphological component based on: abdominal circumference, hip circumference, body mass index (BMI) and waist-to-hip ratio (WHR). The obtained results were processed by partial correlation analysis and analysis of variance. Basic descriptive indicators were calculated for all variables. Results: A low correlation of anthropometric variables and variables for the assessment of muscular endurance was obtained. The largest negative correlation was obtained between the variables hip circumference and push-up (-0.22). The largest positive correlation between was obtained between the variables running 3200 m and body mass index (0.17). Of the total sample, 1.0% of the respondents were underweight, 73.9% had a normal nutritional status, 24.1% were overweight and 1.0% were obese. Overweight subjects achieved the best results in the push-up test, in the sit-up test the best overweight and normal. In the 3200 m run test the best results were achieved by subjects with normal nutritional status. Conclusion: Anthropometric characteristics significantly determine physical fitness in the military system. |
Key words |
body mass index, functional ability, health, motor skills |
Lara Pavelić Karamatić1, Donata Vidaković Samaržija21Ministry of Defence, Croatia 2University of Zadar |
larakaramatic@gmail.com, dovidak@unizd.hr |
Kineziološka edukacija i sport |
Broj rada: 182 |
Sažetak |
Sjedilački način života, stres i manjak tjelesne aktivnosti karakteristike su današnjega stila življenja i uzrokuju brojne zdravstvene probleme. Nedostatna tjelesna aktivnost i nepoželjna tjelesna građa sve su više prisutni i u vojnim sustavima. Sukladno navedenom, svrha je rada ukazati na nužnost sustavnoga praćenja tjelesne spremnosti kako bi se očuvao i poboljšao zdravstveni status te održavala optimalna razina mišićne izdržljivosti tijekom duljega razdoblja. Metode: Istraživanje je provedeno na uzorku od 199 adolescenata (18-21 godine). Motorička sastavnica tjelesne spremnosti procijenjena je temeljem testova sklek i pregib, kardiorespiratorna sastavnica testom trčanje 3200 m, a morfološka sastavnica mjerama: opseg trbuha, opseg bokova, indeks tjelesne mase i indeks rizičnosti tipa pretilosti. Dobiveni rezultati obrađeni su parcijalnom korelacijskom analizom i univarijatnom analizom varijance, a za sve varijable izračunati su osnovni deskriptivni pokazatelji. Rezultati: dobivena je niska povezanost antropometrijskih varijabli i varijabli za procjenu mišićne izdržljivosti. Najveća negativna korelacija dobivena je između varijabli opseg bokova i sklek (-0,22), a najveća pozitivna korelacija između varijabli trčanje 3200 m i indeks tjelesne mase (0,17). Od ukupnoga broja ispitanika u uzorku je 1,0 % ispitanika pothranjeno, 73,9% je normalno uhranjeno, 24,1% je prekomjerno uhranjeno, a 1,0% je pretilo. Prekomjerno uhranjeni ispitanici postigli su najbolje rezultate u testu sklek, u testu pregib najbolji su bili prekomjerno i normalno uhranjeni, a u testu trčanje 3200 m najbolje rezultate su ostvarili ispitanici s normalnim statusom uhranjenosti. Zaključak: Antropometrijske karakteristike u značajnoj mjeri određuju tjelesnu spremnost u vojnom sustavu. |
Ključne riječi |
funkcionalne sposobnosti; indeks tjelesne mase; motoričke sposobnosti; zdravlje |
Kindergarten teachers' perception of physical activities at preschool age / Percepcija odgojitelja o tjelesnim aktivnostima u predškolskoj dobi
|
Snježana Mraković1, Ivana Nikolić1, Tomislav Hublin21Faculty of Teacher Education, University of Zagreb 2Polytechnic of Medjimurje in Čakovec |
snjezana.mrakovic@ufzg.hr |
Kinesiology education and sports |
Number of the paper: 183 |
|
Abstract |
The aim of this research was to determine how kindergarten teachers, with regard to their years of work experience, estimate the importance of physical activities impact on the development of preschool children, as well as the implementation of structured and unstructured physical activities in kindergarten. A total of 112 kindergarten teachers participated in the research. For this purpose, a scale of 19 statements was constructed, on which the value was estimated from 1 (do not agree at all) to 5 (completely agree). Using factor analysis, 4 main components were isolated, which in total explain 45% of the variance. With varimax rotation, 4 factors were obtained - teachers' competence and motivation for implementing physical activities in kindergarten (6 items), influence of regular physical activity on children's development (5 items), implementing physical activities in kindergarten (5 items), support and material conditions (4 items). The differences in factors with regard to years of work experience were calculated by the Mann Whitney U test. The results showed significant differences in favor of kindergarten teachers with 11 and more years of work experience in the factors of influence of regular physical activity on children's development and support and material working conditions. Teachers with more years of work experience have a significantly more positive attitude towards physical activity on the development of children. They also estimate that they have more support from the school principal and other professional services in the implementation of kinesiological activities, as well as more sports requisites and equipment for various physical activities. |
Key words |
educators, free play, preschool age, self-assessment, structured physical activities |
Snježana Mraković1, Ivana Nikolić1, Tomislav Hublin21Faculty of Teacher Education, University of Zagreb 2Polytechnic of Medjimurje in Čakovec |
snjezana.mrakovic@ufzg.hr |
Kineziološka edukacija i sport |
Broj rada: 183 |
Sažetak |
Cilj ovoga istraživanja bio je utvrditi kako odgojitelji zaposleni u ustanovama ranoga i predškolskoga odgoja i obrazovanja, s obzirom na godine radnoga iskustva procjenjuju važnost utjecaja tjelesnih aktivnosti na razvoj predškolske djece kao i provođenje strukturiranih i nestrukturiranih tjelesnih aktivnosti u vrtiću. Ukupno je sudjelovalo 112 odgojitelja. U tu svrhu konstruirana je skala s 19 tvrdnji na kojoj se vrijednost procjenjivala od 1 (uopće se ne slažem) do 5 (u potpunosti se slažem). Faktorskom analizom izolirane su 4 glavne komponente koje ukupno objašnjavaju 45 % varijance. Uz varimax rotaciju dobivena su 4 faktora –kompetencije i motivacija odgojitelja za provođenje tjelesnih aktivnosti u vrtiću (6 čestica), utjecaj redovite tjelesne aktivnosti na razvoj djece (5 čestica), provođenje tjelesne aktivnosti u vrtiću (5 čestica), podrška i materijalni uvjeti (4 čestice). Razlike u faktorima s obzirom na godine radnoga iskustva izračunate su Mann Whitney U testom. Rezultati su pokazali značajne razlike u korist odgojitelja s 11 i više godina radnoga iskustva u faktorima utjecaja redovite tjelesne aktivnosti na razvoj djece te podrške i materijalnih uvjeta rada, odnosno odgojitelji s više godina radnoga iskustva imaju značajno pozitivniji stav tjelesne aktivnosti na cjelokupni razvoj djece. Također, procjenjuju da imaju veću podršku ravnatelja i ostalih stručnih službi u provođenju kinezioloških sadržaja te više sportskih rekvizita i sprava za raznovrsne tjelesne aktivnosti. |
Ključne riječi |
odgojitelji; predškolska dob; samoprocjena; slobodna igra; strukturirane tjelesne aktivnosti |
The immediate impact of aerobic exercise on pre-math skills of 4–6-year-old children / Neposredan utjecaj aerobnoga vježbanja na predmatematičke vještine djece od 4 do 6 godina
|
Ivan Šerbetar1, Laura Horvat2, Maja Ivić31Faculty of Teacher Education, University of Zagreb 2Kindergarten Zvončić Nedelišće 3Kindergarten Vrbovec |
ivan.serbetar@ufzg.hr |
Kinesiology education and sports |
Number of the paper: 184 |
|
Abstract |
The current study assessed the acute effects of aerobic exercise on early numeracy skills of preschool children. Ninety-three children were randomly assigned to either an experimental group or a control group. Besides 5 minutes of warm-up and 5 minutes of cooling down activities, the exercise protocol performed by the experimental group involved games and relay races at moderate to high intensity for 20 min. Immediately following the exercise participants from the experimental group completed tasks from math areas of numeracy, operations, geometry and spatial sense, patterning, and measurement. The same tasks were completed by the control group, but the time of the test was not related to the exercise. The experimental treatment was conducted once a week for one month, allowing four assessments. Composite scores of each testing were compared favoring children from the experimental group in two of four examinations. Findings from the current study suggest that acute exercise may benefit some aspects of early numeracy skills in preschool children. |
Key words |
early numeracy, exercise, preschool children |
Ivan Šerbetar1, Laura Horvat2, Maja Ivić31Faculty of Teacher Education, University of Zagreb 2Kindergarten Zvončić Nedelišće 3Kindergarten Vrbovec |
ivan.serbetar@ufzg.hr |
Kineziološka edukacija i sport |
Broj rada: 184 |
Sažetak |
U istraživanju su ispitani neposredni učinci aerobnoga vježbanja na rane matematičke vještine djece predškolske dobi. Devedeset i troje djece nasumično je raspoređeno u eksperimentalnu ili u kontrolnu skupinu. Osim 5 minuta aktivnosti zagrijavanja i 5 minuta opuštanja, protokol vježbanja eksperimentalne skupine uključivao je elementarne i štafetne igre umjerenoga do visokoga intenziteta u trajanju od 20 minuta. Neposredno nakon vježbanja ispitanici iz eksperimentalne skupine rješavali su zadatke iz matematičkih domena brojanje, računske operacije, geometrije i prostornih odnosa, uzorkovanja i mjerenja. Iste zadatke rješavala je i kontrolna skupina, no vrijeme testiranja nije bilo povezano s vježbanjem. Eksperimentalni tretman provođen je jednom tjedno u trajanju od mjesec dana, što je omogućilo četiri procjene. Usporedba kompozitnih rezultata u dva od četiri ispitivanja favorizira djecu iz eksperimentalne skupine. Nalazi trenutačnoga istraživanja pokazuju da bi neposredno vježbanje moglo koristiti nekim aspektima ranih matematičkih vještina kod djece predškolske dobi. |
Ključne riječi |
rano računanje; vježbanje; djeca predškolske dobi |
The relationship between students’ perceptions of their school environment and motivation for sport and exercise / Povezanost učeničkih percepcija školskoga okružja i motivacije za sport i tj
|
Ivan Šerbetar1, Mirta Marija Mušec21Faculty of Teacher Education, University of Zagreb 2Primary school Vladimi Nazor Budinščina |
ivan.serbetar@ufzg.hr |
Kinesiology education and sports |
Number of the paper: 185 |
|
Abstract |
The study aimed to examine the relationships between students' perception of their school environment, which includes the relationship between teachers, students, coaches, school equipment and arrangement, and the impact of the environment on student motivation for sports and exercise. The research was conducted on a sample of 139 children aged 7 to 10, who attend the second, third, and fourth grades. Students completed the Participation Motivation Questionnaire (PMQ; Gill, Gross, & Huddleston, 1983) and the School Environment Questionnaire (Q-SPACE; Robertson-Wilson, Lévesque, & Holden, 2007). Statistical analysis showed that children like to spend time with friends, prefer to do something they are good at, and do not pay attention to reputation and popularity. The data also showed that children were motivated by motor skill development, exercise, having fun, and a team atmosphere. The differences between the genders were not statistically significant. A high correlation between the motivation to participate and the school environment was found (r=.62, p<.01). The scales of skills/competitiveness (r= .47, p < .01) and team atmosphere (r=.44, p < .01) correlated the most with the social environment scale. According to the results of the current research, the school environment is important for children since they spend a significant part of their time at school. At school, they should be informed about the physical activities that are carried out within the school, but also in the community, so that they can acquire the habit of engaging in physical activities. |
Key words |
exercise equipment, exercise facility, motivation, school-age children |
Ivan Šerbetar1, Mirta Marija Mušec21Faculty of Teacher Education, University of Zagreb 2Primary school Vladimi Nazor Budinščina |
ivan.serbetar@ufzg.hr |
Kineziološka edukacija i sport |
Broj rada: 185 |
Sažetak |
U istraživanju je ispitan odnos između učeničke percepcije školskoga okružja, što uključuje odnos učitelja, učenika, trenera, opreme i uređenosti škole te utjecaja okružja na motivaciju učenika za sport i tjelovježbu. Istraživanje je provedeno na uzorku od 139 djece u dobi od 7 do 10 godina koja su pohađala drugi, treći i četvrti razred. Učenici su ispunjavali Upitnik o motivaciji za sudjelovanje (PMQ; Gill, Gross i Huddleston, 1983) i Upitnik o školskom okružju (Q-SPACE; Robertson-Wilson, Lévesque i Holden, 2007). Statistička je analiza pokazala da djeca vole provoditi vrijeme s prijateljima i radije rade nešto u čemu su dobri, a ne obraćaju pažnju na ugled i popularnost. Rezultati su također pokazali da su djeca bila motivirana razvojem motoričkih vještina, vježbanjem, zabavom i timskom atmosferom. Razlike među spolovima nisu bile statistički značajne. Utvrđena je visoka korelacija između motivacije za sudjelovanje i školskoga okružja (r = ,62, p < ,01). Ljestvice vještine/kompetitivnost (r = ,47, p < ,01) i timska atmosfera (r = ,44, p < ,01) najviše koreliraju s ljestvicom socijalnoga okružja. Sudeći prema rezultatima istraživanja, školsko je okružje važno za djecu budući da u školi provode značajan dio svojega vremena. U školi ih treba informirati o tjelesnim aktivnostima koje se provode unutar škole, ali i u zajednici, kako bi stekli naviku bavljenja tjelesnim aktivnostima. |
Ključne riječi |
oprema za vježbanje; prostor za vježbanje; motivacija; djeca školske dobi |