Suchergebnisse

Being outdoors allows children to explore, experience natural phenomena, it gives them more space and freedom for development. Educators should arouse children's interest in nature so that children develop feelings and learn from experience. The research aimed at determining the attitudes and reflections of educators employed in preschool institutions in the Republic of Croatia regarding the attitudes and reflections of educators about being outdoors. The research was conducted on a sample of 351 educators. A measuring instrument designed for the needs of this research was used. The results of the research show that 53% of educators agree or completely agree with the statement that they spend their free time in nature. Furthermore, 35.6% spend up to 6 hours a week walking, recreation, cycling and the like. Regarding the statement which limiting factors prevent going outdoors with children, 58.1% of educators completely agree or agree with the statement. We asked the respondents which other limiting factor they see as an obstacle and 36.9% mentioned the weather. Educators are the ones who decide whether children will spend time outdoors. This affects children's different experiences because their time outdoors depends on the beliefs and attitudes of their educators.

The transition to online teaching during the COVID-19 pandemic included almost all teachers and students. Digital (inadequate) skills and (in)competencies of both teachers and students have come to the fore. Accelerated adaptation, getting used to new forms of work, learning and teaching in these two years has introduced significant changes in the educational process and has shown the need to revise the educational system and the need for modernization and transformation. The study presents the results of a survey of a sample of 1,600 upper primary teachers in primary schools in the Republic of Croatia, which aimed to examine their attitudes and impressions regarding the implementation of online teaching during the pandemic COVID-19. The results of the research showed the following: The vast majority of respondents (94.1%) answered that the classic form of teaching is better than online teaching. Most of the respondents spent 2 to 4 hours in the preparation and evaluation of student materials.

IN CROATIAN: Autor u radu iz teorijske perspektive historijskog institucionalizma i koncepta promjene politike detektira i analizira pokretače promjene te ključne uvjete koji su omogućili ili spriječili promjenu politike osiguravanja kvalitete na javnim sveučilištima u Hrvatskoj u periodu od 2001. do 2013. godine. Radom je obuhvaćeno sedam javnih sveučilišta – Sveučilište u Zagrebu, Sveučilište u Splitu, Sveučilište u Rijeci, Sveučilište Josipa Jurja Strossmayera u Osijeku, Sveučilište u Zadru, Sveučilište u Dubrovniku, te Sveučilište Jurja Dobrile u Puli. Koristeći se kvalitativnim metodama (usmjerena analiza sadržaja i polustrukturirani intervjui) kojima se prati proces promjene politike utvrđeno je da su glavni pokretači promjene izvanjski. Glavni zaključak je da institucionalna struktura može biti preduvjet koji omogućuje akterima provedbu promjene, ali da su pojedine karakteristike aktera, poput njihovih kapaciteta, nužne da bi se promjena i dogodila. --- IN ENGLISH: From the theoretical perspective of historical institutionalism and concept of policy change the author detects and analyzes the initiators of change and key conditions that enabled or prevented the change in quality assurance policy at public universities in Croatia from 2001 to 2013. The analysis includes seven public universities – the University of Zagreb, the University of Split, the University of Rijeka, the Josip Juraj Strossmayer University of Osijek, the University of Zadar, the University of Dubrovnik and the Juraj Dobrila University of Pula. Using qualitative methods (directed content analysis and semi-structured interviews) to follow the process of policy change, it has been established that the main motors of change are external. The main conclusion is that the institutional structure can be a prerequisite that enables actors to implement change, but that certain features of actors, such as their capacities, are necessary for policy change.

Two films, The Joy Luck Club (Wayne Wang, 1993) and The Visitor (Tom McCarthy, 2007), establish their performative potential within the realm of postclassical narratology and the politics of identity. Their discursive practice is examined as a symptom of society (i.e. multiculturalism), and a reflection of culture (i.e. identity). Regarding EL students' attitudes towards films, a preliminary survey has been conducted at Juraj Dobrila University of Pula (2020/21); Films are mainly watched for entertainment; Hence this paper aims to contextualize film representations in shaping the Western viewer's cultural experience. While the discourse-driven analysis provides useful insights about questioning the myth of American Creed, the storytelling strategies assist in clarifying the character-based relations to the identity stereotypes. The research results present the context and language-based means of cognition through visual and verbal binary oppositions, which are engaging and potentially applicable in work with students in English language teaching. Film representations are phenomenologically encompassed in the prototypical communicative strata as relevant tools for developing critical visual analytical skills. It assists in utilizing films as tools not only in second language acquisition, e. g. ELT, but also in accessing cultural nuances through language learning.