Suchergebnisse

Cilj je ovog preglednog rada istaknuti važnost rasprave o temi sveučilišne nastave i nastavničkih kompetencija visokoškolskih nastavnika. U sustavu visokog obrazovanja tijekom posljednjih desetljeća događaju se brojne promjene koje se uočavaju kroz drastičan porast i sve veću heterogenost studentske populacije, iz čega proizlazi potreba za redefiniranjem uloge sveučilišnog nastavnika. Iako sveučilišni nastavnici jesu stručnjaci u znanstvenim poljima kojima se bave, dubinsko poznavanje sadržaja predmeta poučavanja ne čini ih istodobno stručnjacima za nastavu. Istraživanja su pokazala da su programi pedagoškog osposobljavanja i usavršavanja sveučilišnih nastavnika učinkoviti u podizanju kvalitete sveučilišne nastave te da doprinose razvoju nastavničkih kompetencija, a njihova važnost konstantno se naglašava i u smjernicama strateških dokumenata na razini europske obrazovne politike. U hrvatskom sustavu visokog obrazovanja uočavaju se brojni izazovi koji doprinose negativnoj percepciji nastavničke profesije, stoga se javlja potreba za dubljim istraživanjem ove teme i promišljanjem o izazovima implementacije programa za osposobljavanje i usavršavanje sveučilišnih nastavnika. ; The aim of this paper review is to emphasize the importance of a discussion about teaching in higher education and teaching competencies of university teachers. In recent decades in higher education system, a number of changes has been evident, especially through a drastic increase and larger heterogeneity of student population, which implies the need to redefine the role of university teachers. Although university teachers are experts in their scientific fields, a deeper knowledge of teaching content does not make them experts on teaching at the same time. Research has shown that the programs of pedagogical education and training of university teachers are effective in raising the quality of university teaching and can contribute to the development of teacher competencies. The importance of those programs is constantly emphasized in the guidelines and strategic documents of European education policy. Numerous challenges that contribute to the negative perception of the teaching profession were identified in the Croatian system of higher education. Therefore, there is a need for a deeper study of this topic and a reflection on the challenges of the implementation of programs for education and training for university teachers.

This paper deals with various issues concerning the establishment and inauguration of the first Croatian supplementary school in Italy, the shaping of the curriculum and the forming of heterogeneous learning groups. The paper also deals with the political aspect of the new institution. This school, located in Rome, has remained active to this day, with a curriculum that differs from the one in use in the Molise region, the home of the officially recognized Croatian national minority. The methodology is based on the analysis of the statistical data issued by the Italian Ministry of Education, of the legal regulations in effect at the time when the school was established, as well as today, and on the analysis of the pedagogical and linguistic theories by Bruner, Such, Widdicombe, Ivir-Ashsworth, Jelaska and Cvikić. The paper aims to show the modern and, indeed, progressive qualities of educational and cultural procedures in Croatian supplementary school in Rome, based on the principles set by the above mentioned authors. The task accomplished by the school is set in the context of creating/enforcing the national identity based on the cultural, historical, psychological and sociological principles, expounded by the monk Martinac, and by Fromm, Smith, Supek and Anholt. The establishing, organizing and functioning of the school is also analysed in consideration of the legal framework in the period from 1998 to 2015, as well as regarding the aspect of cultural diversity and cultural integration.

In the contemporary society, creativity is one of the most desirable abilities which an individual can possess in all the fields of human activity. On the other hand, educational policy and national curriculums marginalize the importance of art subjects in most countries in the world, while the advantage is given to STEM disciplines (science, technology, engineering, mathematics). Although creativity, according to many educational standards, is one of the key abilities, in teaching practice routine activities are still valued more than creative ones. However, it is the art subjects which develop creativity (constructive) potential within an individual, although this also heavily depends on a teacher/professor, on his/her methodological approach and abilities within the scope of professional activity. Therefore, we conducted empirical research in Visual Arts Teaching Methodology training and non-training primary schools. We expected that we would foster students' development of creativity through regular collaboration with university, problem-based learning of art and artistic language, inventiveness in creating art assignments and through increasing public awareness of harmfulness of stereotypical artistic expression. Among a large number of verified tests of creativity, Urban-Jellen test "The Test for Creative Thinking - Drawing Production (TCT-DP)", which is based on the activity of drawing, was selected and used in this study. We wanted to know whether there was a statistically significant difference between training and non-training schools in students' performance on the test used to examine the level of creativity. The level of statistically significant difference between the control group and the experimental group was determined by a chi-squared test. The research has been carried out in elementary schools in the area of the city of Zagreb, on the sample that included the students of fourth and eighth grade. The results of the research indicate that there is a possible influence of collaboration between the mentors and university professors and students of teacher-training college within the scope of Visual Arts Teaching Methodology course on students' creativity. ; U suvremenom je društvu kreativnost jedna od najpoželjnijih sposobnosti koju pojedinac posjeduje u svim područjima ljudskog djelovanja. S druge strane, obrazovna politika i nacionalni kurikuli u većini zemalja svijeta umjetničke predmete marginaliziraju po važnosti, a prednost se daje STEM (engl. science, technology, engineering, mathematics) disciplinama. Iako je, prema mnogim obrazovnim standardima, kreativnost jedna od ključnih kompetencija u nastavničkoj praksi, i dalje se vrednuju rutinske više nego kreativne aktivnosti. Upravo umjetnički predmeti u obrazovanju razvijaju u pojedincu kreativni (stvaralački) potencijal, ali to uvelike ovisi i o učitelju/nastavniku, o njegovu metodičkom pristupu i kompetencijama u okviru profesionalnog djelovanja. Stoga smo proveli empirijsko istraživanje u mentorskim (za Metodiku likovne kulture) i nementorskim osnovnim školama. Očekivalo se da će se redovitom suradnjom s fakultetom, putem likovnojezične problemske nastav, inventivnosti u osmišljavanju likovnih zadataka i osvještavanjem problematike štetnosti stereotipnog likovnog izražavanja utjecati na razvoj kreativnosti kod učenika. Između većeg broja provjerenih testova kreativnosti, upotrijebljen je Urban - Jellen "The Test for Creative Thinking - Drawing Production (TCT-DP)", koji se temelji na crtačkoj aktivnosti. Zanimalo nas je postoji li statistički značajna razlika između mentorskih i nementorskih škola u rješavanju testa kojim se ispituje stupanj kreativnosti. Stupanj značajnosti razlike između kontrolne i eksperimentalne skupine statistički je utvrđen hi-kvadrat testom. Istraživanje je provedeno u osnovnim školama na području Grada Zagreba, na uzorku koji je obuhvaćao učenike četvrtih i osmih razreda. Rezultati istraživanja ukazuju na moguć utjecaj suradnje učitelja mentora sa sveučilišnim nastavnicima i studentima učiteljskih studija u okviru Metodike likovne kulture na kreativnost učenika.

In a sample of 347 elementary school subject teachers from Slovenia (N = 176) and Croatia (N = 171), the authors investigated teachers' orientations to work (as a job, a career, and a calling) and their well-being with respect to different stages of teachers' professional development. Results have shown the presence of a calling orientation to work and its positive relationship to job satisfaction and life satisfaction. Although significant differences between Slovenian and Croatian teachers were not expected due to shared historical, cultural and political background, some interesting differences were observed. The results of MANOVA showed that teachers differed significantly in their work orientations regarding nationality and the length of their working experience. Results were discussed in the context of stages of professional development and the social status of teachers in both countries. ; Na uzorku od 347 nastavnika predmetne nastave iz Slovenije (N = 176) i Hrvatske (N = 171) autori su ispitivali odnos orijentacije nastavnika prema radu (kao posao, karijera i poziv) i njihove dobrobiti u različitim fazama profesionalnog razvoja. Prema dobivenim rezultatima izdvaja se orijentacija prema radu kao pozivu, koja je u pozitivnoj vezi s većim zadovoljstvom poslom i zadovoljstvom životom. Iako se, zbog zajedničke povijesne, kulturne i političke pozadine, nisu očekivale značajne razlike između slovenskih i hrvatskih nastavnika, ipak su uočene neke zanimljive razlike. Rezultati MANOVE pokazali su da su se nastavnici značajno razlikovali u svojim orijentacijama prema radu, ovisno o državljanstvu i duljini radnog iskustva. O rezultatima se raspravlja u kontekstu razumijevanja faza profesionalnog razvoja i socijalnog statusa nastavnika u obje zemlje.

Problem solving in Germany has roots in mathematics and psychology but it found its way to schools and classrooms, especially through German Kultusministerkonferenz, which represents all government departments of education. For the problem solving standard to get implemented in schools, a large scale dissemination through continuous professional development is very much needed, as the current mathematics teachers are not qualified to do so. As a consequence, one organ in Germany focuses on setting up courses for teacher educators who can "multiply" what they have learned and set up their own professional development courses for teachers. However, before attaining to this work, it is crucial to have an understanding what conceptions about teaching problem solving in mathematics classroom mathematics teacher educators hold. In this research report, I focus on mathematics teacher educators' conceptions about problem solving standard and their effects regarding a large-scale dissemination. ; Problem solving in Germany has roots in mathematics and psychology but it found its way to schools and classrooms, especially through German Kultusministerkonferenz, which represents all government departments of education. For the problem solving standard to get implemented in schools, a large scale dissemination through continuous professional development is very much needed, as the current mathematics teachers are not qualified to do so. As a consequence, one organ in Germany focuses on setting up courses for teacher educators who can "multiply" what they have learned and set up their own professional development courses for teachers. However, before attaining to this work, it is crucial to have an understanding what conceptions about teaching problem solving in mathematics classroom mathematics teacher educators hold. In this research report, I focus on mathematics teacher educators' conceptions about problem solving standard and their effects regarding a large-scale dissemination.

Poslije kratka presjeka važnijih događaja vezanih uz povijest Franjevačke provincije Bosne Srebrene autor analizira važnije odredbe franjevačkoga zakonodavstva s obzirom na školstvo koje su omogućile njegov snažan razvoj u razdoblju poslije Tridentskoga koncila i koje su bitno utjecale ne organizaciju i rad franjevačkih obrazovnih ustanova na ovim prostorima. Poseban je naglasak na odredbama što su se odnosile na studij filozofije čija je svrha bila pripremiti studente za što kvalitetniji studij bogoslovije. S tim je ciljem na generalnom kapitulu franjevačkoga reda održanome u Rimu 1694. godine propisano da se filozofija predaje najmanje tri godine i da se u njezinu okviru studiraju summulae (logica minor), logika (logica maior), fizika, metafizika, animistika (znanost o duši), učenje o nastanku i propadanju tvari te kozmologija. Nastavni je sadržaj bio vezan uz učenje Ivana Duns Škota i Bonaventure. Metoda je bila strogo skolastička. Međutim, daljnje su reforme išle za približavanjem državnih i crkvenih sveučilišnih programa. Iz odredaba vezanih za studij filozofije u Bosni Srebrenoj vidljivo je da su provincijske uprave nastojale što dosljednije provoditi propise što ih je donosio general reda i, koliko je to bilo moguće, držati korak s trendovima na zapadnim učilištima. Kada to okolnosti nisu dopuštale, svoje su gojence slali na studij u inozemstvo. ; After a short review of more important events related to the history of the Franciscan province Silver Bosnia the author analyzes more significant regulations of the Franciscan legislature with regard to education which enabled its strong development in the period after the Trident Council and which had a strong influence on the organization and work of the Franciscan educational institutions in these areas. The special emphasis is on the regulations which referred to the study of philosophy, the purpose of which was to prepare students for the quality study of theology. With that goal the general Franciscan body of canons held in Rome in 1694 stipulated that philosophy must be taught at least three years and that in its framework summulae (logica minor), logics (logica maior), physics, metaphysics, science about soul, study about the emergence and decadence of a matter and cosmology must be learned. The teaching content was connected with the study of Ivan Duns Scotsman and Bonaventure. The method was strictly scholastic. However, further reforms went in direction of drawing closer the state and church university curricula. From the regulations related to the study of philosophy in Silver Bosnia it is visible that the provincial authorities were trying to implement the regulations made by the general of order and, as much as possible, keep pace with trends in the western educational institutions. When the circumstances did not allow that, they sent their students to study abroad.

In the aftermath of the 5th Regional Conference on Cadastre and Spatial Data Infrastructure (Banja Luka and Laktaši, Bosnia and Herzegovina, June 6–8, 2012), the Republic Authority for Geodetic and Property Affairs of the Republic of Srpska and the Federal Administration for Geodetic and Real Property Affairs published the 5th Regional Study on Cadastre and Spatial Data Infrastructure. The study was produced in the frame of the Project INSPIRATION – Spatial Data Infrastructure in the Western Balkans, which is being realized for the benefit and with cooperation of representatives of eight geodetic administrations in the region (Albania, Bosnia and Herzegovina, Montenegro, Croatia, Kosovo, Macedonia, Serbia) by consortium led by German company GFA of Hamburg, in cooperation with GDi GISDATA of Zagreb, experts from the Austrian Environmental Agency and German company con terra GmbH and financed from the European Union IPA funding programme for 2010. ; Nakon 5. regionalne konferencije o katastru i infrastrukturi prostornih podataka (Banja Luka i Laktaši, Bosna i Hercegovina, 6–8. lipnja 2012.) Republička uprava za geodetske i imovinsko pravne poslove Republike Srpske i Federalna uprava za geodetske i imovinsko pravne poslove Federacije Bosne i Hercegovine izdale su 5. regionalnu studiju o katastru i infrastrukturi prostornih podataka. Studija je izrađena u okviru projekta INSPIRATION – the SDI in the Western Balkans, kojeg za potrebe i uz suradnju predstavnika osam geodetskih uprava u regiji (Albanija, Bosna i Hercegovina, Crna Gora, Hrvatska, Kosovo, Makedonija, Srbija), realizira konzorcij na čelu s njemačkom tvrtkom GFA iz Hamburga u suradnji s tvrtkom GDi GISDATA iz Zagreba, stručnjacima austrijske Agencije za okoliš i njemačke tvrtke con terra GmbH, a financira se iz sredstava programa IPA Europske unije za 2010. godinu.

This article focuses on the presence of the concept of dissimilitude in the selection of literary texts for children prescribed by the syllabi in Croatia and Serbia. The comparative analysis is based on providing a list of texts for the first cycle of education in the two syllabi through a concept-based (transcending the text) observation of dissimilitude, as well as a content-based (text-inherent) analysis of the presence of dissimilitude in these texts in its broadest sense. In the literary texts prescribed by the Republic of Croatia and the Republic of Serbia, the field of dissimilitude thematization can largely be attributed to the nature of the literary work itself, rather than the curricular or concept-based education policy behind the current syllabi. The paper presents results of the analyses of the two syllabi that are conceptually quite different. The aim of this paper is to compare educational strategies for teaching literature in two countries – Croatia and Serbia – by analysing the presence of dissimilitude in a selection of literary texts. ; U radu se razmatra prisutnost koncepta različitosti u izboru književnih tekstova za djecu koje propisuju nastavni programi u Hrvatskoj i Srbiji. Komparativna analiza polazi od popisa tekstova za prvi ciklus školovanja u oba programa i uočavanja koncepta različitosti u samim programskim koncepcijama (transcedentno tekstu), ali i sadržajima, putem analize prisustva najšire shvaćene teme različitosti u tim tekstovima (imanentno tekstu). U tekstovima propisanim u RH i RS s obzirom na polje tematizacije razlika se u najvećoj mjeri može pripisati prirodi djela, a ne programskoj i koncepcijskoj obrazovnoj politici važećih programa. U radu se iznose rezultati analiza programa koji su koncepcijski sasvim različiti. U odnosu na koncept različitosti u djelima oba programa razmatra se niz problema koji prate fenomen razlike. Cilj je rada usporediti obrazovne strategije nastave književnosti dviju zemalja – Hrvatske i Srbije – na primjeru analize prisustva koncepta različitosti u izboru književnog teksta.