Suchergebnisse

Student misbehaviour entails all student behaviour which impedes the conduction of classes and interrupts the teaching-learning process. Previous research on the topic indicates such student behaviour has negative consequences for student achievement and the work and job satisfaction of teachers. This research aimed at examining which misbehaviours are perceived and to which measure by primary and secondary school teachers in Croatia, and the differences in these perceptions with regard to teachers' self-efficacy and the type of school they work at. Moreover, teacher satisfaction with support, education, legislation, and their intention of leaving the profession were also explored. The results showed that the most frequent misbehaviour entails not following instructions and not paying attention during lessons. Self-efficient teachers perceive student misbehaviour less, wherein class teachers perceive it the least. In solving problems related to student misbehaviour, teachers mostly rely on themselves and somewhat less on the help from expert associates, while they feel the most satisfied with the help provided by their colleagues. Teachers are generally dissatisfied with the existing legislation and most of them have not been educated in the field of classroom management in the course of their studies or in the form of additional professional training. Almost all the teachers consider teaching a demanding profession and more than one third of the participants would change their job if the opportunity arose. ; Neprimjerena su ponašanja učenika sva ona koja ometaju rad u učionici i prekidaju proces učenja i poučavanja. Dosadašnja istraživanja ukazuju kako takva ponašanja učenika imaju negativne posljedice na postignuća učenika te na rad i zadovoljstvo poslom učitelja. Ovim se istraživanjem nastojalo ispitati koja neprimjerena ponašanja i u kojoj mjeri doživljavaju učitelji u osnovnim i srednjim školama u Hrvatskoj te razlike u tim percepcijama s obzirom na njihovu samoučinkovitost i vrstu škole u kojoj rade. ...

Profesionalni razvoj odgojitelja dio je oblikovanja kurikula ustanove ranoga i predškolskog odgoja i obrazovanja i u velikoj se mjeri odražava na cjelokupan kontekst u kojemu se kurikul konstruira, oblikuje i živi. Ovaj se rad bavi aktualnim pitanjima razvoja odgojiteljske profesije u okolnostima definiranima stalnim društvenim, političkim i tehnološkim promjenama. U prvome dijelu rada govorit će se o obilježjima zanimanja koje sebe želi artikulirati kao profesiju te specifičnim obilježjima odgojiteljske profesije i profesionalnog identiteta. Sljedeća je važna tema kompetencijski okvir odgojitelja, poglavito važnost cjeloživotnoga učenja kao ključnog elementa profesionalnog razvoja. Uz različite formalne i neformalne modalitete učenja u radu se osobito vrijednima ističu oni oblici stručnog usavršavanja koji se događaju ili bi se trebali događati unutar profesionalne zajednice. ; The professional development of teachers is a part of an institution's early and pre-school education curriculum design and it, to a large extent, affects the entire context in which the curriculum is constructed, formed and in which it lives. This paper addresses the topical issues of development of teacher profession in the circumstances defined by constant social, political and technological changes. The first part of the paper addresses the characteristics of the occupation that wants to articulate itself as a profession and the specific features of ECEC teacher profession and professional identity. The next important topic is the competence framework of teachers, and in particular the significance of the lifelong learning as the key element of professional development. In addition to various formal and informal learning modalities, the paper highlights as especially important the forms of professional development that take place or should take place within the professional community.

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.

In order for a preschool teacher to develop into a competent individual and continuously strengthen his/her professional identity, it is of great importance to work on all aspects of lifelong professional development. Since the academic year 2009/2010, preschool teachers have the opportunity to continue their education at university graduate studies in the Republic of Croatia in order to acquire and/or develop their competences, knowledge and skills necessary for the development of professionalism. It is the responsibility of not just the individual, but also the professional community to enable the development of preschool teacher profession in all those areas crucial to the advancement of early and preschool education system. In this sense, formal education enables acquisition of competences needed to create educational policy within the institutions. In order to determine whether preschool teachers consider themselves competent and in which areas, a self-assessment questionnaire of professional competences was developed. The aim of this research is to gain insight into the number of preschool teachers who consider themselves professionally competent for creating educational policy in the institution they work in. Furthermore, this research will examine whether there are differences in self-assessments of professional competences between preschool teachers - graduate students and preschool teachers who completed undergraduate studies, both employed in preschool institutions, and on what dimensions those estimates show correlation. ; Kako bi se odgojitelj razvijao u kompetentnog pojedinca te kontinuirano osnaživao svoj profesionalni identitet, od velike je važnosti rad na sebi putem svih oblika cjeloživotnog stručnog usavršavanja. Od akademske godine 2009./2010. u Republici Hrvatskoj odgojitelji imaju mogućnost nastaviti svoje obrazovanje na sveučilišnom diplomskom studiju kako bi stekli i/ili razvili svoje kompetencije, znanja i vještine koji su potrebni za razvoj profesionalizma. Odgovornost, ne samo pojedinca već i profesionalne zajednice, jest omogućiti razvoj odgojiteljske profesije u svim onim dijelovima ključnim za napredovanje ranog i predškolskog odgojno-obrazovnog sustava. Formalno obrazovanje, u tom smislu, omogućuje stjecanje kompetencija potrebnih za kreiranje obrazovne politike unutar vlastitih ustanova. Kako bi se procijenilo smatraju li se i u kojim se područjima odgojitelji kompetentnima, konstruiran je upitnik za samoprocjenu profesionalnih kompetencija. Cilj je ovog istraživanja dobiti uvid u to koliko se odgojitelji smatraju profesionalno kompetentnima za kreiranje obrazovne politike ustanove u kojoj rade. Nadalje, ispitat će se postoje li razlike u samoprocjenama profesionalnih kompetencija odgojitelja – polaznika diplomskih studija koji su u radnom odnosu u predškolskim ustanovama i odgojitelja sa završenim stručnim ili preddiplomskim studijem također u radnom odnosu, te na kojim dimenzijama postoji povezanost njihove procjene.

Participation in a technological society demands deep and critical understanding of technology and its impact on each individual, the environment and society. Achieving technological literacy has become an imperative of national policies; hence, the role of education and adequate teacher training has become vital. In recent years, research in technology education has begun incorporating studies of pre-schools, but technology education in pre-schools still remains less studied. The research focuses on technological literacy of pre-service pre-school teachers. Most of them think that technology, technology education and knowledge are very important for pre-school teachers even if they consider their aptitudes to be low. Part-time students, in comparison to full-time students, exhibit higher technological literacy and more highly assess the impact of everyday technological environment on the lives of individuals, the need for technological knowledge in the lives of modern people, the importance of technology education in kindergarten, the importance of technological knowledge for quality professional work of pre-school teachers, the importance of technology education during their study at the faculty, and their own competencies in the technological field. ; Život u društvu u kojemu tehnologija zauzima važno mjesto zahtijeva duboko i kritičko razumijevanje tehnologije i njezina utjecaja na svakog pojedinca, okolinu i društvo. Postizanje tehnološke pismenosti postao je imperativ nacionalnih politika; stoga je uloga obrazovanja, uz adekvatno osposobljavanje učitelja, iznomno važna. Posljednjih godina istraživanja u području tehnološkog obrazovanja uključuju i istraživanja vezana uz predškolski odgoj i obrazovanje, ali poučavanje tehnologije u predškolskim ustanovama još se uvijek nedovoljno istražuje. Istraživanje je usmjereno na tehnološku pismenost studenata programa predškolskog odgoja. Većina studenata smatra da su tehnologija, tehnološko obrazovanje i znanje iznimno važni za odgojitelje, iako svoje sposobnosti u navedenom području ocjenjuju niskima. Izvanredni studenti, za razliku od redovnih, pokazuju veću tehnološku pismenost i daju veću važnost utjecaju svakodnevnog tehnološkog okruženja na živote pojedinaca, potrebi za tehnološkim znanjem u životu modernog čovjeka, važnosti tehnološkog obrazovanja u predškolskim ustanovama, važnosti tehnološkog znanja za kvalitetan profesionalni rad odgojitelja, važnosti tehnološkog obrazovanja tijekom studija i svojim kompetencijama u području tehnologije.

Teacher education at both pre-service and in-service levels is a crucial factor in terms of developing democratic schools. Pre-service education is the first step in the professional development of teachers. Perhaps democratic education should commence at this stage. For this reason it is important to know pre-service teachers' opinions about democratic education and the characteristics of democratic schools. This study aims to investigate pre-service primary teachers' perceptions about democratic education and the main characteristics of democratic schools. The study was designed within basic qualitative research approach. The study group consists of six primary pre-service teachers who attend the 4th year of teacher education programme at a faculty of education. A semi-structured interview form was used for data gathering. Data were analysed using the "content analysis" method. The findings of the study illustrate that pre-service teachers conceptualize the term of democracy with different words based on their experiences; what is more, pre-service teachers have not fully internalized the concept of democracy. The results of the study show that according to pre-service teachers, democracy education can be realized through thematic learning and hands-on activities. It is recommended that policy makers should be aware of the atmosphere of democratic schools and that a curriculum should be designed thematically, which includes democracy in all attainment targets. ; Obrazovanje učitelja na razini osposobljavanja budućih učitelja i na razini usavršavanja zaposlenih učitelja ključan je faktor za razvoj demokratskih škola. Obrazovanje budućih učitelja prvi je korak u profesionalnom razvoju učitelja. Stoga bi možda i demokratsko obrazovanje trebalo započeti na toj razini. Upravo je zbog toga važno znati kakva stajališta imaju budući učitelji o demokratskom obrazovanju i o karakteristikama demokratskih škola. Cilj ovoga istraživanja jest proučiti percepciju budućih učitelja primarnoga obrazovanja o demokratskom obrazovanju i o osnovnim karakteristikama demokratskih škola. Istraživanje je oblikovano u okviru kvalitativnoga pristupa istraživanju. Skupina koja je sudjelovala u istraživanju sastojala se od šest budućih učitelja primarnoga obrazovanja koji su upisani u četvrtu godinu programa za obrazovanje učitelja na učiteljskom fakultetu. Za dobivanje podataka koristio se polustrukturirani intervju. Podatci su analizirani primjenom metode "analize sadržaja". Rezultati istraživanja pokazuju da budući učitelji koncipiraju pojam demokracija različitim riječima i na osnovi njihovih iskustava; štoviše, budući učitelji nisu u potpunosti usvojili pojam demokracija. Nadalje, prema stavovima budućih učitelja, demokratsko obrazovanje može se ostvariti putem tematskog i praktičnog učenja. Savjetuje se da tvorci obrazovne politike budu u potpunosti osviješteni o atmosferi demokratskih škola te da se kurikul tematski osmišljava, što uključuje demokratičnost na svim razinama postignuća.

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.

Cilj ovog rada je prikaz usporedne analize između dva kolegija koji se predaju na učiteljskim fakultetima u Danskoj i Hrvatskoj, a putem kojih se studenti osposobljavaju za poučavanje prirodnih znanosti u osnovnim školama. To su kolegiji Priroda i tehnika u Danskoj te Metodika prirode i društva u Hrvatskoj. Poučavanje prirodnih znanosti je jedan od najkompleksnijih predmeta u osnovnoj školi, a na učiteljskim fakultetima jedan od najzahtjevnijih kolegija. Provedena analiza obuhvaća karakteristike obrazovnog sustava u ovim zemljama, sadržaje kolegija i specifičnosti inicijalnog obrazovanja učitelja s posebnim osvrtom na neophodne kompetencije u poučavanju ovih predmeta u osnovnoj školi. Na temelju usporedne analize može se zaključiti da studijski program Metodike prirode i društva u Hrvatskoj nedovoljno priprema buduće učitelje za sudjelovanje u znanstvenim istraživanjima, suradnju s predstavnicima lokalne zajednice kao i za cjeloživotno učenje. Imajući na umu, da se u demokratskim društvima, koji se temelje na znanju i aktivnom sudjelovanju njihovih građana, od učitelja očekuje da razviju kod svojih učenika vještine istraživanja, komunikacije i intelektualnog razvoja tijekom života, pitanje je kako oni mogu uspješno ostvariti svoju profesionalnu zadaću, ako ih učiteljski fakulteti adekvatno ne osposobe prije ulaska u školu. ; The aim of this paper is to present the results of a comparative analysis of the two courses taught at teacher training institutions in Denmark and Croatia through which students are prepared to teach science at primary schools, namely the course on Nature and Techniques taught in Denmark and the course on Teaching Science taught in Croatia. Science is one of the most complex subjects to teach in primary schools and one of the most demanding subjects at teacher training faculties, in general. The analysis encompassed the characteristics of public education systems in both countries, the content of the courses and the specificities of the teacher pre-service training to implement this subject, with emphasis on competences required to teach them in primary schools. The analysis of teacher training curricula yielded that Teaching Science poorly prepares Croatian future teachers for participating in scientific research, establishing contacts with the representatives of local community, as well as for lifelong learning. Having in mind that, in democratic societies based on knowledge and participation, teachers are expected to develop in their students the skills for inquiry, communication and intellectual growth throughout their lives, the question emerges on how they could fulfil their professional tasks if teacher training faculties fail to properly prepare them before they enter schools.

In Serbia, beginning teachers are under constant pressure since they are obliged to follow and implement all education laws and by-laws which determine the accountabilities of all the stakeholders of the educational system, even though during the initial teacher education they do not meet with the mentioned legislation. Beginning teachers are also required to implement different teaching methods, to adjust classroom conditions and instruction to the students' individual needs. This often becomes a barrier and what is more, schools often lack the capacity to provide enough support for beginning teachers, while the existing accredited professional development programs do not cover the necessary content. A way to bridge the gap between the initial teacher education and the existing offer of professional development programs is to identify the types of support the beginning teachers need and to create professional development programs tailored especially for them. Driven by this proposition, the Regional Centers for Professional Development in Serbia conducted a research study among teachers who have up to 5 years of work experience in order to create a program that fully meets their needs. The results of the research will be presented in this paper. ; U Srbiji su učitelji početnici pod stalnim pritiskom jer su obvezni pratiti i implementirati sve zakone o odgoju i obrazovanju, kao i lokalne propise kojima se utvrđuje odgovornost sudionika obrazovnoga sustava, usprkos tome što se tijekom svojega početnog obrazovanja ne susreću sa spomenutim dokumentima. Od učitelja početnika također se očekuje da se koriste različitim metodama poučavanja i da uvjete u razredu i svoju poduku prilagode individualnim potrebama svojih učenika, što im često predstavlja poteškoće. Osim toga, školama često nedostaje kapaciteta da osiguraju dovoljno podrške za učitelje početnike, a postojeći akreditirani programi profesionalnoga razvoja ne obuhvaćaju potrebne sadržaje. Jedan način za premošćivanje jaza između početnog obrazovanja učitelja i postojeće ponude programa profesionalnog razvoja jest identificirati vrste podrške potrebne učiteljima početnicima i posebno za njih izraditi programe profesionalnog razvoja. Na temelju te zamisli Regionalni centri za profesionalni razvoj zaposlenih u obrazovanju u Srbiji proveli su istraživanje među učiteljima koji su imali do 5 godina radnoga staža u obrazovanju sa svrhom izrade programa koji bi bio u potpunosti usklađen s njihovim potrebama. Rezultati toga istraživanja bit će prezentirani u ovome radu.

Provedba inkluzivnog odgoja i obrazovanja mora biti opća politika i praksa, a kako bi se unaprijedila u određenoj mikro regiji bilo je potrebno istražiti stavove učitelja i nastavnika Ličko-senjske županije o dosadašnjem iskustvu, oblicima i načinima rada sa učenicima s posebnim potrebama. Rezultati istraživanja pokazuju da učitelji osnovnih škola ove županije imaju umjerene do krajnje pozitivne stavove o provedbi inkluzije, dok srednjoškolski nastavnici pokazuju veće nezadovoljstvo procjenom inkluzivne prakse u svojim školama. Inkluzivna praksa u školama u ovoj županiji je općenito vrlo dobra. Međutim, rezultati pokazuju nedostatno formalno obrazovanje učitelja i nastavnika u sadržajima vezanim za poučavanje učenika različitih sposobnosti, što nastoje nadoknaditi različitim stručnim usavršavanjima. Većina ispitanih učitelja i nastavnika ima potporu u radu s ovim učenicima te dobru suradnju sa stručno-razvojnom službom škole. Darovite i talentirane učenike usmjeravaju na dodatne izvanškolske i izvannastavne aktivnosti, kao i na posebne oblike školovanja. Učitelji i nastavnici s manje formalnog obrazovanja za rad sa učenicima s posebnim potrebama usmjereniji su na metodičko-didaktičke aspekte rada s njima. ; All-inclusive education should be deeply rooted into the policy and practice of the educational system. In order to develop it further in certain micro regions it was necessary to research teachers from Lika and Senj County attitudes towards previous experiences, forms and manners of teaching practice with pupils with special needs. Main results of this research show that primary school teachers in this County have moderate to very positive attitudes on the implementation of inclusion; while secondary school teachers show higher degree of dissatisfaction when evaluating implementation of inclusion practice in their schools. The results indicate overall very good inclusive practice in this County. On the other hand, the results indicate insufficient formal teacher training in ways of teaching pupils with different abilities, which teachers try to compensate with various additional professional training. Most teachers in this County have support regarding special needs pupils, as well as good cooperation with the professional development team in the school. Gifted pupils are streamlined to take up additional activities and special forms of education by teachers. Teachers who have less professional training in working with these pupils tend to be more inclined toward methodically didactic teaching approach.

Rasprave i istraživanja o europskoj dimenziji u obrazovanju godinama zauzimaju prostor u europskoj obrazovnoj politici te znanstvenom i stručnom prostoru, dok je u hrvatskom okruženju interes za navedenu temu znatno slabiji. Također, tema nije bila dovedena u vezu s radom školskih pedagoga kao što nije otvarano pitanje kompetencija za implementaciju ovoga koncepta u njihov svakodnevni rad. Temeljem rezultata nacionalnog istraživanja o kompetencijama školskih pedagoga, koje su uključivale i kompetencije europske dimenzije, u radu će biti izneseni rezultati istraživanja te prijedlozi i preporuke za implementaciju sadržaja ovoga koncepta u visokoškolsko obrazovanje i stručno usavršavanje. ; Discussions and research on the European dimension in education for years occupy space in European education policy and scientifc and professional area, while in the Croatian environment interest in this subject much weaker. Also, the topic was not correlated with the work of school pedagogues such has not opened the question of competence to implement this concept in their daily work. Based on the results of national research about the competence of school pedagogues, involving the competences of the European dimension, the work will be presented the results of studies and proposals and recommendations for the implementation of the contents of this concept in higher education and vocational training. ; Diskussionen und Forschung über die europäische Dimension im Bildungswesen seit Jahren besetzen Raum in der europäischen Bildungspolitik und der wissenschaflichen und beruflichen Bereich, während in der kroatischen Umgebung Interesse an diesem Tema viel schwächer. Außerdem wurde das Tema nicht mit der Arbeit der Schule PädagogInnen korreliert so hat die Frage der Zuständigkeit eröffnet dieses Konzept in ihrer täglichen Arbeit umzusetzen. Basierend auf den Ergebnissen der nationalen Forschung über die Kompetenz der Schulpädagoginnen, die Kompetenzen der europäischen Dimension beteiligt, wird die Arbeit, die Ergebnisse von Studien und Vorschläge und Empfehlungen für die Umsetzung der Inhalte dieses Konzepts im Bereich der Hochschulund Berufsbildung vorgestellt .

The pervasive problem of academic cheating is an important issue for teachers and other educational stakeholders. Since teachers are one of the most important role models to students, their approach to academic (dis)honesty will likely have a strong influence on them. Therefore, the aim of this study was to identify teachers' perceptions of the frequency and acceptability of different kinds of cheating acts, as well as their perception of the reasons for cheating and their reactions to cheating. Additionally, this study attempted to investigate whether teachers from different levels of education differ in their perceptions of cheating and/or in strategies that they use to deal with this problem. Data was obtained from 400 teachers from Croatian universities, secondary schools and elementary schools using an on-line survey. The results show that teachers from all levels of education perceive cheating as very frequent, but unacceptable behaviour. They recognize the great importance of their role in the prevention of cheating, but their actual reactions are a cause of concern. Teachers' reactions were usually reduced to warnings and did not lead to any serious consequences. Teachers from different levels of education reacted similarly to all acts of cheating. ; Sveprisutan problem varanja u školama i na fakultetima važna je tema za nastavnike i kreatore obrazovne politike. Budući da su nastavnici jedan od najvažnijih uzora svojim učenicima i studentima, njihov pristup akademskom (ne)poštenju zasigurno ima velik utjecaj na akademsko poštenje učenika/studenta. Zbog toga je cilj ovog istraživanja bio ispitati nastavničku percepciju učestalosti i prihvatljivosti različitih oblika varanja, njihovu percepciju razloga varanja i načine na koje reagiraju na pojavu varanja. Prema navedenom su uspoređeni nastavnici zaposleni na različitim razinama obrazovanja, a u svrhu utvrđivanja mogućih razlika među njima u odnosu na taj problem. Podaci su prikupljeni on-line anketom u kojoj je sudjelovalo 400 nastavnika zaposlenih u osnovnim i srednjim školama, i na fakultetima. Rezultati su pokazali da nastavnici svih triju razina obrazovanja percipiraju varanje kao vrlo često, ali neprihvatljivo ponašanje. Prepoznaju važnost vlastite uloge u prevenciji varanja, ali njihove su stvarne reakcije na pojavu varanja razlog za zabrinutost; obično su svedene na upozorenja i nemaju ozbiljne posljedice za učenike i studente. Nastavnici na različitim razinama obrazovanja, neovisno o obliku varanja, uglavnom reagiraju na sličan način.

Despite considerable theoretical and policy promotion of parent-teacher partnerships in inclusive settings, pre-service teachers in Croatia generally receive little preparation for involving parents. The aims of this study were to examine parental perception of parent-teacher partnerships and to establish the relation between parents' socio-demographic characteristics and length of their child's attendance of preschool. A total of 271 parents of early childhood and preschool age children participated in this study. The Scale of parental perception of parent-teacher partnerships was designed for the purpose of this study. Three dimensions were obtained from the factor analysis. Those are: attitude toward reciprocity in partnerships (α = .93; N=14; M=5.48), experience of teachers' support in parenthood (α = .92; N=6; M=3.84), and receptivity to taking advice in upbringing (α = .73; N=4; M=5.38). Parents perceived that partnerships with teachers are at a relatively high level. They differ in their capacity to develop and maintain partnerships with teachers because of their level of education, length of their child's attendance of preschool, and frequency of attending parent-teacher meetings. Investing in high-quality communication and creating confidence between parents and teachers should be the main goals of preschool institutions. ; Unatoč znatnoj teorijskoj i političkoj promociji koncepta partnerstva u inkluzivnim okruženjima, hrvatski se odgojitelji oskudno osposobljavaju za partnersko uključivanje roditelja. Cilj rada je ispitati roditeljsku percepciju partnerskih odnosa s odgajateljima te utvrditi postoji li povezanost sa socio-demografskim značajkama roditelja i duljinom djetetova pohađanja vrtića. U istraživanju je sudjelovao 271 roditelj djece rane i predškolske dobi. Konstruirana je Skala roditeljske percepcije kvalitetnih partnerskih odnosa. Faktorskom analizom dobivene su tri dimenzije: stav o uzajamnosti u partnerstvu (α = .93; N=14; M=5.48), iskustvo da su odgojitelji pružili podršku u roditeljstvu (α = .92; N=6; M=3.84) i prihvaćanje savjeta odgojitelja u odgoju djeteta (α = .73; N=4; M=5.38). Roditelji percipiraju kako je partnerstvo s odgojiteljima na relativno visokoj razini i razlikuju se u svojim kapacitetima da razviju i održe partnerstvo s odgojiteljima u odnosu na razinu obrazovanja roditelja, duljinu djetetova pohađanja vrtića i učestalost roditeljskog prisustvovanja individualnim informacijama o djetetu. Ulaganje u kvalitetnu komunikaciju i stvaranje povjerenja između roditelja i odgojitelja trebalo bi biti glavni cilj u predškolskim ustanovama.

Koncept inkluzivnog obrazovanja sve odgojno-obrazovne ustanove stavlja pred nove zadaće u kojima se uloga učitelja i nastavnika mijenja u skladu sa zahtjevima obrazovnih politika. Stavovi uvjetuju ponašanje ljudi, a formiraju se na temelju različitih čimbenika. U kontekstu inkluzivnog odgoja i obrazovanja pozitivni stavovi učitelja i nastavnika prema implementaciji i provođenju inkluzije ključna je pretpostavka za uspješan proces inkluzije na razini školske prakse. Cilj ovoga rada je prikazati stavove nastavnika prema provođenju procesa inkluzije u osnovnim školama. Dobiveni rezultati istaknuli su značaj i ulogu nastavnika na razini predmetne nastave u procesu inkluzije. Identificirana su i područja u okvir kojih nastavnici mogu pridonijeti podizanju kvalitete procesa inkluzije u svim njenim dimenzijama. U okviru odgojno-obrazovnog sustava i pedagoškom smislu riječi, smanjenje razlika u svakodnevnoj praksi znači prihvaćanje razlika među učenicima kao poticaja u aktivnostima stjecanja potrebnih znanja za školovanje, život i rad, a ne kao prepreke. ; The concept of inclusive education puts all educational institutions in front of new tasks in which the role of teachers and other important educator's changes in line with the demands of education policies. Attitudes determine people's behavior and they are formed on the basis of different factors. In the context of inclusive education, the positive attitudes of teachers and other educators towards implementation and providing inclusive education is a key prerequisite for a successful inclusion process at the level of school practice. The aim of this paper is to present teachers' attitudes towards the inclusion process in elementary schools. The results of this research have highlighted the importance and role of teachers at the level of teaching in the inclusion process. The results also represent some other important areas in which teachers can contribute to raise the quality of the inclusion process in all its dimensions. Within the educational system and the pedagogical sense of meaning, reducing the differences in everyday practice means accepting differences among students as an incent in the process of teaching and learning, and not as an obstacle.