Suchergebnisse

The future of an individual and society in the global world is reflected in the organization and quality of today's school, educational system and teacher education. Interculturalism is encouraged by education in school as a social community which accepts diversity as a value. The aim of intercultural education is the development of intercultural sensitivity and acquisition of knowledge, skills and abilities needed for functioning in a multicultural society. Inclusion of intercultural education in the school curriculum implies the responsibility of all, mostly teachers because they are directly involved in the educational process. The intercultural competence of teachers refers to the interaction encouraging mutual learning with culturally diverse pupils. The paper analyzes valid legal documents and university programs of Croatian teacher studies from the point of interculturalism. The aim of the research is to inspect the relevant legal framework and determine intercultural contents in the Croatian primary teacher education study programs. The comparative analysis of study programs for primary school teachers (in Osijek, Zagreb, Split, Rijeka and Pula) shows that intercultural content is present but differs in number and type. The premise of successful intercultural education is a quality initial teacher education. ; Budućnost pojedinca i društva u globalnom svijetu ogleda se u ustroju i kvaliteti današnje škole, sustavu odgoja i obrazovanja te izobrazbe učitelja. Interkulturalizam se potiče odgojem i obrazovanjem u školi kao socijalnoj zajednici koja prihvaća različitost kao vrijednost. Cilj interkulturalnoga obrazovanja je razvoj interkulturalne osjetljivosti te stjecanje znanja, vještina i sposobnosti potrebnih za djelovanje u multikulturalnom društvu. Uključivanje interkulturalnoga obrazovanja u školski kurikul implicira odgovornost svih, najviše učitelja jer neposredno sudjeluju u odgojno-obrazovnom procesu. Interkulturalna kompetencija učitelja odnosi se na ostvarivanje interakcija koje potiču uzajamno učenje s kulturalno drukčijim učenicima. U radu se analiziraju pojedine važeći dokumenti zakonske legislative i sveučilišni programi hrvatskih učiteljskih studija s motrišta interkulturalizma. Cilj istraživanja je uvid u relevantni zakonski okvir i utvrđivanje interkulturalnih sadržaja u hrvatskim studijskim programima za školskoga učitelja. Komparativnom analizom studijskih programa za školskoga učitelja (u Osijeku, Zagrebu, Splitu, Rijeci, Zadru i Puli) evidentno je da interkulturalnih sadržaja ima, no oni se razlikuju po broju i vrsti. Pretpostavka uspješnoga interkulturalnog odgoja i obrazovanja jest kvalitetno inicijalno obrazovanje učitelja.

This article is the first comparative study on the education of primary college women teachers in Slovenian and Croatian lands of Austria-Hungary through legislation and the organisation of women's teacher training colleges. The study consists of a historical comparative analysis covering the period from the emergence of the dualist Austria-Hungary (1867) until World War I (1914). During the period covered in this article, many changes were implemented in women's teacher education. Before the year 1869, women who wanted to become teachers acquired the necessary knowledge as nuns in monasteries, in private girls' schools, or at home. The Austrian school legislation of 1869 had a quantitative and qualitative influence on the development and organisation of women's teacher training colleges and on the quality of women's teacher education. Women teachers became state employees. Analysis of the legislation showed differences between the syllabuses of women's teacher training colleges in Slovenian and Croatian lands. The syllabuses were adapted to the requirements of individual lands. A comparison of their activities also shows differences in development, number, and organisation. New state women's teacher training colleges and private ones with public accreditation appeared. In Slovenian lands, under the Austrian school legislation, the development of four-year women's teacher training colleges was somewhat faster than in Croatian lands. The comparison shows that private women's teacher training colleges were predominant and women's teacher education became more standardised and professionalised both in Slovenian and Croatian lands. ; Rad daje uvid u obrazovanje osnovnoškolskih učiteljica u slovenskim i hrvatskim zemljama Austro-Ugarske Monarhije preko zakonodavstva i organizacije ženskih učiteljskih škola. Istraživanje se sastoji od povijesne komparativne analize razdoblja između 1867. i 1914. godine. Pojavom Dvojne Monarhije dolazi do promjena u obrazovanju učiteljica. One se mogu najprije identificirati na temelju školskoga zakonodavstva. Učiteljice postaju državne službenice. Javljaju se nove državne ženske učiteljske škole, ali i one privatne s pravom javnosti. Analiza zakonodavstva pokazala je razlike između nastavnih planova u učiteljskim školama u slovenskim i hrvatskim zemljama unutar Monarhije. Komparacija njihovih aktivnosti također pokazuje razlike u razvoju, broju i organizaciji. U slovenskim zemljama, koje potpadaju pod austrijsko školsko zakonodavstvo, razvitak četverogodišnjih škola za učiteljice tekao je nešto brže nego u hrvatskim zemljama. Usporedba pokazuje da u slovenskim i hrvatskim zemljama dominiraju privatne škole za učiteljice.

Rad daje uvid u obrazovanje osnovnoškolskih učiteljica u slovenskim i hrvatskim zemljama Austro-Ugarske Monarhije preko zakonodavstva i organizacije ženskih učiteljskih škola. Istraživanje se sastoji od povijesne komparativne analize razdoblja između 1867. i 1914. godine. Pojavom Dvojne Monarhije dolazi do promjena u obrazovanju učiteljica. One se mogu najprije identificirati na temelju školskoga zakonodavstva. Učiteljice postaju državne službenice. Javljaju se nove državne ženske učiteljske škole, ali i one privatne s pravom javnosti. Analiza zakonodavstva pokazala je razlike između nastavnih planova u učiteljskim školama u slovenskim i hrvatskim zemljama unutar Monarhije. Komparacija njihovih aktivnosti također pokazuje razlike u razvoju, broju i organizaciji. U slovenskim zemljama, koje potpadaju pod austrijsko školsko zakonodavstvo, razvitak četverogodišnjih škola za učiteljice tekao je nešto brže nego u hrvatskim zemljama. Usporedba pokazuje da u slovenskim i hrvatskim zemljama dominiraju privatne škole za učiteljice. ; This article is the first comparative study on the education of primary college women teachers in Slovenian and Croatian lands of Austria-Hungary through legislation and the organisation of women's teacher training colleges. The study consists of a historical comparative analysis covering the period from the emergence of the dualist Austria-Hungary (1867) until World War I (1914). During the period covered in this article, many changes were implemented in women's teacher education. Before the year 1869, women who wanted to become teachers acquired the necessary knowledge as nuns in monasteries, in private girls' schools, or at home. The Austrian school legislation of 1869 had a quantitative and qualitative influence on the development and organisation of women's teacher training colleges and on the quality of women's teacher education. Women teachers became state employees. Analysis of the legislation showed differences between the syllabuses of women's teacher training colleges in Slovenian and Croatian lands. The syllabuses were adapted to the requirements of individual lands. A comparison of their activities also shows differences in development, number, and organisation. New state women's teacher training colleges and private ones with public accreditation appeared. In Slovenian lands, under the Austrian school legislation, the development of four-year women's teacher training colleges was somewhat faster than in Croatian lands. The comparison shows that private women's teacher training colleges were predominant and women's teacher education became more standardised and professionalised both in Slovenian and Croatian lands.

Long-standing gaps of teachers' academic qualifications persist despite changes and developments of educational policies the government has continually been making. The gaps eventually result in a gradual decrease in the quality of vocational school graduates, which has recently caused grave national concern. The decrease is evident in Indonesian vocational students' lack of competitive spirit and skills in the national labor market. In an attempt to find a creative and effective solution to this problem, this paper seeks to explore and describe the educational policies and the implementation of standards by vocational subjects teachers in a developing country and those in a developed county, hoping that it will help vocational school graduates acquire professional qualifications. Using a critical ethnography, in-depth analyses on the professors' commentaries reveal that it is common in most universities in both countries to select vocational teachers by following educational policies in order to establish reliable criteria for qualified teachers in the future. This teacher certification program seems to have positively influenced the welfare of teachers in both countries, but other daring innovations in improving skills and qualifications of teachers are still a great need. ; Dugogodišnji propusti u akademskim kvalifikacijama nastavnika ne nestaju usprkos promjenama i unaprjeđenju obrazovne politike koju vlada stalno izrađuje. Ti propusti u konačnici rezultiraju postupnim smanjenjem kvalitete učenika strukovnih škola, što u posljednje vrijeme izaziva ozbiljnu zabrinutost na nacionalnoj razini. To smanjenje kvalitete manifestira se u činjenici da indonezijski učenici nemaju natjecateljski duh ni vještine na domaćem tržištu rada. S ciljem pronalaska kreativnog i učinkovitog rješenja tog problema, ovaj rad pokušava istražiti i opisati obrazovne politike i provedbu obrazovnih standarda od strukovnih nastavnika u zemlji u razvoju i u razvijenoj zemlji, u nadi da će to pomoći učenicima koji završe strukovne škole u stjecanju stručnih kvalifikacija. Primjenom kritičke etnografije, detaljne analize komentara profesora otkrivaju da je na većini sveučilišta u objema državama uobičajena praksa pri odabiru strukovnih nastavnika ta da se poštuje obrazovna politika kako bi se uspostavili pouzdani kriteriji za kvalificirane nastavnike u budućnosti. Čini se da takav program licenciranja nastavnika ima pozitivan utjecaj na dobrobit nastavnika u objema državama, no još uvijek postoji velika potreba za ostalim smjelim inovacijama bitnima za razvoj vještina i kvalifikacija nastavnika.

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.

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.

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.

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.

The Net Generation, a generation which grew up with digital media, differ from older generations which entered the world of digital media and the Internet afterwards. The Internet itself opened new possibilities of communication and participation in the sphere of politics as well. Research was conducted among students at the Faculty of Teacher Education in Zagreb and Baltazar Zaprešić Polytechnic in order to establish the degree to which students, the so called "digital natives", use the Internet for the purposes of political information, communication, and participation. Over two thirds of participants, young voters, voted in the parliamentary elections in Croatia in 2015, and in order to obtain information on political matters, they prefer using the Internet, but also use television to almost the same extent. According to the research results, the majority of the participants are ready to express their political opinions over the Internet. Half of the participants in no way show readiness to engage in political life by joining a political party, and a very small percentage of them are ready to take part in protest gatherings. In the segment of political participation, members of the Net Generation do not show a statistically significant difference when compared to older students of a non-teacher education polytechnic. ; Net-generaciji, generaciji koja je odrasla s digitalnim medijima, pripisuju se značajke koje ih razlikuju od pripadnika starijih generacija koja su u svijet digitalnih medija i interneta ušle naknadno. Internet je pak otvorio nove mogućnosti komunikacije i participacije i u sferi politike. Među studentima Učiteljskog fakulteta u Zagrebu i Veleučilišta Baltazar Zaprešić provedeno je istraživanje s ciljem utvrđivanja u kojoj se mjeri studenti, tzv. "digitalni urođenici", koriste internetom s ciljem političke informiranosti, političke komunikacije i participacije. Nešto više od dvije trećine ispitanika, mladih birača, glasovalo je na parlamentarnim izborima u Hrvatskoj 2015. godine. Oni preferiraju internet kako bi se informirali o političkim zbivanjima, ali u gotovo istoj mjeri preferiraju i televiziju. Prema rezultatima istraživanja, ispitanici su u najvećem broju spremni iskazati svoje političko mišljenje putem interneta, polovina ispitanika nikako ne pokazuje spremnost da se angažiraju kao članovi političke stranke, a u vrlo malom postotku spremni su sudjelovati u protestnim okupljanjima. Pripadnici net-generacije u segmentu političke participacije ne pokazuju statistički značajnu razliku u usporedbi sa studentima neučiteljskog fakulteta starije životne dobi.

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.

Svrha ovog rada je usustaviti i kronološki prikazati elemente koji su utjecali na razvoj građanskog odgoja i obrazovanja od 1999. godine do danas u Republici Hrvatskoj. Rad prati relevantne dokumente i strategije u kojima se građanski odgoj i obrazovanje izričito navodi, objavljena istraživanja u području građanskog odgoja i obrazovanja te ključne dionike koji se nameću kao akteri u njegovoj provedbi. Počevši od poticaja, koji je došao iz Europe, da bi sve države kao prioritet trebale imati uvođenje odgoja i obrazovanja za ljudska prava i demokratsko građanstvo u odgojno-obrazovne sustave, rad prati na koji je način Republika Hrvatska odgovorila na te poticaje. U središtu su interesa pitanja kako je i je li sustav pokušao uključiti ovu temu u obrazovnu politiku Republike Hrvatske te tko je sve utjecao na te procese. Rad kronološki prikazuje sve događaje u području razvoja politike građanskog odgoja i obrazovanja od 1999. godine, kada je donesen prvi strateški dokument koji pretpostavlja razvoj građanske kompetencije, do danas. ; The purpose of this paper is to present a systematic and chronological overview of elements that have influenced the development of Civic Education in Croatia since 1999 until the present day. The paper surveys relevant documents and strategies featuring explicit mentions of civic education, published research in the field of civic education, and key stakeholders in its implementation. Starting with the impetus from Europe to implement education for human rights and democratic citizenship, this paper gives an outline of Croatia's response to that impetus. The main points of interest in the paper whether and in which ways the system tried to include civic education in the educational policy of the Republic of Croatia, as well as who affected those processes. The paper presents a chronological overview of all developments in the field of civic education policy in Croatia since 1999, when the first strategic document on developing civic competence was adopted, until the present day.

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.

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.

Tradicije razvoja suvremene geografske misli i znanosti u Hrvatskoj osim za središnji Odsjek za geografijui Zavode na PMF-u u Zagrebu, vezane su posebno i za visokoškolske ustanove i druge ustanove u Zagrebu i drugim gradovima zemlje. Razmjerno značajan broj hrvatskih geografa djelovao je u novije vrijeme i stalno je aktivan na geografskim i drugim katedrama u Zagrebu i u drugim dijelovima zemlje. U radu se posebna pažnja posvećuje razvoju geografskog studija u Zadru, te oblicima studiranja na bivšim pedagoškim akademijama, višim i visokim pedagoškim školama, kao i na pedagoškim, pomorskim, ekonomskim, turističkim i hotelijerskim, političkim, agronomskim, vojnim, kartografskim i drugim visokim učilištima. ; Besides the central Department of Geography and the Institutes of the University of Zagreb's Faculty of Science, the tradition of development of modern geographic thought and science in Croatia is also associated with other higher-education institutions in the country. A significant number of Croatian geographers have been affiliated with science departments (geographic or other)in Zagreb, as well as in the rest of Croatia. This paper is particularly focused on the development of the study of geography in Zadar, as well as the other geography studies at former academies of pedagogy, pedagogical colleges and schools for teacher training, economic, tourist, political, agronomical, military, cartographic and other higher-education institutions.

Through the case of the rural-urban continuum model in China, this study aimed at evaluating the effectiveness of local government's policy intervention in promoting equitable quality of early childhood education in rural and urban areas through multi-stakeholders' voices. With simultaneous mixed method approach and self-developed instruments, the authors collected 891 valid parent questionnaires, 184 teacher questionnaires, 52 observational evaluation scales, and conducted interviews with 13 kindergarten principals and 6 administrators. The data were analysed by SPSS and NVIVO Plus. The findings show that a) rural and urban parents' satisfaction levels had significant difference in terms of kindergartens' cost and environment conditions; b) rural and urban teachers exhibited significant difference only when evaluating their professional attitudes and access to material support; c) researchers found no significant difference in quality of play activities and group teaching between rural and urban kindergarten classes, while significant difference was found in child care activities; d) principals perceived positively the effectiveness of the RUC model, yet had big concerns about teachers' quality, and e) government intervention was proved to be a key factor enhancing equitable quality in rural and urban areas. ; Cilj ove studije je, putem slučaja trajnog modela ruralno-urbanog razvoja u Kini, glasovima više dionika provesti evaluaciju učinkovitosti intervencija lokalnih vlada na razini politika u promoviranje pravedne kvalitete predškolskog odgoja i obrazovanja u ruralnim i urbanim područjima. Primjenom pristupa istodobno kombiniranih metoda i instrumenata koje su istraživači sami razvili, autori su izradili 891 upitnik za roditelje, 184 upitnika za učitelje, 52 evaluacijska upitnika, te su proveli intervjue s 13 ravnatelja dječjih vrtića i 6 administratora. Podatke su analizirali s pomoću SPSS i NVIVO Plus. Rezultati pokazuju: a) da se razina zadovoljstva cijenom vrtića i uvjetima uvelike razlikuje između ruralnih i urbanih roditelja, b) da se ruralni i urbani učitelji uvelike razlikuju samo u evaluaciji svojih profesionalnih stavova i pristupa materijalnoj podršci, c) da istraživači nisu našli značajne razlike u kvaliteti aktivnosti igara i grupnom podučavanju između sati u ruralnim i urbanim vrtićima; značajne razlike su ustanovljene u aktivnostima skrbi za djecu, d) da ravnatelji učinkovitost modela RUC ocjenjuju pozitivno, no dosta ih se brine o kvaliteti učitelja, e) da su se vladine intervencije pokazale ključnim čimbenikom u povećanju pravedne kvalitete obrazovanja u ruralnim i urbanim područjima.