Due to numerous reforms, modern teaching now asks for the role of the teacher to be redefined as well. One of the teacher’s many tasks is to master the competencies which would enable them to ...encourage and stimulate their learners. In this article, authors report on a research conducted at Preschool Teachers’ Training College in Kikinda, which aimed to contribute to a reflexive analysis of the role of the teacher in the context of contemporary teaching process. The goal of the research was to answer the question of which teachers’ activities and strategies students at Preschool Teachers’ Training College in Kikinda think best encourage the learning process. This question is also th research problem. Purposive and convenience sampling was used, and the sample consisted of students of Preschool Teachers’ Training College (N=133). The instrument used in the research was the Excellent Faculty Member questionnaire by Jenrette and Napoli, 1994 (in Suzić, 2005, p. 861). The results obtained, frequency distribution and the mean of respondents’ estimates reveal high scores on all the items. The highest rated items indicate that respondents have a high opinion on teachers’ mastery of subject matter (M=3.857) and teachers’ organization (M=3.857), but also on teachers giving feedback (M=3.805), listening to them carefully (M=3.789), respecting them (M=3.782) and maintaining high professional standards (M=3.767). The lowest rated item is related to teachers setting themselves challenging goals (M=3.436). Conclusions indicate that students find it motivating for learning when teachers exhibit mastery of subject matter, when their work organization is good, when they provide students with feedback, acknowledge and respect them while keeping in mind the students’ abilities, skills, and previous knowledge, as well as when they are well prepared for the class and when they innovate the teaching contents. The students emphasized the importance of a positive emotional climate in the classroom to which humour, teacher-student relationship and challenging tasks and goals greatly contribute.
Due to numerous reforms, modern teaching now asks for the role of the teacher to be redefined as well. One of the teacher's many tasks is to master the competencies which would enable them to ...encourage and stimulate their learners. In this article, authors report on a research conducted at Preschool Teachers' Training College in Kikinda, which aimed to contribute to a reflexive analysis of the role of the teacher in the context of contemporary teaching process. The goal of the research was to answer the question of which teachers' activities and strategies students at Preschool Teachers' Training College in Kikinda think best encourage the learning process. This question is also th research problem. Purposive and convenience sampling was used, and the sample consisted of students of Preschool Teachers' Training College (N=133). The instrument used in the research was the Excellent Faculty Member questionnaire by Jenrette and Napoli, 1994 (in Suzic, 2005, p. 861). The results obtained, frequency distribution and the mean of respondents' estimates reveal high scores on all the items. The highest rated items indicate that respondents have a high opinion on teachers' mastery of subject matter (M=3.857) and teachers' organization (M=3.857), but also on teachers giving feedback (M=3.805), listening to them carefully (M=3.789), respecting them (M=3.782) and maintaining high professional standards (M=3.767). The lowest rated item is related to teachers setting themselves challenging goals (M=3.436). Conclusions indicate that students find it motivating for learning when teachers exhibit mastery of subject matter, when their work organization is good, when they provide students with feedback, acknowledge and respect them while keeping in mind the students' abilities, skills, and previous knowledge, as well as when they are well prepared for the class and when they innovate the teaching contents. The students emphasized the importance of a positive emotional climate in the classroom to which humour, teacher-student relationship and challenging tasks and goals greatly contribute. Paper presented at "Contemporary Education 2022" (Online, Apr 2, 2022).
This paper considers key issues relating to the development and importance of protecting library collections that have the status of cultural property and represents a review of basic terms and ...divisions. The paper tries to answer the following questions: What is cultural property and what is cultural heritage? What cultural property exists? What cultural heritage exists? How cultural properties are divided on the basis of cultural significance? Which library collection can be a cultural property? Which laws regulate cultural properties and library collections as cultural assets? Who, where, and how preserve library collections as cultural assets? Who and how declares library collections as cultural property? What is the Register of Cultural Property and how to keep it? What represents the Electronic Register?Within the definition of terminology, based on the new law, attention will be paid to a new interpretation of the term cultural heritage in relation to cultural property. Also, this paper offers relevant data on the current state of affairs related to the protection of this type of material in Serbia, and show the number of declared cultural property by category. The topic of this paper arose from the need to inform as many library experts and librarians as possible about the importance of protecting this type of material because this is the base for development in this field. The paper presents the current challenges and plans for further activities in this field.
The paper aims to present the research conducted in the Preschool Teachers’Training College in Kikinda. Purposive and convenience sampling was used with asample consisting of students of the ...Preschool Teachers’ Training College (N=133). Theinstrument used in the research was the Excellent Faculty Member questionnaire byJenrette and Napoli, 1994 (Suzić, 2005, p. 861). The research goal was to determine thedifferences in the respondents’ assessments of teachers’ activities that best encouragelearning among students of the Preschool Teachers’ Training College. Research resultspoint to a general conclusion that the teachers’ activities that best encourage learningreceived higher ratings among master’s students, in comparison to undergraduatestudents. When it comes to the differences in students’ ratings of teachers’ activities that best encourage learning among students of the Preschool Teachers’ Training College between the first year graduate students and the second year graduate students, differences were found in the following items: teachers maintain high professional standards; provide written evaluation criteria at the beginning of semester; pose challenging tasks to students; see their students as subjects that operate in a broader perspective than the classroom; respect different talents; and keep accurate records ofstudents’ progress.
U radu je prikazano istraživanje provedeno na Visokoj školi strukovnih studija za obrazovanje vaspitača u Kikindi (VŠSSOV). Uzorak je bio namjeran i prigodan, a činili su ga studenti VŠSSOV (N=133). U istraživanju je korišten instrument Kako radi odličan nastavnik Jenrettea i Napolija (Jenrette i Napoli, 1994, prema Suzić, 2005, str. 861). Cilj ovog istraživanja bio je utvrditi razlike u vrednovanju aktivnosti nastavnika koje najviše potiču učenje studenata VŠSSOV-a. Rezultati istraživanja upućuju na opći zaključak da, u odnosu na studente temeljnih stručnih studija, student na master studijama na višoj razini ocjenjuju aktivnosti nastavnika koje potiču proces učenja. Kada je riječ o razlikama u vrednovanju aktivnosti nastavnika koje najviše potiču učenje studenata VŠSSOV-a između prve i druge godine master strukovnih studija, razlike se javljaju u tvrdnji da se nastavnici ponašaju u skladu sa standardima struke; ponuditi pisane kriterije za vrednovanje programa već na početku semestra; postavljati učenicima izazovne zadatke; vide učenike kao subjekte koji djeluju u široj perspektivi od učionice; poštivati različite talente; i imati jasnu evidenciju napretka učenika.
U radu je prikazano istraživanje provedeno na Visokoj školi strukovnih studija
za obrazovanje vaspitača u Kikindi (VŠSSOV). Uzorak je bio namjeran i prigodan, a
činili su ga studenti VŠSSOV (N=133). ...U istraživanju je korišten instrument Kako radi
odličan nastavnik Jenrettea i Napolija (Jenrette i Napoli, 1994, prema Suzić, 2005, str.
861). Cilj ovog istraživanja bio je utvrditi razlike u vrednovanju aktivnosti nastavnika
koje najviše potiču učenje studenata VŠSSOV-a. Rezultati istraživanja upućuju na
opći zaključak da, u odnosu na studente temeljnih stručnih studija, student na master
studijama na višoj razini ocjenjuju aktivnosti nastavnika koje potiču proces učenja.
Kada je riječ o razlikama u vrednovanju aktivnosti nastavnika koje najviše potiču
učenje studenata VŠSSOV-a između prve i druge godine master strukovnih studija,
razlike se javljaju u tvrdnji da se nastavnici ponašaju u skladu sa standardima struke;
ponuditi pisane kriterije za vrednovanje programa već na početku semestra; postavljati
učenicima izazovne zadatke; vide učenike kao subjekte koji djeluju u široj perspektivi
od učionice; poštivati različite talente; i imati jasnu evidenciju napretka učenika.
Sloboda pružanja usluga kao jedna od
temeljnih gospodarskih sloboda omogućava svakom državljaninu države članice s
poslovnim nastanom u državi članici EU-a da može pružati usluge u drugoj državi
...članici bez ograničenja i pod istim uvjetima kao i državljani te države
članice. Sve veća specijalizacija u pojedinim
profesijama i razvoj novih tehnologija i modela pružanja usluga donose nove
izazove i kontinuirano nameću potrebu preispitivanja usklađenosti nacionalnih
zakonodavstava s propisima koji reguliraju unutarnje tržište. Posebno je teško
pomiriti različite pravne kulture država članica, koje polaze od vlastitih
vrijednosti i pretpostavaka kako regulirati pojedine djelatnosti i pružanje
usluga. Neki sektori otporniji su na liberalizaciju i oslanjaju se na
tradicionalno protekcionističke propise država članica. Sve veći obujam usluga
i sve veća specijalizacija povećavaju broj i razinu profesionalnih aktivnosti
koje reguliraju države, regulatorna tijela ili se pak primjenjuje kombinacija tih
dvaju načina reguliranja. Osim odredaba Ugovora o funkcioniranju
Europske unije jedinstveni europski okvir za pružanje usluga čine brojni
sekundarni pravni izvori koji imaju cilj olakšati djelovanje slobode pružanja
usluga, uspostaviti zajednička pravila i olakšati administrativnu suradnju. U
tom je smislu najvažnija Direktiva 2006/123/EZ o uslugama o unutarnjem tržištu
koja je Zakonom o uslugama iz 2011. godine implementirana u hrvatsko
zakonodavstvo. Zakonom se nastoji pružateljima usluga olakšati ostvarivanje
slobode poslovnog nastana te slobodno kretanje usluga uz istodobno održavanje
visoka stupnja kvalitete tih usluga. Od država članica zahtijeva se stalno uklanjanje
prepreka slobodi pružanja usluga u nizu djelatnosti te se tako u Republici
Hrvatskoj kontinuirano provodi liberalizacija tržišta usluga raznim administrativnim i poreznim
rasterećenjima, ali i promjenom raznih sektorskih propisa koji imaju utjecaj na
funkcioniranje slobode poslovnog nastana i slobode pružanja usluga. Temeljna
načela liberalizacije tržišta usluga propisana su u Zakonu o uslugama, pri čemu
se u radu analiziraju samo neke od mnogobrojnih izmjena u odabranim područjima
u posljednjih pet godina.
Freedom to provide services, as one of the fundamental market freedoms,
enables every national established in one Member State to provide services in
another Member State without restrictions and under the same conditions as
nationals of that Member State. The increasing specialisation of services and development of new
technologies and models of service provision bring about new challenges and
require continuous assessment of compatibility of national legislation with
internal market rules. It is difficult
to reconcile different legal cultures, with their particular values and
assumptions concerning the regulation of certain professions and service
providers. Some sectors prove particularly resilient to liberalisation and rely
on traditional protectionist national measures. The ever-growing range of
services and specialisation of service provision increase the number and level
of professional activities regulated by the states, regulatory bodies, or both
actors combined. In addition to the provisions of the Treaty on the Functioning of the
European Union, the common EU legal framework for the provision of services is
based on numerous secondary legal sources, aiming to facilitate free provision
of services, establish common rules and simplify administrative cooperation.
One of the most important instruments is Directive 2006/123/EC on services in
the internal market, which has been implemented in the Croatian legal systems
with the Services Act of 2011. The Services Act aims to facilitate freedom of
establishment and freedom to provide services, while at the same time
preserving the high quality of standards for service provision. Member States
are required to amend their legislation and remove obstacles to the free provision
of services. Liberalisation of the services market is an ongoing process and a
reality in Croatia as well, and it is based on administrative and tax
simplifications, coupled with amendments of various sector-specific provisions
affecting the free provision of services and freedom of establishment. The
underlying principles of the liberalisation of the services market are
prescribed in the Services Act, and this paper explores and analyses some
selected amendments over the last five years.
Freedom to provide services is one of the cornerstones of the EU internal market. Facilitated by the digital technologies, new and innovative service markets are emerging. However, innovations often ...bump into existing obstacles. Whether constrained by inadequate regulatory environment, or opposition from existing service providers in the market, the fact remains that ‘old economy’ is not ready for innovation. The free movement of services is not so ‘free’ when it is about services in a non-harmonized field or when the particular type of service is for some reason awarded a ‘special’ status in primary or secondary EU law. The services in the field of transport, for example, fall under the EU’s competences in the field of common transport policy and their provision is still, to a large extent, left to the regulation at the Member States’ level. The problem arises when innovative services, such as those associated with ICT and digital economy, are labeled as and molded into existing services, because there is simply no appropriate regulatory framework to recognize their innovativeness.
This paper will analyze and critically evaluate the legal challenges of service provision in the online platform economy and offer possible guidelines for the creation of a suitable legal framework for their operation.
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CEKLJ, NUK, ODKLJ, PRFLJ, UL, UM, UPUK
Sloboda pružanja usluga kao jedna od temeljnih gospodarskih sloboda omogućava svakom državljaninu države članice s poslovnim nastanom u državi članici EU-a da može pružati usluge u drugoj državi ...članici bez ograničenja i pod istim uvjetima kao i državljani te države članice. Sve veća specijalizacija u pojedinim profesijama i razvoj novih tehnologija i modela pružanja usluga donose nove izazove i kontinuirano nameću potrebu preispitivanja usklađenosti nacionalnih zakonodavstava s propisima koji reguliraju unutarnje tržište. Posebno je teško pomiriti različite pravne kulture država članica, koje polaze od vlastitih vrijednosti i pretpostavaka kako regulirati pojedine djelatnosti i pružanje usluga. Neki sektori otporniji su na liberalizaciju i oslanjaju se na tradicionalno protekcionističke propise država članica. Sve veći obujam usluga i sve veća specijalizacija povećavaju broj i razinu profesionalnih aktivnosti koje reguliraju države, regulatorna tijela ili se pak primjenjuje kombinacija tih dvaju načina reguliranja. Osim odredaba Ugovora o funkcioniranju Europske unije jedinstveni europski okvir za pružanje usluga čine brojni sekundarni pravni izvori koji imaju cilj olakšati djelovanje slobode pružanja usluga, uspostaviti zajednička pravila i olakšati administrativnu suradnju. U tom je smislu najvažnija Direktiva 2006/123/EZ o uslugama o unutarnjem tržištu koja je Zakonom o uslugama iz 2011. godine implementirana u hrvatsko zakonodavstvo. Zakonom se nastoji pružateljima usluga olakšati ostvarivanje slobode poslovnog nastana te slobodno kretanje usluga uz istodobno održavanje visoka stupnja kvalitete tih usluga. Od država članica zahtijeva se stalno uklanjanje prepreka slobodi pružanja usluga u nizu djelatnosti te se tako u Republici Hrvatskoj kontinuirano provodi liberalizacija tržišta usluga raznim administrativnim i poreznim rasterećenjima, ali i promjenom raznih sektorskih propisa koji imaju utjecaj na funkcioniranje slobode poslovnog nastana i slobode pružanja usluga. Temeljna načela liberalizacije tržišta usluga propisana su u Zakonu o uslugama, pri čemu se u radu analiziraju samo neke od mnogobrojnih izmjena u odabranim područjima u posljednjih pet godina.
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