Nagli prelazak na nastavu na daljinu 2020. godine zbog pandemije bolesti COVID-19 od nastavnika je zahtijevao proces prilagodbe stvaranjem novih nastavnih rutina, koji je bio popraćen složenim ...emocionalnim iskustvom, dok su nastavnici istodobno pokušavali živjeti svoj profesionalni i osobni život. Pozivajući se na Giddensovu teoriju strukturacije s fokusom na procese rutinizacija i regionalizacije interakcija te Turnerovu analizu integracijskih procesa i uloge emocija u njima, u radu se ukazuje na važnost održavanja rutina radi ontološke sigurnosti i socijalne integracije te na relevantnost emocija tijekom nastave na daljinu. U radu se ispituje (i) kako su oblikovane i regionalizirane nastavne rutine te (ii) kakve su pozitivne i negativne emocije nastavnici doživjeli tijekom razdoblja provođenja nastave na daljinu u susretima i interakciji s različitim akterima. U analizi su korištene kvalitativne metode, odnosno analizirani su intervjui provedeni 2020. godine s 32 predmetna učitelja i nastavnika, a kao metoda analize korištena je deduktivno-induktivna tematska analiza. Prodiranje javnog u osobni prostor nastavnika, uspostavljanje rutina i emocionalna iskustva teme su konstruirane tijekom analize, pri čemu su identificirane i podteme. U radu se pokazuje da su očuvanje starih i stvaranje novih rutina te (pozitivne) emocije i očekivanja u interakcijama potencijal koji može omogućiti prevladavanje kriznih ili izazovnih situacija poput nastave na daljinu, ponekad tako da se narušava razgraničenje javnog i privatnog. S druge strane pojava negativnih emocija i dugotrajnih negativnih emocionalnih stanja na mikrorazini upućuju na, iz perspektive nastavnika, neadekvatnu valorizaciju njihova rada od viših institucionalnih razina te predstavljaju potencijal za dezintegracijske procese.
The sudden transition to distance learning in 2020 due to the COVID-19 pandemic required teachers to adjust by creating new teaching routines. This process was accompanied by complex emotional experiences as they tried to live their professional and personal lives. To point to the importance of maintaining routines for the sake of ontological security and social integration, and the relevance of emotions during distance learning, we utilise Giddens’ theory of structuration, focusing on routinisation and regionalisation of interactions, and Turner’s analysis of integration processes and the role of emotions in them. We examine (i) how teaching routines were shaped and regionalised and (ii) what positive and negative emotions teachers experienced during distance learning in interactions with various actors. In the paper, the interviews conducted in 2020 with 32 subject teachers were analysed using deductive-inductive thematic analysis. Three themes were constructed; the permeation of the public sphere in teachers’ personal space, the establishment of routines and emotional experiences, including sub-themes. This paper indicates that the preservation and creation of new routines and (positive) emotions and expectations in interactions are a potential that can enable overcoming crises or challenging situations such as distance learning, sometimes in such a way that the demarcation between the public and private spheres is violated. On the other hand, the appearance of negative emotions and long-term negative emotional states at the micro level indicate, from teachers’ perspective, inadequate valorisation of their work by higher institutional levels and represent a potential for disintegration processes.
The article examines prospects of directing the development of Croatian society towards the Fourth Industrial Revolution or Industry 4.0. Relations among overlapping relevant concepts are clarified ...in the first section. The following analysis comprises results of the qualitative study based on 12 semi-structured interviews with representatives of the entrepreneurial sector, state officials and scientists closely connected with the development and application of AI and robots. The findings suggest that respondents advocate for fostering Industry 4.0 by recognizing its potential, but also identify obstacles regarding its implementation. It is concluded that Industry 4.0 is most likely to emerge as a "localised" process, as: 1) the smart specialization of specific technologically most advanced products; 2) a primarily regional phenomenon that will appear in the north-west counties.
The sudden transition to distance learning in 2020 due to the COVID-19 pandemic required teachers to adjust by creating new teaching routines. This process was accompanied by complex emotional ...experiences as they tried to live their professional and personal lives. To point to the importance of maintaining routines for the sake of ontological security and social integration, and the relevance of emotions during distance learning, we utilise Giddens’ theory of structuration, focusing on routinisation and regionalisation of interactions, and Turner’s analysis of integration processes and the role of emotions in them. We examine (i) how teaching routines were shaped and regionalised and (ii) what positive and negative emotions teachers experienced during distance learning in interactions with various actors. In the paper, the interviews conducted in 2020 with 32 subject teachers were analysed using deductive-inductive thematic analysis. Three themes were constructed; the permeation of the public sphere in teachers’ personal space, the establishment of routines and emotional experiences, including sub-themes. This paper indicates that the preservation and creation of new routines and (positive) emotions and expectations in interactions are a potential that can enable overcoming crises or challenging situations such as distance learning, sometimes in such a way that the demarcation between the public and private spheres is violated. On the other hand, the appearance of negative emotions and long-term negative emotional states at the micro level indicate, from teachers’ perspective, inadequate valorisation of their work by higher institutional levels and represent a potential for disintegration processes.
The article examines prospects of directing the development of Croatian society towards the Fourth Industrial Revolution or Industry 4.0. Relations among overlapping relevant concepts are clarified ...in the first section. The following analysis comprises results of the qualitative study based on 12 semi-structured interviews with representatives of the entrepreneurial sector, state officials and scientists closely connected with the development and application of AI and robots. The findings suggest that respondents advocate for fostering Industry 4.0 by recognising its potential, but also identify obstacles regarding its implementation. It is concluded that Industry 4.0 is most likely to emerge as a "localised" process, as: 1) the smart specialisation of specific technologically most advanced products; 2) aprimarily regional phenomenon that will appear in the north-west counties. Keywords: artificial intelligence, developmental paradigm, digital transformation, the Fourth Industrial Revolution, Industry 4.0, robotisation Clanaktematizira perspektive usmjeravanja razvoja hrvatskog drustva u pravcu Cetvrte industrijske revolucije odnosno Industrije 4.0. Prvi dio rada razmrsuje odnos izmedu relevantnih koncepata. Nastavak donosi analizu nalaza kvalitativne studije bazirane na 12 polustrukturiranih intervjua provedenih s predstavnicima poduzetnickog sektora, javnih sluzbi te znanstvenicima u neposrednom doticaju s razvijanjem i upotrebom umjetne inteligencije i robota. Nalazi indiciraju da se sugovornici zalazu za razvoj Industrije 4.0 pri tom isticuci njezine prednosti, no ujedno detektiraju zapreke koje prijece takav razvojni pravac. Zakljucu e se da ce se Industrija 4.0 izgledno pojaviti kao "lokalizirani fenomen" u dvojakom smislu: 1) kao pametna specijalizacija odredenih sofisticiranih tehnoloskih proizvoda; 2) kao primarno regionalna pojava u pojedinim zupanijama. Kljucne rijeci: umjetna inteligencija, razvojna paradigma, digitalna transformacija, Cetvrta industrijska revolucija, Industrija 4.0, robotizacija
U svrhu razumijevanja promjena u obrazovanju uzrokovanih prelaskom na nastavu na daljinu, koristimo sociološke koncepte poput Turnerova koncepta društvene dinamike kako bismo teorijski postavili ...promijenjene odnose između pojedinaca, institucija i društvenog sustava, a koristimo se i različitim konceptima kapitala u razumijevanju aktivacije kapitala i resursa nastavnika. Osnovni ciljevi istraživanja bili su analizirati (a) institucionalnu potporu nastavnicima iz njihove perspektive i (b) kapital i resurse koje su nastavnici morali aktivirati tijekom nastave na daljinu. Tijekom 2020. godine provedeni su intervjui s 32 nastavnika iz Hrvatske i potom je primijenjena deduktivna tematska analiza. Rezultati pokazuju da se prilagodba iz perspektive nastavnika najviše oslanjala na njihov neposredni rad s učenicima te na aktiviranje osobnog i profesionalnog kapitala i resursa, dok je institucionalna potpora bila od sekundarne važnosti. Teme vezane uz institucionalnu potporu ukazuju na mješavinu pozitivnih i negativnih iskustava, s time da su negativna iskustva izraženija u pogledu potpore na nacionalnoj razini. Socijalni kapital i razmjena iskustava s kolegama ističu se u usporedbi s institucionalnom potporom na nacionalnoj razini, što je u skladu s Turnerovom analizom društvene dinamike.
