Ovo istraživanje donosi sintezu iskazanih vrijednosti tekstova hrvatskih osnovnoškolaca u literarnim radovima poezije, proze i igrokaza na natječaju za književno i likovno stvaralaštvo učenika ...osnovnih škola u Republici Hrvatskoj pod nazivom Susreti hrvatskoga dječjega duhovnoga stvaralaštva »Stjepan Kranjčić« skraćeno nazvan »Dječji Kranjčić«. Analizirane su vrijednosti u prvih deset zbornika najuspjelijih radova natječaja (2012. – 2021.). Provedena je kvantitativna i kvalitativna analiza podataka. Za potrebe kvantitativne analize vrijednosti rabljen je protokol koji je sadržavao sedam klasificiranih kategorija vrijednosti i njihove potkategorije. U postupku obrade podatka kvantitativnom analizom rabile su se statističke procedure određivanja frekvencija i postotaka, utvrđen je broj objavljenih dječjih književnih radova u svih deset zbornika prema godini objavljivanja, kao i zastupljenost kršćanskih i univerzalnih vrijednosti u dječjem literarnom radu te učestalost pojedinih vrijednosti u potkategorijama. Kvalitativnom analizom sadržaja dječjega književnog stvaralaštva identificirane su vrijednosti koje se promoviraju u trima navedenim književnim rodovima. Na uzorku od 599 objavljenih radova (poezija 270, proza 275, drama – igrokaz 54), zaključuje se da su osnovnoškolci najviše iskazali duhovne vrijednosti poput pobožnosti i svetosti te istinske vjere, što potvrđuje istraživačku hipotezu, dok su na drugom mjestu preferirane univerzalne vrijednosti: ljubav, obitelj, domovina, dobrota. Istraživanje upućuje na odličan primjer suradnje škole i udruge, koje djelujući zajedno mogu imati iznimnu ulogu u razvoju pozitivnih vrijednosti u odgoju hrvatske mladeži.
This study offers a synthesis of expressed values within texts of Croatian elementary school pupils in literary works of poetry, prose, and plays at the competition for literary and visual art works of pupils, titled »Stjepan Kranjčić«; abbreviatedly named »Dječji Kranjčić« (Children's Kranjčić). The values within first ten proceedings of most successful works of the competition (2012 -2021) have been analysed. A quantitative and a qualitative analysis has been carried out. For the purposes of the quantitative analysis of values, the protocol that contained seven classified categories of values and their subcategories was used. In the process of quantitative analysis of the data, statistical procedures of determining frequencies and percentages were used, followed by a determination of the number of published children's literary works in all ten proceedings according to the year of publication, as well as the representation of Christian and universal values in children's literary works, and frequency of appearance of certain values in subcategories. The quantitative analysis of contents of children's literary works allowed us to identify values in the three aforementioned literary genres. On the basis of the sample of 599 published works (poetry 270, prose 275, plays 54), it has been concluded that elementary school pupils expressed predominantly spiritual values such as piety, holiness, and true faith, which confirms the research hypothesis, while the second place of preferred values has been taken by universal values: love, family, home country, good ness. The study draws attention to an excellent example of cooperation between school and association, which, when working together, can have an extremely important role in the development of positive values in upbringing of Croatian youth.
Glavni je cilj ovoga rada bio ispitati je li formalno obrazovanje ucitelja dostatno za usp esno izvodenje hrvatske nastave u inozemstvu (HNuI), a operacionaliziran je kroz cetiri izvedena ...istrazivacka cilja. Eksplorativno presjecno istrazivanje provedeno je metodom ankete, tehnikom online anketiran a na 61 ucitelju hrvatske nastave u inozemstvu u 1 7 drzava svijeta. Rezultati dobiveni ovim istrazivanjem upucuju na potrebu uvodenja posebnih programa za usavrsavanje ucitelja koji zele raditi u HNuI. Kljucne rijeci: hrvatska nastava u inozemstvu, kompetencije, obrazovne potrebe ucitelja, strucno usavrsavanje The main goal of this paper was to examine whether formal education for teachers is sufficient for successful Croatian teaching abroad (HNuI), and the research was carried out through four established research objectives. The exploratory cross-sectional part was conducted using the survey method, i.e., an online survey technique with sixty-one Croatian teachers working in seventeen different countries around the world. The results obtained by this research indicate the need to introduce a special programme intended for teachers who want to work at HNuI. Keywords: Croatian teaching abroad, competencies, teachers' educational needs, teacher training
The data used in this paper were obtained in the course of a scientific-research project "Intercultural curriculum and education in the languages of minorities", lead by prof. Neven Horvatic, PhD, in ...the 2007-2012 period. The basic elements that constitute the basic starting elements for the drafting of the Croatian national curriculum and its intercultural dimensions are elaborated in the paper. The paper then explains one of the possible approaches to the research of cultural differences - according to the Hofstede model, which was the basis for this paper. The aim of the paper was to define some of the essential features of substructure of intercultural curriculum by identification of the features of the national culture of the young. A 109-items modified Hofstede model questionnaire was used in the project. Its content refers to four dimensions: power distance, masculinity/femininity, individualism/collectivism and uncertainty avoidance (anxiety). Using the research into the dimensions of national culture, understanding of the basic characteristics and values that are esteemed in a given society is reached. In the course of the research of the selected features of the Croatian culture, a valid completed questionnaires from 1,978 students and 272 teachers from 27 secondary schools in the Republic of Croatia were obtained. The research surveyed the attitudes and values of high school students and their teachers on the life, work and society; the quality of differences in the attitudes between students and teachers and if there are differences in attitudes between the students regarding gender, age and regional background. The analysis of selected features of the young in the Republic of Croatia according to Hofstede's dimensions produced a an insight into the "average tendencies" of their attitudes and values. The first topic of the research indicates that egalitarian beliefs are prevailing among the young (noticeable intermediate level of the power distance), that they are placed on the border between individualism and collectivism, their orientation in terms of masculinity/femininity dimension is balanced, and they scored a medium level of anxiety. By analysing the second topic of the research, we found that the research results of national culture indicate similarity between the attitudes of the students and the teachers. When interpreted as indicators of certain features of Croatian national culture, such attitudes indicate that their score in terms of power distance is low to medium. This implies attitude of intolerance towards inequality in society, similar degree of affinity for both the individualism and the collectivism, high school students and their teachers with a strong feminine and equally masculine/feminine features, and with a strong average value of uncertainty avoidance. The third topic of the research, which dealt with the identification of differences with regard to the gender of the students, the biggest difference was expressed in the dimension of masculinity/femininity, followed by the uncertainty avoidance, power distance and individualism. No statistically significant differences were found in regard to the age of the students. With regard to their original region, differences in all four dimensions have been found.
Hrvatska nastava u inozemstvu organizira se od 90-ih godina prošloga stoljeća za djecu i mlade hrvatskih iseljenika u svrhu učenja i njegovanja materinskoga jezika i hrvatske kulturne baštine. Brojne ...su specifičnosti odgojno-obrazovanog djelovanja u okviru Hrvatske nastave u inozemstvu, međutim, u hrvatskoj se znanstvenoj i stručnoj literaturi vrlo malo pisalo o načinu organizacije i posebnostima koji takav oblik nastave nosi. Stoga će se u ovome radu prikazati okvir ustroja Hrvatske nastave u inozemstvu, a izdvajanjem poslova učitelja i koordinatora, kao nositelja Hrvatske nastave u inozemstvu, ukazati na sve njezine posebnosti.
Kako bismo zaključili o trenutnom položaju Hrvatske nastave u inozemstvu, u radu će se prezentirati i usporediti broj učitelja i nastavnih mjesta u zadnjih pet godina u svim zemljama gdje je ona organizirana. Dostupni podatci nadležnoga Ministarstva o broju nastavnih mjesta i učitelja otkrivaju porast broja nastavnih mjesta u Europi i svijetu, kao i porast broja učitelja u zadnjih pet godina, što dodatno naglašava važnost Hrvatske nastave u inozemstvu i potrebu pridavanja veće pozornosti takvoj nastavi ‒ kako od strane nadležnih institucija, tako i od znanstvenika, pa i šire javnosti.
The main goal of this paper was to examine whether formal education for teachers is sufficient for successful Croatian teaching abroad (HNuI), and the research was carried out through four ...established research objectives. The exploratory cross-sectional part was conducted using the survey method, i.e., an online survey technique with sixty-one Croatian teachers working in seventeen different countries around the world. The results obtained by this research indicate the need to introduce a special programme intended for teachers who want to work at HNuI.
Hrvatska nastava u inozemstvu poistovjećuje se s njegovanjem hrvatskoga jezika i kulturne baštine, ali i kao važna poveznica za djecu i mlade osobe hrvatskih iseljenika s domovinom. S obzirom na ...mnoge specifičnosti hrvatske nastave u inozemstvu, učiteljima se, nerijetko, događaju mnogi izazovi koji utječu na njezino uspješno osmišljavanje, organiziranje i provođenje. Stoga je cilj ovoga rada bio istražiti kojim bi sadržajima trebalo unaprijediti programe edukacije učitelja za rad u hrvatskoj nastavi u inozemstvu, odnosno koje kompetencije učitelji smatraju da bi još trebali steći kako bi bili pripremljeni za sve specifičnosti takvoga načina rada. Stavovi učitelja ispitani su metodom ankete posredstvom alata Google Forms. Anketu je ispunio 61 učitelj, što je 63 % od ukupnog broja učitelja koji izvode hrvatsku nastavu u inozemstvu u 17 država svijeta. Rezultati dobiveni kvalitativnom analizom upućuju da se učitelji hrvatske nastave u inozemstvu susreću s administrativnima, komunikacijskima, organizacijskima i stručno-pedagoškim problemima te s problemima u poznavanju jezika i obrazovnog sustava zemalja primateljica. Pored toga rezultati istraživanja upućuju na potrebu dodatnog usavršavanja učitelja hrvatske nastave u inozemstvu te dodatne smjernice za unaprjeđenje hrvatske nastave u inozemstvu.
Education has long been recognized as the key to the survival -- not only of the individual -- but of society as a whole. A number of challenges emerged and one is required to master certain new ...knowledges and skills. The key role in training an individual to be able to readily tackle the challenges of the 21st century is one played by the education system, i.e. teachers. The importance and necessity of teacher training has been recognized in numerous European and Croatian documents and in recommendations based on various scientific research. The aims of this paper are to single out the key teachers' competencies and to analyse the learning outcomes of lifelong learning programmes that focus on acquisition of pedagogical competencies in the Republic of Croatia with both qualitative and quantitative research method. The conducted analysis showed that no programme with its compulsory part ensures the acquisition of the necessary key teachers' competencies but also seeks to provide them with the elective part of the programme. This means that acquisition of key pedagogical competencies is left to the volition of students who may or may not enrol in certain elective courses. The obtained results indicate there is a need to design and prescribe a single programme at the national level, one that would be certain to ensure that all the teachers acquire key pedagogical competencies through the completion of the programme.
The main goal of this paper was to examine whether formal education for teachers is sufficient for successful Croatian teaching abroad (HNuI), and the research was carried out through four ...established research objectives. The exploratory cross-sectional part was conducted using the survey method, i.e., an online survey technique with sixty-one Croatian teachers working in seventeen different countries around the world. The results obtained by this research indicate the need to introduce a special programme intended for teachers who want to work at HNuI.
Quality of teaching process requires from the teacher completion of a certain master study program and good content knowledge as well as the acquisition of pedagogical competencies. Most often, ...teacher education programs are offered at universities, but in the Republic of Croatia there are also programs that provide pedagogical-psychological-didactic-methodological education to all of those who did not acquire pedagogical competencies during their university education. Unlike most of the other European countries, the method of acquiring pedagogical competencies in the Republic of Croatia is regulated by law, which explicitly states mandatory areas and the total workload for those who want to acquire pedagogical competencies as
a necessary condition for working in the educational system. The aim of
this paper is a comparative analysis of the structure and content of programmes for the acquisition of pedagogical competencies of teachers in primary and secondary schools that are performed at higher education institutions in Croatia as additional programmes in lifelong learning The aim of this paper is also to identify similarities and differences between programmes with regard to the workload of students expressed in ECTS credits in the compulsory part of the programme, and to determine whether there is a need for harmonization of these programs at a national level. The results showed differences between analysed programmes with regard to ECTS credits and raised the idea that training
in acquiring pedagogical competencies should be uniformed.
Promicanje duhovnoga, moralnoga, društvenoga i kulturnoga razvoja mladih zadaća je koja se provodi putem odgojno–obrazovnih i drugih društvenih institucija. Cilj ovoga istraživanja bio je ...identificirati koje su vrijednosti učenici osnovnoškolskoga uzrasta iskazali svojim likovnim radovima objavljenima u zbornicima temeljem natječaja Susret dječjega duhovnoga, književnoga i likovnoga stvaralaštva “Stjepan Kranjčić” od 2012. do 2021. godine.
Values are transmitted in a variety of ways, most notably through upbringing. In this paper, the teaching of values education through visual/artistic communication is explored in reference to the Meeting of the Croatian Association of Children’s Spiritual Creativity „Dr. Stjepan Kranjčić”. The paper identifies the values promoted through the children’s artwork published in ten volumes of the proceedings of the Association of Children’s Literary Creativity „Kranjčić“. Children were encouraged to promote spiritual and socio–humanistic values through their art. From 2012 to 2021, the artwork of 245 children was published in the proceedings. Messages on values education with regard to spiritual, universal, cultural, political, material and vital values were transmitted through their art. Values which were promoted the most were spiritual (61%), followed by universal (27%), cultural (15%), political (4.1%), material (1.6%) and vital values, which include health and the human body at 0.8%. The children conveyed messages through their art on true faith, holiness, love, piety, kindness, hope, family, friendship, humility, knowledge, beauty of the soul, modesty, education, tolerance, interpersonal relationships, cultural heritage, job, work, strength and health. Since the competition emphasized the spiritual aspect, the hypothesis was confirmed that children expressed their spiritual values mostly through their art. By means of a combination of various teaching methods, teachers encouraged the children’s creativity and guided them toward their teaching goal — personality development through values education.
