V tokratni tematski številki Andragoških spoznanj, ki zajema šest tematskih člankov, avtorice in avtorji razmišljajo o izzivih trajnostnega razvoja, okoljskega in trajnostnega izobraževanja, ...okoljskih gibanjih, transformaciji in izobraževanju odraslih z vidika različnih teoretskih perspektiv in metodoloških pristopov.
The induction phase plays a key role in shaping the professional identity of the teacher, so it is important that the beginning teacher has good mentoring support. Method-oriented supervision can be ...useful for the development of mentoring skills because it enables mentors to build their competencies through the integration of their practical experience and theoretical knowledge. Therefore, the aim of this research was to explore the possibility of applying supervision in the development of competencies of beginning teachers’ mentors and to develop a model of method-oriented supervision. Proposed model was organized around the following topics: roles and responsibilities of mentors and beginning teachers, induction process, working alliance, experiential learning, communication skills and counselling skills. This model was applied with a supervision group consisting of five beginning teachers’ mentors. Based on the activity of supervisees during the process of method-oriented supervision and the reflections of the supervisor, it can be concluded that beginner teachers’ mentors developed educational mentoring approach. They also improved their observational skills and skills needed for establishing a working alliance. It can be concluded that the proposed model of method-oriented supervision has proven to be useful for the development of the competencies of the beginning teachers’ mentors. Key words: method-oriented supervision; experiential learning; mentorship; beginning teachers; professional development.
Strategije
urbanoga razvoja gradova Europske unije EU bitno su određene karakteristikama sustava prostornog i strateškog planiranja. Provedeno je istraživanje i komparativna analiza između razvojne ...strategije Grada Zagreba sa strateškim razvojnim dokumentima gradova Antwerpena, Bratislave i Krakowa s ciljem razumijevanja odnosa prostornog i strateškog planiranja, te odnosa prema projektima integriranoga urbanog razvoja. Pritom je utvrđena značajna sličnost između sustava planiranja u
Zagrebu, Bratislavi i Krakowu, dok se sustav strateškog planiranja u Antwerpenu u značajnoj mjeri razlikuje.
Urban development strategies in the EU are fundamentally determined by the
charateristics of physical and strategic planning. This research is based on a
comparative analysis of the development strategy for the Zagreb City and the
strategic development documents for Antwerpen, Bratislava and Krakow. It
examines the relationship between the physical and strategic planning as well
as the attitude towards the integrated urban development projects. The research
results indicate that there is a striking similarity between the planning
systems in Zagreb, Bratislava and Krakow while the strategic planning system
in Antwerpen is considerably different.
Održivi razvoj ima tri dimenzije: ekonomsku, društvenu i okolišnu. Ekonomski rast neophodan je, ali ne i dovoljan za razvoj. Pitanje očuvanja i održivog korištenja okoliša kao poluge razvoja postupno ...se integrira u razvojne politike. Međutim, iako su društvena pitanja, osobito ona vezana uz obrazovanje prepoznata među ključnim odrednicama održivog razvoja, obrazovanje za održivi razvoj u Hrvatskoj ne provodi se sustavno. U ovom se radu najprije daje pregled razvoja koncepta održivog razvoja. Slijedi prikaz obrazovanja za održivi razvoj, pri čemu se najprije prikazuju preporuke međunarodnih organizacija za obrazovanje za održivi razvoj, a zatim način provedbe u odabranim zemljama na različitim razinama obrazovanja (predškolsko, školsko i visoko). Treći dio rada ocrtava stanje u Hrvatskoj. Uz pregled postojećih programa i dosadašnjih istraživanja donosimo i još neobjavljene rezultate istraživanja o potrebama poslodavaca u Hrvatskoj za stručnjacima za održivi razvoj. Nalazi pokazuju da poslodavci u Hrvatskoj prepoznaju potrebu za zapošljavanjem stručnjaka za održivi razvoj.
Previous research has confirmed the importance of measuring the level of connectedness to nature and its relationship to the development of positive emotions, pro-environmental attitudes, and ...behaviors towards nature. Research also suggests that connectedness to nature declines in adolescence and that family, teachers, and educational practice may be important factors in promoting significant development of connectedness to nature in school children. This paper presents research whose first objective was to examine the measurement indicators of validity and reliability of Mayer and Frantz’s (2004) “Connectedness to Nature Scale” in samples of Croatian and Slovenian schoolchildren, parents, and teachers, as well as the “Attitudes Toward the Environment Scale” in samples of schoolchildren. The second objective of the research was to examine the relationship between the level of connectedness to nature of pupils, teachers, and parents, pupils’ attitudes towards the environment, and their socio-demographic variables. The research sample consisted of a total of 1345 participants, pupils (N=762), their parents (N=568), and teachers (N=115) in primary schools in Croatia and Slovenia. The measurement indicators were determined for both scales in all three participant samples. Bivariate correlation analysis, non-parametric tests to determine differences between groups of participants, and multiple regression analysis were performed. Both scales yielded satisfactory measures of content validity and reliability. High arithmetic estimates for the degree of connectedness to nature were determined for all three samples. The results of the regression analysis indicate that the level of connectedness to nature of parents and teachers, as well as pupils’ attitudes towards the environment, help to explain pupils’ connectedness to nature, but also that the level of connectedness to nature “decreases” in relation to male gender and classroom teaching. The results of this study confirm previous research and have important implications, not only as a stimulus for future research, but also for future educational efforts in schools.
Od telemarka do karvinga Nikola Stojanović; Zvezdan Savić; Vlado Stijepović ...
Sportlogia,
06/2017, Letnik:
13, Številka:
1
Journal Article
Odprti dostop
Skijanje spada u specifične ciklične sportove koji u sebi sadrži učenje, usavršavanje i realizaciju različitih motornih veština, radnji i kao takav je tesno povezan sa snežnim površinama na većim ...nadmorskim visinama. Ne zna se tačno kada je skijanje nastalo, ali zna se da ima bogat i sveobuhvatan istorijski razvoj, kako u delu opreme tako i u delu tehnike. Prve skije datiraju još iz perioda ledenog doba 4500. g.p.n.e. i bile su različitih dužina, teške i široke. Koristio se samo jedan štap. Telemark i Kristijanija bile su osnovne skijaške tehnike skretanja i zaustavljanja skijaša koje se evidentno i dan danas razvijaju i usavršavaju. Položaj, stav i pozicija skijaša doživeli su promene i usko su vezani za dizajn skija i prateću opremu. Dugačke skije različitih dužina zamenile su dve kraće skije istih dužina, savremeni automatski vezovi, dublje i tvrđe cipele i dva kraća identična štapa. Takmičarsko skijanje razvijalo se i menjalo u skladu sa zahtevima takmičenja (tehnika zavoja, dužina i radijus skija, oblik, veličina, broj i međusobni razmak štapova za kapije, kvalitet podloge, visinska razlika staze, itd.). Kratku, tešku i tvrdu skiju zamenile su šezdesetih godina uže i duže skije, da bi devedesetih njih ponovo zamenila kraća, ali lakša i šira karving skija. Novi tehnološki izazovi ski-industrije vezuju se ponovo za užu, lakšu i bržu skiju, ali i za kombinaciju kraće i duže skije u obuci početnika. Dakle, istraživanje se bavi istorijskim predstavljanjem dosadašnjih tehnika i stručne prakse u skijanju, ali i predviđanjima budućih trendova u razvoju alpskog skijanja.
How can small cities make an impact in a globalizing world dominated by ‘world cities’ and urban development strategies aimed at increasing agglomeration? This book addresses the challenges of ...smaller cities trying to put themselves on the map, attract resources and initiate development. Placemaking has become an important tool for driving urban development that is sensitive to the needs of communities. This volume examines the development of creative placemaking practices that can help to link small cities to external networks, stimulate collaboration and help them make the most of the opportunities presented by the knowledge economy. The authors argue that the adoption of more strategic, holistic placemaking strategies that engage all stakeholders can be a successful alternative to copying bigger places. Drawing on a range of examples from around the world, they analyse small city development strategies and identify key success factors. This book focuses on the case of ‘s-Hertogenbosch, a small Dutch city that used cultural programming to link itself to global networks and stimulate economic, cultural, social and creative development. It advocates the use of cultural programming strategies as a more flexible alternative to traditional top-down planning approaches and as a means of avoiding copying the big city. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
Akcijsko istraživanje predstavlja specifičan proces unaprjeđivanja odgojno-obrazovne prakse djelovanjem aktera te prakse. Da bi akcijsko istraživanje bilo učinkovito, potrebno ga je smjestiti u ...kontekstualni okvir prakse nastavnika. Iako se danas sve više nastoji primijeniti akcijsko istraživanje u školama, čini se da njegova važnost još uvijek nije u potpunosti shvaćena. U radu su prikazani aspekti provedbe i evaluacije aktivnosti usmjerenih na povećanje motivacije nastavnika – refleksivnih praktičara za profesionalni razvoj, provedenih akcijskim istraživanjem s nastavnicima razredne nastave. Istraživanje je provedeno u tri faze. Prva faza uključivala je formuliranje temeljnih polazišta istraživanja, upoznavanje potencijalnih sudionika s okvirnim planom aktivnosti kao i zajedničku konkretizaciju aktivnosti nakon opredjeljenosti nastavnika za sudjelovanje u istraživanju. U drugoj fazi istraživanja realizirane su ukupno tri aktivnosti teorijskog, praktičnog i kreativnog karaktera praćene raspravama usmjerenim na maksimiziranje učinaka procesa, a paralelno s tim tekao je i proces promatranja učinaka i došlo je do formativne evaluacije procesa. Treću fazu istraživanja obilježila je sumativna evaluacija učinaka programa koja je uključivala percepcije nastavnika o učincima provedenih aktivnosti i njihove buduće planove za uključivanje u proces stručnog usavršavanja u području akcijskog istraživanja i refleksivne prakse. Rezultati istraživanja upućuju na mogućnost povećanja motivacije nastavnika – refleksivnih praktičara za profesionalni razvoj u području akcijskog istraživanja i refleksivne prakse.
Action research is a specific process aimed at improving educational practices through active involvement by those within the educational system. For action research to be effective, it needs to be placed within the contextual framework of teacher practice. Although there is an increasing effort to apply action research in schools today, its importance still seems not to be fully understood. The paper presents aspects of implementing and evaluating activities aimed at increasing the motivation of teachers - reflective practitioners for professional development, conducted through action research with classroom teachers. The research was conducted in three phases. The first phase included formulating the basic starting points of the research, familiarising potential participants with the framework plan of activities, and the joint concretisation of the activities after the teachers' commitment to participate in the research. In the second phase of the research, three activities of theoretical, practical and creative character were realised, followed by discussions aimed at maximising the effects of the process. In parallel with this, the process of observing the effects was also carried out, and a formative evaluation of the process took place. The third phase of the research was marked by a summative evaluation of the programme's effects, including the teachers' perceptions of the impacts of the implemented activities and their future plans for inclusion in the professional development process in action research and reflective practice. The research results point to the possibility of increasing the motivation of teachers - reflective practitioners for professional development in action research and reflective practice.
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