U radu je istražen postupak izbora ravnatelja (u razdoblju od 150 godina) u obaveznom školstvu Hrvatske između uvođenja školske obveznosti i suvremenosti. U razdoblju ove analize Hrvatska se nalazila ...u različitim državno-političkim asocijacijama i društvenim uređenjima. Osnovni cilj istraživanja bio je ispitati načine i pristupe izbora školskih ravnatelja u svim državnim asocijacijama i društvenim uređenjima kroz izbor školskih ravnatelja koji se kretao između stručnosti i podobnosti. To je istraženo kroz sastav organa upravljanja, propisanih uvjeta i izborne procedure. Istraživanje je obavljeno analizom 31 školskog zakona izmjena i dopuna) koji imaju karakter primarnih izvora. Rezultati istraživanja pokazuju da se izbor ravnatelja u kontinuitetu kretao unutar stručnosti i podobnosti s ponešto diferenciranim otklonima. U izborima ravnatelja postoji velika razlika između javne percepcije koja se često temelji na pojedinačnim slučajevima, medijskoj eksponiranosti i zakonskoj regulativi. To bi se moglo ukloniti/ublažiti profesionalizacijom ravnateljske službe. Dosadašnji pokušaji su tek djelomično praktično operacionalizirani.
The paper investigates the procedure of electing principals (over the period of 150 years) in compulsory education in Croatia from the introduction of school obligation to modern times. In the period of this analysis, Croatia was in various state-political associations and social systems. The main goal of the research was to examine the ways and approaches of electing school principals in all state associations and social organisations through the selection of school principals, which ranged between expertise and eligibility. This was researched through the system of the governing body, prescribed conditions and election procedures. The research was performed by analysing 31 school acts (amendments) that have the character of primary sources. The research results show that the choice of principal continuously ranged within expertise and eligibility with somewhat differentiated deviations. In the election of principals, there has been a big difference between public perception, which is often based on individual cases, media exposure and legislation. This could be removed/mitigated by professionalising the principal’s position. The attempts so far have only been partially operationalised.
This paper emphasizes the importance of developing pedagogical and didactic competencies of graduate students of teachers' education, and certain problems they encountered in acquiring those ...competencies in the Croatian environment. The goal of the research was to examine the students' (future teachers') assessments of the capability to work with children and their parents, assessment of possessing pedagogical-didactic competencies acquired in school, but also to emphasize the possibility of cooperation between teacher training institutions with institutions, and organizations engaged in informal forms of education. During research, the triangulation was used to approach the issue as objectively as possible. The survey, interviews of future teachers (N = 70) who volunteer teaching children (6-10 years), and analysed of lesson plans analyses (N = 180) which students and volunteers used as templates for teaching were used. Results showed that students have not sufficiently developed pedagogical-didactic competencies which, among others, resulted in fear of "entering" the classroom and insufficient willingness to work with special needs students.
U radu je istražena veza između školske arhitekture i didaktičko-metodičke organizacije nastave u uvjetima tradicionalne (stare) škole. Školska arhitektura analizirana je u području školskih zgrada ...(učionica i opreme) i školskog okružja (igrališta s posebnim naglaskom na školske vrtove). Tradicionalna (stara) škola u hrvatskim uvjetima vremenski je određena od uvođenja državnog javnog školstva (Opći školski red, 1774.) do tridesetih godina XX. stoljeća. Istraživanje se temelji na analizi arhivske i objavljene građe, recentne i relevantne literature te terenskog istraživanja koje je provedeno na školskom području Velike Kopanice u dva navrata (1980. i 2021. godine). U istraživanju je korištena deskriptivna i post kauzalna metoda pri čemu je utvrđena veza između školske arhitekture i didaktičko-metodičke organizacije nastave. Školske zgrade (učionice), školske klupe i oprema uz veliki broj učenika u razredu ograničili su didaktičko-metodičku organizaciju nastave unutar tradicionalne nastave (frontalna, verbalna, pasivna za učenike, asocijalna i represivna). Istovremeno, školsko okružje s posebnim naglaskom na školske vrtove otvara niz mogućnosti koje su karakteristične za pokret nove škole: grupni i individualni oblici, samorad i aktivnost učenika, socijalizacija i suradnički odnosi, povezivanje teorije s praktičnim radom. Školski vrtovi omogućavaju unošenje dijela prirode u učionice pružajući učenicima zornost, sustavno promatranje i početak intelektualne spoznaje. Školska arhitektura u direktnoj je vezi s didaktičko-metodičkom organizacijom nastave. Pitanje je kako je moguće da i u suvremenoj školskoj arhitekturi ima niz oblika karakterističnih za tradicionalnu (staru) školu?
The paper investigates the connection between the school architecture and didactic-methodical organization of teaching in the conditions of traditional (old) schools. School architecture was analysed regarding school premises (classrooms and equipment) and the school environment (playgrounds with special emphasis on school gardens). The traditional (old) school in Croatian conditions is situated in the period from the introduction of the state public education (General School Order 1774) to the 1930s. The research was based on the analysis of archival and published materials, and field research. Field research was conducted in the school area of Velika Kopanica on two occasions, in 1980 and 2021. The descriptive and post-causal method was used in the research, and the connection between the school architecture and didactic-methodical organization of teaching was determined. School buildings (classrooms), school desks and equipment with a large number of students in the same class limited the didactic and methodological organization of teaching within traditional teaching (frontal, verbal, passive for students, asocial and repressive). At the same time, the school environment with special emphasis on school gardens opened up a number of possibilities that were characteristic of the new school movement: groups and individual activities, work of students, socialization and collaborative relationships, connecting theoretical with practical work. School gardens enable the introduction of a part of nature into classrooms, providing pupils with visual activity, systematic observation and the beginning of intellectual cognition. School architecture is in a direct connection with the didactic-methodical organization of teaching. How is it possible that in modern school architecture there are a number of forms characteristic of the traditional (old) school?
The authors examined the phenomenon of management and supervision in Croatian public school education between the enactment of the General School Order in 1774 and the beginning of the Second World ...War. The research possesses all the characteristics of longitudinal research, since it analyses the phenomenon of management and supervision in Croatian school education in the period of nearly two centuries (171) years. The research is based on archival and published material; school acts and subacts; official textbooks of pedagogy and relevant literature. School management and supervision were analysed in different territorial-political-social circumstances within the Austrian Empire, the Austro-Hungarian Monarchy and the Kingdom of Serbs, Croats and Slovenes, later the Kingdom of Yugoslavia. External and internal forms of management have been identified: administrative bodies, administrative school bodies and administrative bodies in schools. Administrative bodies have been hierarchically organized from state (country) to municipal or school bodies. School supervision has also been organized on a territorial-hierarchical principle from state to school supervision. According to the content/area, administrative-financial-material, professional-pedagogical and religious forms of supervision have been determined. The greatest interest in school practice was aroused by municipal school boards and local school supervisors. School management has all the characteristics of a collegial body, and school supervision of an individual independent body. In school research projects, the area of school management and supervision has not been particularly frequent. At the same time, school has been in constant modernization and innovation. Modern research also indicates that school management and supervision are a significant development factor in school transformation and modernization. Contemporary research rarely relies on historical experiences in this area, nor is there a critical analysis of the stated phenomenon. In order to more easily understand the present and trace the future, it is necessary to know the past with all the desirable and undesirable (limiting) characteristics.Key words: external and internal management; external and internal supervision; professional-pedagogical administrative-material and religious supervision. --- Autori su istražili fenomen upravljanja i nadzora u hrvatskom javnom školstvu između donošenja Općeg školskog reda 1774. godine i početka Drugog svjetskog rata. Istraživanje ima sve oznake longitudinalnoga istraživanja jer analizira fenomen upravljanja i nadzora u hrvatskom školstvu u razdoblju od blizu dva stoljeća (171 godina). Istraživanje se temelji na arhivskoj i objavljenoj građi, školskim zakonima i podzakonskim aktima, službenim udžbenicima pedagogije i relevantnoj literaturi. Školsko upravljanje i nadzor analiziran je u različitim teritorijalno-političko-društvenim prilikama u okviru Austrijskog Carstva, Austro-Ugarske Monarhije i Kraljevine Srba, Hrvata i Slovenaca, kasnije Kraljevine Jugoslavije. Utvrđeni su eksterni i interni oblici upravljanja: upravi organi, upravni školski organi i upravni organi u školama. Upravni organi su hijerarhijski organizirani od zemaljskih (državnih) do općinskih odnosno školskih. Školski nadzor također je organiziran na teritorijalno-hijerarhijskom načelu od zemaljskoga (državnog) do školskoga. Prema sadržaju/području utvrđeni su upravno-financijsko-materijalni, stručno-pedagoški i vjerski oblici nadzora. Najveći interes školske prakse izazvali su općinski školski odbori i mjesni školski nadzornici. Školsko upravljanje ima sve oznake kolegijalnoga organa, a školski nadzor individualnoga inokosnog organa. U školskim istraživačkim projektima područje školskoga upravljanja i nadzora nije posebno frekventno. Istovremeno škole su u permanentnom osuvremenjivanju i inoviranju. I suvremena istraživanja ukazuju da je u školskoj transformaciji i modernizaciji značajan faktor razvitka školsko upravljanje i nadzor. Suvremena istraživanja rijetko se oslanjaju na povijesna iskustva iz ovog područja, nema u njima ni kritičke analize navedenoga fenomena. Kako bi lakše razumjeli sadašnjost i trasirali budućnost, nužno je poznavati prošlost sa svim poželjnim i nepoželjnim (ograničavajućim) karakteristikama.Ključne riječi: eksterni i interni nadzor; eksterno i interno upravljanje; materijalni i vjerski nadzor; stručno-pedagoški
Choosing a high school or future profession is important and is most often the first big decision in every student's life. The occupation is well chosen if it is in accordance with students' ...abilities, affinities, labor market requirements, and the family circumstances in which the student lives. This decision affects the overall future life of the student, defines them and directs them to a certain path. This paper presents the results of the research on the interconnection between socioeconomic conditions of the family, the values that are encouraged in the family and students' opinions on the factors influencing the choice of occupation and choice of high school. The research was conducted on a sample of 163 students from the first to the third grade of a three-year vocational school. The research results show that 63.73% of parents enrolled in three-year vocational school have completed secondary school, and 21.57% of them have completed primary school. A total of 66.67% of parents are employed, and 60.74% of students live with both parents. The results of the research show that students in most cases wanted to enroll in a three-year vocational school.
Poimanje odgoja u globalnom kontekstu znanosti koje se bave teorijskim i praktičnim istraživanjima iz područja odgoja i obrazovanja na svim razinama u novije vrijeme doživljava svojevrsnu ...rekuperaciju. Tradicionalna nastava u kojoj se više pozornosti pridavalo obrazovanju, a manje odgoju, dovela je do djelomičnog „istiskivanja” i umanjivanja važnosti odgoja na višim razinama obrazovanja, posebno u sveučilišnom kontekstu. Tomu su pridonijeli i različiti prijevodi radova s drugih jezika na engleski jezik, koji su nerijetko odgoj prevodili kao obrazovanje. Želeći dati odgoju mjesto u sveučilišnoj nastavi koje mu pripada te ga prema važnosti izjednačiti s obrazovanjem u sveučilišnom kontekstu, promišljali smo o socijalnim oblicima kao potencijalnim preduvjetima za „vraćanje” prisutnosti odgojih aktivnosti u sveučilišnu razinu. Promatrajući ovu problematiku kroz nastavni proces bilo nam je važno istaknuti doprinos pedagoške radionice u poticanju odgojne funkcije nastave. Pedagošku smo radionicu izdvojili od ostalih socijalnih oblika zato što sudjelovanje u njoj podjednako utječe na osjetilne, emocionalne i moralne funkcije svih sudionika nastavnoga procesa (a ne samo na intelektualne), koje su nam bile važne za istraživanje odgojne uloge. Dosadašnja su istraživanja pokazala da kreativna sveučilišna nastava pridonosi poticanju odgojne uloge nastave i pomaže samoaktualizaciji, što je višestruka dobrobit za sve sudionike nastavnoga procesa.
Previous studies have shown that students with ADHD symptoms are more likely to have problems in all aspects of adaptation. The aim of this study is to identify ADHD symptoms that predict ...maladjustment in the general population of students. Hyperactivity, impulsiveness and inattention were examined with respect to academic, social and emotional adjustment. Elementary school students (average age M = 12.72, SD = 1.62) participated in the study (N = 501). The instruments used were: Hyperactivity-Impulsivity-Attention Scale, Croatian version of Self-efficacy questionnaire for children, Emotional competence questionnaire, self-assessment of peer acceptance and school success. Inattention was a significant predictor of problems in all aspects of adaptation, i.e. academic (β = -0.317; β = -0.528; p < 0.001), social (β = -0.269; β = -0.430; p < 0.001) and emotional adjustment (β = -0.225; β = -0.367; p < 0.01). Impulsiveness was only a significant predictor of academic self-efficacy (β = -0.187, p < 0.01), whereas hyperactivity was only significant for emotional competence (β = -0.174, p < 0.05). Since inattention proved to be a dominant problem, it is recommended that experts working with children make an effort to increase attention and concentration as a prevention strategy for adaptation problems of all students.
AbstractMost European documents highlight the importance of lifelong learning, which raises the question of the quality of its teaching. There are different types of lifelong learning focused on the ...specific competencies of the participants. The pedagogical-psychological and didactic-methodological competencies are considered to be the basic ones. A large number of teacher education faculties in Croatia and in the world offer this kind of training in primary and secondary education to the teaching staff who did not have courses in educational and psychological studies in their undergraduate/graduate professional or university studies. Equally important is the training of the assistant teachers who work at universities and in professional or university studies and who have not attended the pedagogical-psychological group of courses. This need in education has been recognized by, among others, The Faculty of Teacher Education Osijek, which organizes this type of education. This study aims to explore the expectations of the participants of lifelong learning (Module B) in the Didactics course through on-line questionnaire on the basis of the comparative analysis of the two generations of participants and to explore whether their expectations have changed given the differences between the generations. In addition, the aim is to examine the participants' views on the length of the training, difficulty and volume of course obligations. The aim is also to examine whether the participants expect the Didactics course to be a model of teaching that they would copy at their faculties and to examine the type of teaching that the assistant teachers would like to have at their faculties. Results show that both generations of participants consider the Didactics course important and that it should represent a teaching model that they will be able to copy at their faculties. Length of the course is appropriate, but the number of obligations is not satisfactory. Key words: didactics; lifelong learning; quality; teaching at the university level; university teaching---SažetakVećina europskih dokumenta naglašava važnost cjeloživotnog obrazovanja što postavlja pitanje kvalitete nastave koja se izvodi s polaznicima cjeloživotnoga obrazovanja. Postoje različite vrste cjeloživotnog obrazovanja, usmjerene na određene kompetencije polaznika. Temeljnim se kompetencijama smatraju pedagoško-psihološke i didaktičko-metodičke. Velik broj nastavničkih fakulteta u Hrvatskoj i u svijetu nudi takvu vrstu izobrazbe djelatnika u osnovnom i srednjem obrazovanju koji u svom preddiplomskom/diplomskom stručnom ili sveučilišnom studiju nisu imali kolegije iz pedagoške i psihološke skupine predmeta. Jednako je važna i izobrazba asistenata koji rade na visokim učilištima, a tijekom stručnog ili sveučilišnog studija nisu imali pedagoško-psihološku skupinu predmeta. Tu je potrebu prepoznao, uz ostale, Učiteljski fakultet u Osijeku koji organizira takvu vrstu izobrazbe. Cilj rada je putem provedene on-line ankete istražiti očekivanja polaznika cjeloživotnog obrazovanja (B modula) od nastave didaktike na osnovi usporednih analiza dviju generacija polaznika te istražiti mijenjaju li se s godinama njihova očekivanja. Cilj je bio i ispitati stavove polaznika prema trajanju izobrazbe, težini i količini obaveza, organizaciji nastave; istražiti očekuju li da nastava didaktike bude model nastave koji će oni moći primijeniti na svojim fakultetima te istražiti kakvu nastavu asistenti žele na fakultetima. Rezultati istraživanja pokazuju da polaznici obje generacije nastavu didaktike smatraju važnom i da bi ona trebala biti model nastave koju će oni moći izvoditi na svojim fakultetima. Duljina trajanja izobrazbe primjerena je njihovim potrebama, ali količina obaveza prema kolegiju didaktike nije zadovoljavajuća.Ključne riječi: cjeloživotno obrazovanje; didaktika; kvaliteta; sveučilišna nastava.
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