{"title":"Analiza metaforičkih percepcija pojma učenja kod učenika u osnovnoj školi","authors":"Hüseyin Anılan","doi":"10.15516/CJE.V20I1.2460","DOIUrl":"https://doi.org/10.15516/CJE.V20I1.2460","url":null,"abstract":"","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"37 1","pages":"291-328"},"PeriodicalIF":0.2,"publicationDate":"2018-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80943038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Digital competence should be treated as an essential skill in the professional development of social educators. The purpose of the research project presented in this article is twofold: on the one hand, to conduct diagnostic self-assessment of students studying for an Undergraduate Degree in Social Education at the University of Salamanca (Spain), and on the other, to check whether the gender variable affects the results. Applied was the so-called ex post facto quantitative method and the data were collected via an online questionnaire. Descriptive analyses were applied and means were compared using Student’s t-test. The results show that students generally assess their familiarity with the information and communication technologies (ICT) as unsatisfactory and the use of ICT as satisfactory. In contrast, they assess themselves very positively in their attitudes toward ICT. Furthermore, male respondents in the sample scored higher in familiarity and use of ICT in comparison to female respondents, while women assessed themselves more positively than men in relation to attitude toward ICT. Finally, positive correlation was confirmed between familiarity with ICT and its use, as well as between the use and the attitudes toward ICT. There was no correlation between respondents’ familiarity with ICT and their attitude toward it.
{"title":"Social Educators: A Study of Digital Competence from a Gender Differences Perspectivezlika","authors":"M. González, S. Martín","doi":"10.15516/CJE.V20I1.2632","DOIUrl":"https://doi.org/10.15516/CJE.V20I1.2632","url":null,"abstract":"Digital competence should be treated as an essential skill in the professional development of social educators. The purpose of the research project presented in this article is twofold: on the one hand, to conduct diagnostic self-assessment of students studying for an Undergraduate Degree in Social Education at the University of Salamanca (Spain), and on the other, to check whether the gender variable affects the results. Applied was the so-called ex post facto quantitative method and the data were collected via an online questionnaire. Descriptive analyses were applied and means were compared using Student’s t-test. The results show that students generally assess their familiarity with the information and communication technologies (ICT) as unsatisfactory and the use of ICT as satisfactory. In contrast, they assess themselves very positively in their attitudes toward ICT. Furthermore, male respondents in the sample scored higher in familiarity and use of ICT in comparison to female respondents, while women assessed themselves more positively than men in relation to attitude toward ICT. Finally, positive correlation was confirmed between familiarity with ICT and its use, as well as between the use and the attitudes toward ICT. There was no correlation between respondents’ familiarity with ICT and their attitude toward it.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"73 1","pages":"11-42"},"PeriodicalIF":0.2,"publicationDate":"2018-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75251592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present research was conducted on a sample of 95 younger school children (age range 7-8 years) divided into two groups: 40 boys and 55 girls, in order to define the relation of basic anthropometric values, physical composition and BMI values to movement coordination by performing three motor tests. The ex post facto research design was used. Our results indicate that there are statistically significant gender differences related to the movement coordination in favor of the boys. Regression analyses results pointed out that the system of predictor variables in boys had statistically significant influence only on the manifestation of hypothetic motor factor of coordination for the variable Obstacle course backwards. All estimated predictor variables: body height, body weight, BMI, overall muscle tissue, overall fat tissue and overall water quantity positively correlate to this criterion. The predictor system did not have significant influence on other variables regarding the coordination assessment. Children still generally respond to the tasks; that is, the general motor factor is emphasized. A greater distinction should be expected once the children enter the prepubertal phase.
{"title":"Gender Differences in Children Related to the Body Composition and Movement Coordination/Spolne razlike u tjelesnoj kompoziciji i njihova relacija s koordinacijom kod djece","authors":"Vladan Pelemiš, V. Živanović, D. Branković","doi":"10.15516/CJE.V20I1.2604","DOIUrl":"https://doi.org/10.15516/CJE.V20I1.2604","url":null,"abstract":"The present research was conducted on a sample of 95 younger school children (age range 7-8 years) divided into two groups: 40 boys and 55 girls, in order to define the relation of basic anthropometric values, physical composition and BMI values to movement coordination by performing three motor tests. The ex post facto research design was used. Our results indicate that there are statistically significant gender differences related to the movement coordination in favor of the boys. Regression analyses results pointed out that the system of predictor variables in boys had statistically significant influence only on the manifestation of hypothetic motor factor of coordination for the variable Obstacle course backwards. All estimated predictor variables: body height, body weight, BMI, overall muscle tissue, overall fat tissue and overall water quantity positively correlate to this criterion. The predictor system did not have significant influence on other variables regarding the coordination assessment. Children still generally respond to the tasks; that is, the general motor factor is emphasized. A greater distinction should be expected once the children enter the prepubertal phase.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"13 1","pages":"173-198"},"PeriodicalIF":0.2,"publicationDate":"2018-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86486172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"New Media Literacy Skills in Gifted Students/Vještina medijske pismenosti kod darovitih učenika","authors":"Ozan Alevli, Alpaslan Okur","doi":"10.15516/CJE.V20I1.2553","DOIUrl":"https://doi.org/10.15516/CJE.V20I1.2553","url":null,"abstract":"","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"10 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2018-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86391026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With initial education, practice and life long learning, educational staff develop knowledge, skills, abilities, as well as values and attitudes necessary for holistic approach to child development. Beliefs and attitudes can significantly determine how an individual will act. Therefore, in order to determine the differences in child-rearing beliefs and the image of the child between parents in teaching and non-teaching professions, a survey was conducted on a sample of 544 respondents with completed tertiary education. The sample consisted of 247 parents in teaching professions (kindergarden teachers, teachers, pedagogues) and 297 parents in non-teaching professions (economics, law, healthcare, engineering). The general hypothesis of this research was that there is no difference in child-rearing beliefs and the image of the child between parents in teaching and non- teaching profession. However, the results have revealed some differences. Kindergarden and elementary school teachers, more so then respondents of other professions, think that it is not necessary at all to use corporal punishment, but to be more actively involved instead and use induction in the upbringing of children. They also have a more contemporary view of the image of the child. Based on all obtained results, it is possible to conclude that educational staff should be more engaged in the development of parental competence.
{"title":"Professional Development of Kindergarten and Elementary School Teachers for Collaboration with Parents","authors":"A. Vukušić","doi":"10.15516/CJE.V20I0.3046","DOIUrl":"https://doi.org/10.15516/CJE.V20I0.3046","url":null,"abstract":"With initial education, practice and life long learning, educational staff develop knowledge, skills, abilities, as well as values and attitudes necessary for holistic approach to child development. Beliefs and attitudes can significantly determine how an individual will act. Therefore, in order to determine the differences in child-rearing beliefs and the image of the child between parents in teaching and non-teaching professions, a survey was conducted on a sample of 544 respondents with completed tertiary education. The sample consisted of 247 parents in teaching professions (kindergarden teachers, teachers, pedagogues) and 297 parents in non-teaching professions (economics, law, healthcare, engineering). The general hypothesis of this research was that there is no difference in child-rearing beliefs and the image of the child between parents in teaching and non- teaching profession. However, the results have revealed some differences. Kindergarden and elementary school teachers, more so then respondents of other professions, think that it is not necessary at all to use corporal punishment, but to be more actively involved instead and use induction in the upbringing of children. They also have a more contemporary view of the image of the child. Based on all obtained results, it is possible to conclude that educational staff should be more engaged in the development of parental competence.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"27 1","pages":"73-94"},"PeriodicalIF":0.2,"publicationDate":"2018-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85189139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The paper presents the possibilities and conditions for applying the LEGO DUPLO Play Box material and the effects of its use on child development, as well as on the work of the kindergarten teachers. It is based on the research carried out in four preschool institutions in Bosnia and Herzegovina that were included in the project "Application of LEGO construction material in preschool institutions". Within the project, the material and teacher training for its use were provided by the Danish LEGO Foundation that supports the realization of such activities in the South African Republic, Mexico and India, and, in European region, in Ukraine and Bosnia and Herzegovina. During the research, thirty kindergarten teachers were assessing the possibilities and conditions for the application of the LEGO DUPLO Play Box material through the Assessment Scale of the application of LEGO material in the Programme of Early Childhood and Preschool Education. The effects of the application of the LEGO DUPLO Play Box material both on the development of the child and on the work of the kindergarten teachers were monitored through the Protocol for Observing Learning Activity in which LEGO material is used, in relation to the kindergarten teachers and regarding the aspects of child development. The results of the survey show that the community as a factor does not provide significant support in terms of promoting and emphasizing the importance and significance of the construction play for children and for their further development, and that the institutional factor (associations, organizations, stores selling toys) does not sufficiently promote the importance of play. In addition, the effect of the application of Lego material in the Programme of Early Childhood and Preschool Education has been confirmed, but only in the context of the work of kindergarten teachers. The effect of the application of Lego material on the aspects of child development has not been observed, which means that there is no difference in achieving the expected outcomes of children's learning during the application of the Programme with or without LEGO material. This implies that the implementation of the entire Programme of Early Childhood and Preschool Education in the Republic of Srpska, Bosnia and Herzegovina is based on play, as well as on the construction play, but also that with the application of LEGO materials it is possible to achieve the planned learning outcomes and thus encourage the development of the child in all their aspects. Key words: aspects of child development; playing activity; construction material; pedagogical perspective of play; social-ecological theory. --- Sažetak U radu su prikazane mogucnosti i uvjeti primjene LEGO DUPLO PlayBox materijala, kao i efekti njegove uporabe na razvoj djeteta i na rad odgojitelja na temelju provedenog istraživanja u cetiri predskolske ustanove u Bosni i Hercegovini koje su bile ukljucene u projekt "Uporaba i primjena LEGO konstru
摘要本文介绍了乐高DUPLO Play Box材料应用的可能性和条件，以及乐高DUPLO Play Box材料的使用对幼儿发展的影响，以及对幼儿园教师工作的影响。它基于在波斯尼亚和黑塞哥维那的四所幼儿园进行的研究，这些研究被纳入“乐高建筑材料在幼儿园的应用”项目。在项目范围内，丹麦乐高基金会提供了材料和教师培训，以支持在南非共和国、墨西哥和印度以及在欧洲区域、乌克兰和波斯尼亚-黑塞哥维那开展此类活动。在研究过程中，30名幼儿园教师通过《乐高材料在幼儿和学前教育项目中的应用评估量表》评估乐高DUPLO游戏盒材料应用的可能性和条件。乐高DUPLO Play Box材料的应用对儿童的发展和幼儿园教师的工作的影响是通过观察学习活动的协议来监测的，其中乐高材料的使用与幼儿园教师和儿童发展方面有关。调查结果显示，社区作为一个因素在促进和强调构建游戏对儿童及其进一步发展的重要性和意义方面没有提供显著的支持，而机构因素(协会、组织、销售玩具的商店)没有充分促进游戏的重要性。此外，乐高材料在幼儿和学前教育计划中的应用效果已经得到证实，但这只是在幼儿园教师工作的背景下。应用乐高材料对儿童发展方面的影响尚未观察到，这意味着在应用乐高材料或不使用乐高材料期间，实现儿童学习的预期结果没有差异。这意味着波斯尼亚和黑塞哥维那斯普斯卡共和国的整个幼儿和学前教育方案的实施是基于游戏和建筑游戏，但也有可能通过乐高材料的应用实现计划的学习成果，从而鼓励儿童在各个方面的发展。关键词:儿童发展各方面;游戏活动;建筑材料;游戏的教育学视角;生态理论。- Sažetak U radu su prikazane mogucnosti i uvjeti primjene LEGO DUPLO PlayBox materijala, kao i efekti njejeve urazvoj djejeja nteelju provedenog istraživanja U cetiri predskolske ustanove U Bosni Hercegovini koje su, ukljuene项目“Uporaba i primjena LEGO konstruktorskog materijala U predskolskim ustanovama”U okviru project, material i obuka za koristenje materijala bili su osigurani od danske LEGO Fondacije koja podržava realizizju takvih aktivnostiu Južnoafrickoj Republici, Meksiku i Indiji, od europskih zemalja, Ukrajini波斯尼亚i Hercegovini。Trideset odgojitelja procjenjivalo je mogucnosti i uvjee primjene LEGO DUPLO PlayBox material . putem Skale procjene primjeni LEGO materials . Programu predskolskog odgoja i obrazovanja。乐高DUPLO PlayBox材料的可应用性:可应用乐高DUPLO PlayBox材料的可应用性:可应用乐高PlayBox材料的可应用性:可应用乐高PlayBox材料的可应用性:可应用乐高PlayBox材料的可应用性:可应用乐高PlayBox材料的可应用性:可应用乐高PlayBox材料的可应用性:可应用乐高PlayBox材料的可应用性Rezultati ispitivanja pokazuju da zajednica kao cimbenik ne pruža znacajnu potporu pogledu promocije i naglasavanja važnosti konstruktorske igre za djecu iza njihov daljnji razvoj，数据机构nicimbenik(预算，组织，trgovine koje prodaju igracke) u dovoljnoj mjeri nepromovira važnost igre。Osim toga, utvrđeno je da postoji efekat utretrelego材料，Programu predskolskog odgoja i obrazovanja, ali samo u kontekstu nacina rada odgojitelja。乐高材料(Lego materials)是指乐高材料(Lego materials)，是指乐高材料(Lego materials)、乐高材料(Lego materials)和乐高材料(Lego materials)。为了使捷克共和国、波斯尼亚共和国、波斯尼亚共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国、捷克共和国。Klјucnе riјеci: dјеcјеg rаzvоја;igrajucaаktivnо圣;konstruktorski mаtеriјаl;教育学视角;socijalno-ekoloska teorija。
{"title":"LEGO Material in the Programme of Early Childhood and Preschool Education","authors":"Nataša Cvijanović, Danica Mojić","doi":"10.15516/cje.v20i0.3049","DOIUrl":"https://doi.org/10.15516/cje.v20i0.3049","url":null,"abstract":"Abstract The paper presents the possibilities and conditions for applying the LEGO DUPLO Play Box material and the effects of its use on child development, as well as on the work of the kindergarten teachers. It is based on the research carried out in four preschool institutions in Bosnia and Herzegovina that were included in the project \"Application of LEGO construction material in preschool institutions\". Within the project, the material and teacher training for its use were provided by the Danish LEGO Foundation that supports the realization of such activities in the South African Republic, Mexico and India, and, in European region, in Ukraine and Bosnia and Herzegovina. During the research, thirty kindergarten teachers were assessing the possibilities and conditions for the application of the LEGO DUPLO Play Box material through the Assessment Scale of the application of LEGO material in the Programme of Early Childhood and Preschool Education. The effects of the application of the LEGO DUPLO Play Box material both on the development of the child and on the work of the kindergarten teachers were monitored through the Protocol for Observing Learning Activity in which LEGO material is used, in relation to the kindergarten teachers and regarding the aspects of child development. The results of the survey show that the community as a factor does not provide significant support in terms of promoting and emphasizing the importance and significance of the construction play for children and for their further development, and that the institutional factor (associations, organizations, stores selling toys) does not sufficiently promote the importance of play. In addition, the effect of the application of Lego material in the Programme of Early Childhood and Preschool Education has been confirmed, but only in the context of the work of kindergarten teachers. The effect of the application of Lego material on the aspects of child development has not been observed, which means that there is no difference in achieving the expected outcomes of children's learning during the application of the Programme with or without LEGO material. This implies that the implementation of the entire Programme of Early Childhood and Preschool Education in the Republic of Srpska, Bosnia and Herzegovina is based on play, as well as on the construction play, but also that with the application of LEGO materials it is possible to achieve the planned learning outcomes and thus encourage the development of the child in all their aspects. Key words: aspects of child development; playing activity; construction material; pedagogical perspective of play; social-ecological theory. --- Sažetak U radu su prikazane mogucnosti i uvjeti primjene LEGO DUPLO PlayBox materijala, kao i efekti njegove uporabe na razvoj djeteta i na rad odgojitelja na temelju provedenog istraživanja u cetiri predskolske ustanove u Bosni i Hercegovini koje su bile ukljucene u projekt \"Uporaba i primjena LEGO konstru","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"61 1","pages":"25-45"},"PeriodicalIF":0.2,"publicationDate":"2018-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89875818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Classroom Management and Discipline (CMD) is an important area of teaching for which according to teachers’ assessment, they have not being adequately trained for. Reflective practice is considered an effective approach to classroom management and discipline and enables a critical reflection on educational practice. Instead of focusing exclusively on implementing a classroom management strategy, by adopting reflective practice the teacher raises awareness of different ways of thinking, behaving and acting. The teacher also identifies opportunities for introducing changes to educational practice and develops professionally. Taking into account that the process of (self-)reflection is demanding, that the knowledge and experience of Croatian teachers in how to implement reflective practice and introduce changes is insufficient, it is assumed that the Reflective Practice Guide can strongly support both its implementation and the teachers’ professional development. The aim of this paper was to establish the correlation between the self-assessment of teachers’ professional competence in classroom management and discipline on the one hand, and the self-assessment of the support provided by the Guide on the other. The purpose of the Guide is to introduce changes in practice in line with the stated level of awareness of reflective practice in the reflection-on-reflection stage. A total of 111 classroom and subject teachers participated in the study. A professional development seminar was organized for teachers (the agenda was announced on the official website of the Education and Teacher Training Agency). The teachers attended a plenary lecture on classroom management and discipline and a workshop on reflective practice, and implemented reflective practice in their classrooms for a month using the Guide as support. Research results indicate that there is a statistically significant positive correlation between the self-assessment of professional competence in classroom management and discipline and the self-assessment of the support provided by the Reflective Practice Guide in the following elements: support for reflective thinking, documenting practice and introducing improvements in practice among respondents who expressed a positive attitude towards applying reflective practice. It can be concluded that the Reflective Practice Guide is an appropriate and potentially important form of support for introducing change in classroom management and discipline in the educational practice and for raising teachers’ awareness and understanding of the role they play in introducing change. Key words: Classroom Management and Discipline; reflection-on-reflection; Reflective Practice Guide. --- Sažetak Upravljanje razredom i disciplinom važno je podrucje poucavanja za koje se ucitelji procjenjuju nedovoljno strucno osposobljenima. Refleksivna se praksa smatra djelotovornim pristupom u upravljanju razredom i disciplinom te omogucuje kriticko promisljanje odg
摘要课堂管理与纪律是教学的一个重要领域，但根据教师的评价，课堂管理与纪律培训还不够。反思性实践被认为是课堂管理和纪律的有效方法，并使对教育实践的批判性反思成为可能。教师不是只专注于实施课堂管理策略，而是通过反思性实践来提高对不同思维方式、行为方式和行动方式的认识。教师还能发现机会，将变化引入教育实践，并在专业上发展。考虑到(自我)反思的过程要求很高，克罗地亚教师在如何实施反思实践和引入变革方面的知识和经验不足，我们认为反思实践指南可以有力地支持其实施和教师的专业发展。本文的目的是建立教师课堂管理和学科专业能力的自我评价与《指南》提供的支持的自我评价之间的相关性。该指南的目的是根据在反思性实践阶段对反思性实践的认识水平，在实践中引入变化。共有111名任课教师和学科教师参与了本研究。为教师组织专业发展研讨会(议程在教育教师培训机构官网公布)。教师们参加了课堂管理和纪律的全体讲座和反思性实践研讨会，并在《指南》的支持下，在课堂上进行了为期一个月的反思性实践。研究结果表明，对实施反思性实践持积极态度的被调查者对课堂管理和学科专业能力的自我评价与《反思性实践指南》在支持反思性思维、记录实践和介绍实践改进方面提供的支持的自我评价之间存在显著的正相关。可以得出结论，反思性实践指南是一种适当的、潜在的重要支持形式，可以在教育实践中引入课堂管理和纪律的变革，并提高教师对他们在引入变革中所起作用的认识和理解。关键词:课堂管理与纪律;reflection-on-reflection;反思性实践指南——Sažetak Upravljanje razredom i disciplinom važno je podrucje poucavanja za koje se ucitelji projenjuju nedovoljno strucno osposobljenima。反思性思维是指理性思维，理性思维是指理性思维，理性思维是指理性思维，理性思维是指理性思维。〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕〔1〕Identificira mogucnosti za uvođenje promjena u odgojno-obrazovnu praksu I professional no se razvija。Uzimajuci u obzir zahtjevan过程(samo)反射;nedovoljno spoznaja i iskustava hrvatskih ucitelja to tome kako provoditi refleksivnu praksu i uvoditi promene, prepostavljamo kako Vodic za refleksivnu praksu može biti važna potpora njezinoj implementaciji i professional alnom razvoju ucitelja。Cilj ovoga rada bioje utvrditi povezanost samoprocene structure osposobljenosti ucitelja ja upravljanje razredom i disciplini samoprocjene popopore Vodica uvođenju promjena u praksi，但skladu iskazanom razinom ojojoestenosti ispitanika o reflesij praksi u etapi refleksija o refleksiji。U istraživanju je sudjelovalo ukupno 111 ucitelja razredne i preprene nastave。咱ucitelje我organizirana edukacija(萨德尔žaj koji我objavljen na službenim stranicama Agencije咱odgoj我obrazovanje): sudjelovali苏u plenarnom predavanju o upravljanju razredom我disciplinom radionici o refleksivnoj praksi,一个zatim mjesec dana u svome razredu provodili refleksivnu praksu是乌斯potporu Vodica。Rezultati istraživanja pokazuju statisticki znacajnu pozitivu korelaciju samoprocjene structure osposobljenosti za upravljanje razredom i disciplinom i samoprocjene potore Vodica za refleksivnu praksu sljedecm element: potpora refleksivnu razmisljanju, dokumentiranje prakse i uvođenje poboljsanja u praksu kod ispitanika koji su iskazali pozitivan stav prema primjeni reflesivene prakse。Može se zakljuciti kako je Vodic za refleksivnu praksu primjeren i potenticijalno važan oblik potore uvođenju promjena u upravljanje razredom i discipline u odgojno-obrazovnoj praksi the u osvjestavanju ucitelja u razumijevanju vlastite uloge u uvođenju promjena。
{"title":"How to Introduce Change to Classroom Management and Discipline / Kako uvoditi promjene u upravljanje razredom i disciplinom","authors":"Sanja Bilač, D. Miljković","doi":"10.15516/CJE.V20I0.3059","DOIUrl":"https://doi.org/10.15516/CJE.V20I0.3059","url":null,"abstract":"Abstract Classroom Management and Discipline (CMD) is an important area of teaching for which according to teachers’ assessment, they have not being adequately trained for. Reflective practice is considered an effective approach to classroom management and discipline and enables a critical reflection on educational practice. Instead of focusing exclusively on implementing a classroom management strategy, by adopting reflective practice the teacher raises awareness of different ways of thinking, behaving and acting. The teacher also identifies opportunities for introducing changes to educational practice and develops professionally. Taking into account that the process of (self-)reflection is demanding, that the knowledge and experience of Croatian teachers in how to implement reflective practice and introduce changes is insufficient, it is assumed that the Reflective Practice Guide can strongly support both its implementation and the teachers’ professional development. The aim of this paper was to establish the correlation between the self-assessment of teachers’ professional competence in classroom management and discipline on the one hand, and the self-assessment of the support provided by the Guide on the other. The purpose of the Guide is to introduce changes in practice in line with the stated level of awareness of reflective practice in the reflection-on-reflection stage. A total of 111 classroom and subject teachers participated in the study. A professional development seminar was organized for teachers (the agenda was announced on the official website of the Education and Teacher Training Agency). The teachers attended a plenary lecture on classroom management and discipline and a workshop on reflective practice, and implemented reflective practice in their classrooms for a month using the Guide as support. Research results indicate that there is a statistically significant positive correlation between the self-assessment of professional competence in classroom management and discipline and the self-assessment of the support provided by the Reflective Practice Guide in the following elements: support for reflective thinking, documenting practice and introducing improvements in practice among respondents who expressed a positive attitude towards applying reflective practice. It can be concluded that the Reflective Practice Guide is an appropriate and potentially important form of support for introducing change in classroom management and discipline in the educational practice and for raising teachers’ awareness and understanding of the role they play in introducing change. Key words: Classroom Management and Discipline; reflection-on-reflection; Reflective Practice Guide. --- Sažetak Upravljanje razredom i disciplinom važno je podrucje poucavanja za koje se ucitelji procjenjuju nedovoljno strucno osposobljenima. Refleksivna se praksa smatra djelotovornim pristupom u upravljanju razredom i disciplinom te omogucuje kriticko promisljanje odg","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"129 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2018-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85287234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Early- and preschool-aged children spend their childhood in educational institutions. However, their growing up takes place during a time spent outside institutions. Considering the fact that childhood institutionalization is nowadays a frequently discussed topic, the interest in spending quality time which is not only realized in the family community, but also, more and more, in early education facilities and other out-of-home programmes aimed at children and their improvement, is becoming increasingly important. That exact segment of life has proved to be an important predictor of the quality development of each individual. By participating in various activities, the child is able to develop a personal system of values, critical thinking, tolerance, and human and ethical values. This paper presents the results of a survey conducted in kindergartens in the City of Zagreb, Sisak, Petrinja, Velika Gorica, and Velika Mlaka. Using an appropriately constructed Questionnaire on Parents’ Opinions on Childhood Institutionalization, 250 parents assessed the importance of including children in different activities provided by early education institutions and other out-of-home programmes. Key words: child; childhood; early education facilities; leisure activities; parents; play. --- Sažetak Dijete rane i predskolske dobi svoje djetinjstvo provodi u ustanovama za odgoj i obrazovanje, međutim, njegovo se odrastanje odvija i u vremenu koje nije obuhvaceno boravkom u nekoj od institucija. S obziromna to da se danas ucestalo govori o institucionalizaciji djetinjstva, interes za provođenje kvalitetnog vremena koje se uz obiteljsku zajednicu sve vise ostvaruje i u ustanovama ranog odgoja i u drugim izvanobiteljskim programima usmjerenim na dijete i njegovu dobrobit dobiva na važnosti. Upravo taj segment života pokazao se kao bitan prediktor u kvalitetnom razvoju svakog pojedinca. Participiranjem u razlicitim aktivnostima djetetu je omoguceno razvijanje osobnog sustava vrijednosti, kriticnog misljenja, razvoja tolerancije i humanih etickih vrijednosti. U ovom radu provedeno je istraživanje u djecjim vrticima Grada Zagreba i djecjim vrticima s podrucja Siska, Petrinje, Velike Gorice i Velike Mlake. 250 roditelja je u prigodno konstruiranom Upitniku o misljenju roditelja o institucionaliziranosti djetinjstva, procjenjivalo važnost ukljucenosti djece u razlicite aktivnosti koje se ostvaruju u ustanovama ranog odgoja i drugim izvanobiteljskim programima. Kljucne rijeci: igra; roditelji; slobodne aktivnosti; ustanove ranog odgoja i obrazovanja.
幼儿和学龄前儿童在教育机构中度过他们的童年。然而，他们的成长过程是在校外度过的。考虑到儿童收容是当今一个经常讨论的话题，人们不仅在家庭社区，而且越来越多地在早期教育设施和其他旨在儿童及其发展的家庭外方案中实现了对花费优质时间的兴趣，这一点正变得越来越重要。这段确切的生命被证明是每个个体发展质量的重要预测指标。通过参与各种活动，孩子能够发展个人的价值观、批判性思维、宽容以及人类和道德价值观。本文介绍了在萨格勒布市、Sisak市、Petrinja市、Velika Gorica市和Velika maka市的幼儿园进行的一项调查的结果。250名家长使用一份适当编制的“家长对儿童机构化的意见”问卷，评估了将儿童纳入早期教育机构和其他户外项目提供的不同活动的重要性。关键词:儿童;童年;早期教育设施;休闲活动;父母;玩了。--- Sažetak Dijete rane i predskolske dobi svoje djetinjstvo provodi u ustanovama za odvija i obrazovanje, međutim, njegovo se odrastanje odvija i u vremenu koje nije obuhvaceno boravkom u nekoj od instituteja。3 .中国医药工业发展的发展趋势:中国医药工业发展的趋势:中国医药工业发展的趋势:中国医药工业发展的趋势:中国医药工业的趋势:中国医药工业的趋势:中国医药工业的趋势:中国医药工业的趋势:中国医药工业的趋势:中国医药工业的趋势:中国医药工业的趋势:中国医药工业的趋势:中国医药工业的趋势:中国医药工业的趋势:中国医药工业的趋势:中国医药工业的趋势:中国医药工业的趋势:中国医药工业的趋势:中国医药工业的趋势:中国医药工业的趋势:中国医药工业的趋势:中国医药工业的趋势:中国医药工业的趋势:中国医药工业的趋势:中国医药工业的趋势:中国医药工业的趋势:中国医药工业的趋势:中国医药工业的趋势:中国医药工业的趋势:中国医药工业的趋势。Upravo taj segment života pokazao se kao bitan预测因子参试者对狂犬病的研究进展，对狂犬病的研究进展，对狂犬病的研究进展，对狂犬病的研究进展，对狂犬病的研究进展，对狂犬病的研究进展，对狂犬病的研究进展。U ovom拉provedeno我istraživanje U djecjim vrticima Grada Zagreba我djecjim vrticima年代podrucja Siska, Petrinje, Velike Gorice我Velike Mlake。250 roditelja我U prigodno konstruiranom Upitniku o misljenju roditelja o institucionaliziranosti djetinjstva, procjenjivalo važ绝大多数ukljucenosti djece U razlicite aktivnosti巨济se ostvaruju U ustanovama ranog odgoja我drugim izvanobiteljskim programima。kljune rijeci: igra;roditelji;slobodne aktivnosti;Ustanove ranog odgoja I obrazovanja。
{"title":"Child and Institutions: Institutional Childhood / Dijete i institucije: institucijsko djetinjstvo","authors":"Edita Rogulj","doi":"10.15516/CJE.V20I0.3053","DOIUrl":"https://doi.org/10.15516/CJE.V20I0.3053","url":null,"abstract":"Abstract Early- and preschool-aged children spend their childhood in educational institutions. However, their growing up takes place during a time spent outside institutions. Considering the fact that childhood institutionalization is nowadays a frequently discussed topic, the interest in spending quality time which is not only realized in the family community, but also, more and more, in early education facilities and other out-of-home programmes aimed at children and their improvement, is becoming increasingly important. That exact segment of life has proved to be an important predictor of the quality development of each individual. By participating in various activities, the child is able to develop a personal system of values, critical thinking, tolerance, and human and ethical values. This paper presents the results of a survey conducted in kindergartens in the City of Zagreb, Sisak, Petrinja, Velika Gorica, and Velika Mlaka. Using an appropriately constructed Questionnaire on Parents’ Opinions on Childhood Institutionalization, 250 parents assessed the importance of including children in different activities provided by early education institutions and other out-of-home programmes. Key words: child; childhood; early education facilities; leisure activities; parents; play. --- Sažetak Dijete rane i predskolske dobi svoje djetinjstvo provodi u ustanovama za odgoj i obrazovanje, međutim, njegovo se odrastanje odvija i u vremenu koje nije obuhvaceno boravkom u nekoj od institucija. S obziromna to da se danas ucestalo govori o institucionalizaciji djetinjstva, interes za provođenje kvalitetnog vremena koje se uz obiteljsku zajednicu sve vise ostvaruje i u ustanovama ranog odgoja i u drugim izvanobiteljskim programima usmjerenim na dijete i njegovu dobrobit dobiva na važnosti. Upravo taj segment života pokazao se kao bitan prediktor u kvalitetnom razvoju svakog pojedinca. Participiranjem u razlicitim aktivnostima djetetu je omoguceno razvijanje osobnog sustava vrijednosti, kriticnog misljenja, razvoja tolerancije i humanih etickih vrijednosti. U ovom radu provedeno je istraživanje u djecjim vrticima Grada Zagreba i djecjim vrticima s podrucja Siska, Petrinje, Velike Gorice i Velike Mlake. 250 roditelja je u prigodno konstruiranom Upitniku o misljenju roditelja o institucionaliziranosti djetinjstva, procjenjivalo važnost ukljucenosti djece u razlicite aktivnosti koje se ostvaruju u ustanovama ranog odgoja i drugim izvanobiteljskim programima. Kljucne rijeci: igra; roditelji; slobodne aktivnosti; ustanove ranog odgoja i obrazovanja.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"1 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2018-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80733831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract In view of numerous benefits of music in a child's overall development, music education is increasingly becoming an imperative and a challenge of the contemporary education practice. In this respect, every educator should have some level of music competency. The purpose of this paper was to examine the music competencies of early and preschool education students at the Faculty of Teacher Education of the University of Zagreb. The basic competencies, as well as those pertaining to teaching methodology and musical creativity were tested along with their implementation in the education practice. The study was based on students' self-assessment and a questionnaire designed for this purpose. In order to further the education practice, respondents were asked about the competencies they wanted to improve during their graduate study. A total of 223 students of the full-time and the part-time graduate study program of Early and Preschool Education at the Faculty of Teacher Education, University of Zagreb, took part in the survey. Both quantitative and qualitative research methods were applied, and the results obtained show respondents' very positive assessment of their basic competencies and those pertaining to teaching methodology and musical creativity. However, their self-assessment of practical competencies and an expressed desire for improvement indicate an awareness of the need for further development of their musical competencies. Research results can serve as a guideline for improving the quality of music education, both at undergraduate and graduate preschool education study programs of the Faculty of Teacher Education in Zagreb. Key words: early childhood and preschool education; music competencies; preschool teacher; self-assessment. --- Sažetak S obzirom na brojne dobrobiti glazbe u djetetovu cjelovitom razvoju, glazbeni odgoj sve vise postaje imperativ i izazov suvremene odgojno-obrazovne prakse. U skladu s time svaki bi odgojitelj trebao posjedovati određene glazbene kompetencije. Cilj ovoga rada jest ispitati glazbene kompetencije studenata diplomskog studija Ranog i predskolskog odgoja i obrazovanja Uciteljskog fakulteta Sveucilista u Zagrebu. Samorefleksijom studenata, putem anketnog upitnika oblikovanog za potrebe ovog istraživanja, ispitane su temeljne, metodicke i glazbeno-stvaralacke kompetencije, kao i njihova prakticna primjena u odgojno-obrazovnoj praksi. S ciljem dodatnog unapređenja odgojno-obrazovne prakse prikupljena su stajalista i misljenja ispitanika o kompetencijama koje bi dodatno željeli usavrsiti tijekom diplomskog studija. U istraživanju su sudjelovala 223 ispitanika, studenata redovitog i izvanrednog diplomskog studija RPOO Uciteljskog fakulteta Sveucilista u Zagrebu. Primijenjena je kvantitativna i kvalitativna metoda znanstvenog pedagoskog istraživanja. Zakljuceno je da bez obzira na to sto ispitanici samorefleksijom visoko procjenjuju svoje temeljne, metodicke i glazbeno-stvaralacke kompetencije, samorefl
鉴于音乐对儿童全面发展的诸多益处，音乐教育日益成为当代教育实践的当务之急和挑战。在这方面，每个教育工作者都应该有一定程度的音乐能力。本文的目的是研究萨格勒布大学教师教育学院早期和学前教育学生的音乐能力。基本能力，以及与教学方法和音乐创造力有关的能力在教育实践中进行了测试。本研究基于学生的自我评估和为此目的设计的问卷。为了进一步的教育实践，受访者被问及他们希望在研究生学习期间提高的能力。萨格勒布大学教师教育学院早期和学前教育专业的全日制和非全日制研究生共223名学生参加了调查。定量和定性的研究方法都被应用，结果显示受访者对他们的基本能力以及与教学方法和音乐创造力有关的能力进行了非常积极的评估。然而，他们对实践能力的自我评估和对改进的渴望表明他们意识到需要进一步发展他们的音乐能力。研究结果可为萨格勒布师范学院本科和研究生学前教育研究项目提高音乐教育质量提供指导。关键词:幼儿学前教育;音乐能力;幼儿园的老师;自我评估。--- Sažetak S obzirom na brojne dobrobiti glazbe u djetetovu cjelovitom razvoju, glazbeni odgoj sve vise poststaje impertivi izazov suveine odgojno-obrazovne prakse。U skladu s time svaki bi odgojitelj trebao posjedoati određene glzbene competencije。在萨格勒布，有一所大学是专门为学生开设的，这所大学是专门为学生开设的。samoreksijom studenata, putem anketnog upitnika oblikovanog za potrebe ovog istraživanja, ispitane sutemelne, metodicke i glazno - stvaracaclepetencije, koki njihova prakina primjena, odgojno-obrazovnoj praksi。美国学生dodatnog unapređenja odgojno-obrazovne prakse prikupljena su stajalista i misljenja ispitanika o competencicijama koje bi dodatno željeli usavrsiti tijekom diplomskog studija。U istraživanju su sudjelovala 223 ispitanika, studenata redovitog i izvanrednog外交研究rpo Uciteljskog fakulteta Sveucilista U Zagrebu。primejenjena je kantitivatina i kvalatiatina mettoda znanstvenog pedagoskog istraživanja。Zakljuceno je da bez obzira na to sto ispitanici samorefleksijom visoko projendike i glazbeni -stvaralacke kompetencije, samorefleksija njihovih prakticnih kompetencija, kao i izražena potreba za dodatnim usavrsavanjem, ukazju na to da su ispitanici svjesni potrebe za daljnjim razvojem svojih glazbenih kompetencija。Dobiveni rezultati istraživanja predstavljaju smjernicu za daljnje unapređenje kvalitete nastave glazbe, kako studenata diplomskog tako i dodiplomskog studija Ranog i predskolskog odgoja i obrazovanja Uciteljskog fakulteta Sveucilista u Zagrebu。kljune rijeci;odgojitelji;Rani I predskolski odgoj I obrazovanje;samorefleksija。
{"title":"Preschool Teachers’ Music Competencies Based on Preschool Education Students’ Self-Assessment / Glazbene kompetencije odgojitelja u svjetlu samorefleksije studenata ranog i predškolskog odgoja i obrazovanja","authors":"Blaženka Bačlija Sušić","doi":"10.15516/CJE.V20I0.3048","DOIUrl":"https://doi.org/10.15516/CJE.V20I0.3048","url":null,"abstract":"Abstract In view of numerous benefits of music in a child's overall development, music education is increasingly becoming an imperative and a challenge of the contemporary education practice. In this respect, every educator should have some level of music competency. The purpose of this paper was to examine the music competencies of early and preschool education students at the Faculty of Teacher Education of the University of Zagreb. The basic competencies, as well as those pertaining to teaching methodology and musical creativity were tested along with their implementation in the education practice. The study was based on students' self-assessment and a questionnaire designed for this purpose. In order to further the education practice, respondents were asked about the competencies they wanted to improve during their graduate study. A total of 223 students of the full-time and the part-time graduate study program of Early and Preschool Education at the Faculty of Teacher Education, University of Zagreb, took part in the survey. Both quantitative and qualitative research methods were applied, and the results obtained show respondents' very positive assessment of their basic competencies and those pertaining to teaching methodology and musical creativity. However, their self-assessment of practical competencies and an expressed desire for improvement indicate an awareness of the need for further development of their musical competencies. Research results can serve as a guideline for improving the quality of music education, both at undergraduate and graduate preschool education study programs of the Faculty of Teacher Education in Zagreb. Key words: early childhood and preschool education; music competencies; preschool teacher; self-assessment. --- Sažetak S obzirom na brojne dobrobiti glazbe u djetetovu cjelovitom razvoju, glazbeni odgoj sve vise postaje imperativ i izazov suvremene odgojno-obrazovne prakse. U skladu s time svaki bi odgojitelj trebao posjedovati određene glazbene kompetencije. Cilj ovoga rada jest ispitati glazbene kompetencije studenata diplomskog studija Ranog i predskolskog odgoja i obrazovanja Uciteljskog fakulteta Sveucilista u Zagrebu. Samorefleksijom studenata, putem anketnog upitnika oblikovanog za potrebe ovog istraživanja, ispitane su temeljne, metodicke i glazbeno-stvaralacke kompetencije, kao i njihova prakticna primjena u odgojno-obrazovnoj praksi. S ciljem dodatnog unapređenja odgojno-obrazovne prakse prikupljena su stajalista i misljenja ispitanika o kompetencijama koje bi dodatno željeli usavrsiti tijekom diplomskog studija. U istraživanju su sudjelovala 223 ispitanika, studenata redovitog i izvanrednog diplomskog studija RPOO Uciteljskog fakulteta Sveucilista u Zagrebu. Primijenjena je kvantitativna i kvalitativna metoda znanstvenog pedagoskog istraživanja. Zakljuceno je da bez obzira na to sto ispitanici samorefleksijom visoko procjenjuju svoje temeljne, metodicke i glazbeno-stvaralacke kompetencije, samorefl","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"241 1","pages":"113-129"},"PeriodicalIF":0.2,"publicationDate":"2018-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75758224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Professional development of kindergarten teachers is a complex and continuous process that implies developing the competences of kindergarten teachers. It aims to improve work performance and foster the development and achievements of children. For this reason, the importance of a holistic approach in their professional development and lifelong learning is emphasized, as only a comprehensive model of different competences of kindergarten teachers can precede changes and improvements in educational practice. The professional competences of kindergarten teachers require a high level of various abilities and practical actions based on these abilities, which assume mutual synergy of all those involved in or responsible for the quality of the educational practice. The aim of this qualitative research is, therefore, to gain insight into the personal attitudes of kindergarten teachers, professional associates, and principals, and to question group meanings and norms on the possibilities of enhancing professional competences of kindergarten teachers while contemplating existing barriers that can be seen and exist in this area. For the purpose of this research, three focus groups were formed. Thirty-nine participants coming from twenty kindergartens in the area of Zagreb took part in the focus groups. Key words: kindergarten teacher; professional development; social competences. --- Sažetak Profesionalni razvoj odgojitelja složen je i kontinuiran proces koji podrazumijeva razvijanje kompetencija odgojitelja s ciljem kvalitetnijeg obavljanja posla i unapređivanja razvoja i postignuca djece. Zbog toga se naglasava važnost holistickog pristupa u njihovu profesionalnom razvoju i cjeloživotnom obrazovanju, jer samo cjelovit model razlicitih kompetencija odgojitelja može prethoditi mijenjanju i unapređivanju odgojno-obrazovne prakse. Profesionalne kompetencije odgojitelja zahtijevaju visoku razinu raznovrsnih sposobnosti i na njima utemeljene prakticne akcije, sto pretpostavlja sinergiju svih onih koji su ukljuceni u kvalitetu odgojno-obrazovne prakse ili za nju odgovorni. Stoga je cilj ovog kvalitativnog istraživanja dobiti uvid u osobna stajalista odgojitelja, strucnih suradnika i ravnatelja te propitati grupna znacenja i norme o mogucnostima unapređenja profesionalnih kompetencija odgojitelja uz istodobno sagledavanje postojecih barijera koje na tom podrucju opažaju i na koje nailaze. Za potrebe ovoga istraživanja održane su tri fokus grupe u kojima je sudjelovalo trideset devet sudionika iz ukupno dvadeset djecjih vrtica s podrucja grada Zagreba. Kljucne rijeci: odgajatelj; profesionalni razvoj; socijalne kompetencije.
幼儿园教师的专业发展是一个复杂而持续的过程，它蕴涵着幼儿园教师自身能力的发展。它旨在改善工作表现，促进儿童的发展和成就。因此，整体方法在幼儿园教师专业发展和终身学习中的重要性被强调，因为只有一个幼儿园教师不同能力的综合模型，才能在教育实践中进行变革和改进。幼儿园教师的专业能力要求教师具备高水平的各种能力和以这些能力为基础的实际行动，这些能力和行动是所有参与或负责教育实践质量的人的相互协同作用。因此，本定性研究的目的是深入了解幼儿园教师、专业伙伴和校长的个人态度，并在思考这一领域可以看到和存在的障碍的同时，对提高幼儿园教师专业能力的可能性的群体意义和规范提出质疑。为了本研究的目的，我们组成了三个焦点小组。来自萨格勒布地区20所幼儿园的39名参与者参加了焦点小组。关键词:幼儿园教师;专业发展;社会能力。--- Sažetak professionalni razvoj odgojitelja složen je i kontinuiran proces koji podrazumijeva razvijanje kompetencija odgojitelja ' s ciljem kvalitetnijeg obavljanja posla i unapređivanja razvoja i postignuca djece。Zbog宽外袍se naglasava važ绝大多数holistickog pristupa u njihovu profesionalnom razvoju我cjeloživotnom obrazovanju,周萨摩cjelovit模型razlicitih kompetencija odgojitelja莫že prethoditi mijenjanju我unapređivanju odgojno-obrazovne prakse。专业胜任能力:odgojitelja zahtijevaju visoku raznovssnih sposobnosti i njima utemteme practice akcije, to prepostalja sinergiju svih koji su ukljuenu kvalitetu odgojno-obrazovne prakse i za nju odgovorni。Stoga je cilj ovog kvaltivatinog istraživanja dobiti uvid u osobna stajalista odgojitelja, strucnih suradnika i ravnatelja propitati grupna znacenja i normo mogunostima unapređenja professionalnih kompetencija odgojitelja uz istodobno sagledavanje postojeih barijera koje na tompodrucju opažaju i na koje nailaze。Za potrebe ovoga istraživanja održane su tri fokus group u kojima je sudjelovalo trideset devdevet sudionika z ukupno dvadeset jecjjvrtica s podrucja grada Zagreba。kljune rijeci: odgajatelj;profesionalni razvoj;socijalne kompetencije。
{"title":"SOCIAL COMPETENCES OF KINDERGARTEN TEACHERS – ARE WE APPLYING CONTEMPORARY KNOWLEDGE?","authors":"A. Lozančić","doi":"10.15516/CJE.V20I0.3055","DOIUrl":"https://doi.org/10.15516/CJE.V20I0.3055","url":null,"abstract":"Abstract Professional development of kindergarten teachers is a complex and continuous process that implies developing the competences of kindergarten teachers. It aims to improve work performance and foster the development and achievements of children. For this reason, the importance of a holistic approach in their professional development and lifelong learning is emphasized, as only a comprehensive model of different competences of kindergarten teachers can precede changes and improvements in educational practice. The professional competences of kindergarten teachers require a high level of various abilities and practical actions based on these abilities, which assume mutual synergy of all those involved in or responsible for the quality of the educational practice. The aim of this qualitative research is, therefore, to gain insight into the personal attitudes of kindergarten teachers, professional associates, and principals, and to question group meanings and norms on the possibilities of enhancing professional competences of kindergarten teachers while contemplating existing barriers that can be seen and exist in this area. For the purpose of this research, three focus groups were formed. Thirty-nine participants coming from twenty kindergartens in the area of Zagreb took part in the focus groups. Key words: kindergarten teacher; professional development; social competences. --- Sažetak Profesionalni razvoj odgojitelja složen je i kontinuiran proces koji podrazumijeva razvijanje kompetencija odgojitelja s ciljem kvalitetnijeg obavljanja posla i unapređivanja razvoja i postignuca djece. Zbog toga se naglasava važnost holistickog pristupa u njihovu profesionalnom razvoju i cjeloživotnom obrazovanju, jer samo cjelovit model razlicitih kompetencija odgojitelja može prethoditi mijenjanju i unapređivanju odgojno-obrazovne prakse. Profesionalne kompetencije odgojitelja zahtijevaju visoku razinu raznovrsnih sposobnosti i na njima utemeljene prakticne akcije, sto pretpostavlja sinergiju svih onih koji su ukljuceni u kvalitetu odgojno-obrazovne prakse ili za nju odgovorni. Stoga je cilj ovog kvalitativnog istraživanja dobiti uvid u osobna stajalista odgojitelja, strucnih suradnika i ravnatelja te propitati grupna znacenja i norme o mogucnostima unapređenja profesionalnih kompetencija odgojitelja uz istodobno sagledavanje postojecih barijera koje na tom podrucju opažaju i na koje nailaze. Za potrebe ovoga istraživanja održane su tri fokus grupe u kojima je sudjelovalo trideset devet sudionika iz ukupno dvadeset djecjih vrtica s podrucja grada Zagreba. Kljucne rijeci: odgajatelj; profesionalni razvoj; socijalne kompetencije.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"14 1","pages":"47-58"},"PeriodicalIF":0.2,"publicationDate":"2018-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75554042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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