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The advance of video technology in education has been accelerated due to the wide use of portable devices, the increase in the number of Internet users and massive online open courses. Online-learning videos, due to their various positive effects, are becoming increasingly acceptable for both successful students and teachers. In addition to supporting students in learning, video-based learning has proven to be a powerful reflection tool for teachers, but also significant in the context of their professional development. This study aims to analyze published work on the video-based learning to assist teachers and other educational professionals in widening their understanding of the educational benefits of the video-based learning. Also, this analysis provides video-based learning possibilities that can improve teacher/student learning and the overall quality of the classroom experience. There were 39 peer reviewed papers selected in this review and categorized into three main dimensions, namely, student learning outcomes, teachers’ reflections and feedback and teachers’ professional development. We review and explore past research on video-based learning in order to guide us through future studies and sketch the research status and directions.

Education at all levels has been impacted by the COVID-19 pandemic in various ways. As part of the consequences of the COVID-19 pandemic, universities in Croatia, like many countries worldwide, are confronted with the need to adapt to online teaching. Institutions and teacher educators had to create new learning environments for students and adapt to remote teaching. The qualitative research frames the COVID-19 pandemic as an opportunity to examine how teacher educators described their teaching and their students’ learning during the pandemic. Fifteen semi-structured interviews with teacher educators were analysed. The results demonstrated that transitioning online in a context of crisis contorts normal perception and readiness. The results also indicate that the lack of direct interaction with students and reduced students’ motivation were among the most strongly affected factors by the participants own learning process. This “new normal” also brought unexpected benefits providing new partnerships between teachers and students. The findings raise questions about the value offered by university education which includes networking and social opportunities as well as educational content. To remain relevant, universities will need to reinvent their learning environments so that digitalisation expands and complements student- teacher and other relationships. The implications of this study for the development of online teaching and learning are also discussed.

There is an ever-stronger implicit consensus today that the centre of attention for educational activities should be key competences necessary for the successful overcoming of contemporary work and life situations. Therefore, the concepts such as learning how to learn, responsibility for action, and life skills come to the forefront. This tendency is strengthened further by numerous test-programs. Key competences are observed through the imperative of the challenges of today and tomorrow, quick and two-fold changes in society, and the economic, social, and personal welfare of all individuals, but also society as a whole. In this context, numerous authors also deal with teacher competences. Many researchers also ponder the notion of teaching in contemporary circumstances because that notion itself is being defined in various opposing ways. Two approaches to teaching are, therefore, observed: teaching focused on competences and a view of teaching as a process in which and through which an individual is also raised (Herbart). If we take into consideration the latest attempts and the circumstances of the time in which we live (the COVID-19 pandemic) where the online teaching is preferred as an adequate approach to learning, teaching, and gaining abilities from primary school up until faculty level, there is a need for a more concrete insight into this global way of teaching. This paper highlights the pedagogical approach and viewpoint of online teaching and teaching in general, with a stress on the pedagogical humanities vision of observing upbringing and what it truly is. It is, therefore, unencumbered by the goals set from above, which produce adequate personality traits, competences of an individual within a globalized word and competitiveness. It is a basic education goal, primarily based on fundamental, essential needs, values, and interests of Man and his dispositions. This paper makes a connection between online teaching and upbringing and pedagogical notions of educational teaching, pedagogical tact as a specific trait of a pedagogist, and competences seen from a pedagogical perspective. The flawed nature of realizing the true educational pedagogical process within the online teaching environment is stressed, as well as the insufficiently applied educational-value action of a pedagogist and the neglecting of the affective dimension of the teaching process and student experience. This paper stresses the irreplaceability of social relations found in the institutional physical class and teaching environment.

The paper discusses motivation as an integral part of the learning process. It presents the interdependence of motivation, emotions, self-regulated learning, cognition, metacognition, critical and creative thinking, learning strategies, and teacher in the process of learning within the natural science field. We describe the characteristics of internal and external motivation significant for improving engagement in the natural science learning activities that leads to better learning achievements. A review of relevant research on the specifics of teaching natural science subjects is discussed in the context of motivation, i. e. the paper discusses the factors that motivate students for studying and succeeding in natural science subjects. Students’ interest in natural science subjects depends largely on the teacher, but also on a positive, supportive, and engaging learning environment. Due to teachers’ importance and numerous interrelationships in the entire learning process, they have a responsibility to motivate students, but also to motivate themselves for professional development in which they will improve their knowledge of factors that motivate students. The paper analyses which factors motivate students for optimal achievements in classes, for effective and active participation in the teaching process of natural science subjects, but also for developing a positive attitude towards the natural sciences.

This paper researches students’ and teacher trainees’ personal experience of student-centred teaching during their education in grades 1–4 of primary school. The questionnaire comprised 45 statements and was completed by 403 primary school teacher trainees and 535 students (future teachers) at Faculties of Teacher Education in Croatia. The research results show that students do not have sufficient prior experience that they could use as inspiration in their future teaching practice and that in the course of their education they were mainly exposed to traditional approach to teaching. The majority of teacher trainees are aware of the importance of student-centred teaching although they cannot fully give up the control of students and educational process. This research opens up the issue of a paradigm change within the teaching system and education in Croatia as well as the issue of changes within education and professional development of teachers.

In education, smart technology supports constructivist and student-centred learning. Various teaching approaches can be adopted in higher education context to provide smart learning pointing out adaptive teaching, learning analytics, collaborative learning, context-based learning, game-based learning and flipped learning. This study focuses on flipped learning and online discussions initiated in the online learning system Moodle. In the previous action research, we had determined benefits of online discussions such as freedom of expressing thoughts and feelings and possibility of participating at any suitable time in a friendly atmosphere. However, some problems were detected such as insufficient preparedness of students for selected topics. In this action research project, flipped learning preceded online discussions that were organized at the end of the course. The aim was to improve students’ preparedness for a discussion topic and engage them in active learning. We were aware that there was no new teaching method and no instant solutions. It is a way of thinking which includes teachers’ critical reflection. Therefore, we established a Moodle forum for a critical reflective discussion about teaching. This approach seems to be the key precondition for improving the quality of smart learning we tried to establish in our higher education context.

The theoretical premises behind the three studies on giftedness in adulthood and its social nature, presented here, included the concepts of differential, ipsative and coherent stability of abilities and traits, their accessibility to valid consensual peer assessment, and their cumulative lifelong social consequences when abilities and traits are high. The studies included groups of participants attending teacher studies, students ending their studies and transitioning to work, and teachers with full range of work experience. The goal of Study 1, a longitudinal study conducted on three occasions every two years on 76 students of teacher studies transitioning to work, was to explore the predictive validity of the consensual social judgments of peer-assessed ability and creativity as the basic giftedness criteria for academic achievement, quality prospective work in education and initial career choices. The results of Study 2, with psychodiagnostic data available for 50 students of teacher studies, and Study 3, with 435 employed primary school teachers as participants, corroborated and questioned the findings of the longitudinal study. The discussion of the results followed the theoretical model of the development of giftedness across one's lifespan., Teorijske su postavke u osnovi triju istraživanja o društvenoj prirodi konstrukta darovitosti u ovom radu sljedeće: pretpostavljena stabilnost sposobnosti i osobina i njihove strukture, njihove dostupnosti valjanoj vršnjačkoj procjeni te opažljivost kumulativnih životnih posljedica kada su sposobnosti i osobine visoke. Istraživanja su uključivala studente na sveučilišnom studiju i zaposlene osobe u rasponu od početka do kraja radnoga vijeka. Cilj je prvoga, longitudinalnoga istraživanja, provedenog u tri navrata svake dvije godine sa 76 sudionika, studenata sveučilišnoga učiteljskog studija, odnosno učitelja s početnim radnim iskustvima, bio istražiti prediktivnu valjanost konsenzusnih vršnjačkih procjena sposobnosti i kreativnosti kao temeljnih kriterija darovitosti za akademski uspjeh, prospektivnu kvalitetu obrazovnoga rada i početne radne izbore. Rezultati drugoga istraživanja, sa psihodijagnostičkim podatcima dostupnim za 50 studenata učiteljskoga studija, kao i rezultati trećega istraživanja sa 435 zaposlenih učitelja razredne nastave, potkrjepljuju, ali i dovode u pitanje, nalaze longitudinalnoga istraživanja. Rasprava je o rezultatima pratila teorijski model razvoja darovitosti kroz životni vijek.

Cilj je istraživanja ispitati odnose vršnjačkih procjena obilježja govora i govorničkoga samopouzdanja sa samoprocjenom govorničkoga samopouzdanja u budućih učitelja razredne nastave. Istraživanje pruža odgovor na pitanje mogu li se na temelju ocjena u studiju i samoprocjene govorničkoga samopouzdanja predvidjeti vršnjačke procjene obilježja govora. U istraživanju su tečnost u izražavanju, bogatstvo rječnika, jasnoća i razgovijetnost govora te govori li student (N = 62) hrvatskim standardnim jezikom korištena kao obilježja jezično i komunikacijski (govorno) kompetentnih govornih modela. Uporabom regresijske analize nalazi predstavljeni u radu upućuju na statistički značajne odnose između konsenzusno mjerenoga govorničkog samopouzdanja i mjerenih obilježja kvalitete govora prema procjeni vršnjaka, samoprocjene govorničkoga samopouzdanja, ali i materijalne pripreme za poučavanje iskazane prosjekom ocjena tijekom učiteljskoga studija. Rezultati podržavaju razlikovanje obilježja govora i govorničkoga samopouzdanja, kao i potrebu ponuditi budućim učiteljima podršku u razvoju govor, ali i pozitivnoga govorničkog samopouzdanja., The aim of this study was to examine the relationships between the self-assessment and the peer assessment of public speaking confidence and some features of the public speaking quality of the future primary school teachers. In this study the speech fluency, richness of vocabulary, speaker’s clarity and speech intelligibility, as well as the use of the standard language in speaking, were used as measures of communicative and linguistic competence in the sample of 62 students of Teacher Studies University. The regression analyses presented in the paper suggested a statistically significant relationships between the consensually and self-assessed public speaking confidence, and measured features of speaking quality, as well as the students' subject or material preparedness for teaching, when it is expressed as the students' grade point average. The results supported differentiation between the features of speech and public speaking confidence, as well as pointed to the present need to offer the future teachers the support in the development of positive public speaking confidence, and a greater speaking quality., Das Ziel der Studie ist die Untersuchung der Zusammenhänge zwischen den Bewertungen der Gleichaltrigen von Sprachmerkmalen und rhetorischem Selbstvertrauen und der Selbstbewertung des rhetorischen Selbstvertrauens bei den zukünftigen Grundschullehrern. Die Untersuchung liefert eine Antwort auf die Frage, ob anhand der Studiennoten und der Selbstbewertung von rhetorischem Selbstvertrauen die Bewertungen der Gleichaltrigen von Sprachmerkmalen vorhergesagt werden können. Bei der Studie wurden fließender Ausdruck, reichehaltiges Vokabular, Klarheit und Sprachverständlichkeit, sowie die Tatsache, ob der Student (N = 62) die vorschriftsmäßige Standardsprache spricht, als Merkmale der sprachlichen und kommunikationskompetenten Sprachmodelle verwendet. Durch die Regressionsanalyse weisen die in der Arbeit dargestellten Ergebnisse auf die statistisch bedeutenden Zusammenhänge hin und zwar zwischen dem durch den Konsensus bestimmten rhetorischen Selbstvertrauen und den gemessenen Merkmalen der Sprachqualität laut Einschätzung der Altersgenossen, der Selbstbewertung des rhetorischen Selbstvertrauens, sowie der Vorbereitung der Unterrichtsmaterialen mit einer Durchschnittsnote während der Lektion. Die Ergebnisse unterstützen die Unterscheidung von Sprachmerkmalen und rhetorischem Selbstvertrauen sowie den Bedarf nach Unterstützung von zukünftigen Lehrern bei der Sprachentwicklung, aber auch bei der Entwicklung des positiven rhetorischen Selbstvertrauens.

800x600 The goal of this research was to explore teachers' and university students' perceptions of material, cognitive and affective-motivational characteristics as well as the acceptance of didactic materials used in Montessori schools. It has been found that both teachers and university students are not familiar enough with alternative pedagogical concepts and believe there's an insufficient number of them in Croatia. While teachers prefer Cosmic Education and Mathematics materials, university students like Language Education materials more, although teachers show more willingness to use Language Education materials in teaching whereas university students use Cosmic Education materials more readily. Both university students and teachers find it most demanding to make Cosmic Education materials, but they also believe such materials to be most concrete. The results have shown that both university students and teachers are more willing to use in teaching such positively evaluated examples of Montessori didactic materials, which have been explored in this research, when they believe them to be valuable, desirable, necessary and useful. Key words : Cosmic Education; Educational Pluralism; Language Education; Mathematics 800x600 Normal 0 21 false false false HR X-NONE X-NONE MicrosoftInternetExplorer4 Cilj istraživanja bio je ispitati uciteljske i studentske percepcije materijalnih, kognitivnih i afektivno- motivacijskih karakteristika te prihvacenosti didaktickih materijala koji se koriste u skolama koje primjenjuju pedagogiju Marije Montessori. Utvrđeno je kako ucitelji i studenti nedovoljno poznaju alternativne pedagoske koncepcije i smatraju da ih u Hrvatskoj ima premalo. Uciteljima se vise sviđaju materijali za kozmicki odgoj i matematiku, a studentima za jezik, iako ucitelji pokazuju vecu spremnost koristiti u nastavi materijal za jezik, a studenti za kozmicki odgoj. I jedni i drugi materijale za kozmicki odgoj smatraju najzahtjevnijima za izradu, ali i najkonkretnijima. Rezultati pokazuju da kada studenti i ucitelji procjenjuju materijale vrijednima, poželjnima, potrebnima i korisnima tada ujedno izjavljuju i vecu spremnost za koristenje tako pozitivno procijenjenih, a u ovom istraživanju ispitivanih, primjera Montessori didaktickih materijala i u svojoj nastavi. Kljucne rijeci: jezicni odgoj; kozmicki odgoj; matematika; pedagoski pluralizam Normal 0 21 false false false HR X-NONE X-NONE MicrosoftInternetExplorer4

The goal of this research paper was to explore teachers' and students' perceptions of material, cognitive and affective-motivational characteristics as well as the acceptance of selected didactic materials used in Montessori schools. The participants in this research were students in their final year of the Integrated undergraduate and graduate university Teacher education study programme at the Faculty of Teacher Education in Osijek (N=63) and teachers working in regular primary schools in eastern Croatia (N=47). The results show that both teachers and students are not familiar enough with alternative pedagogical concepts. When student teachers as well as experienced teachers evaluate materials as very valuable, desirable, necessary and useful, as is the case with all evaluated didactic materials in this research made according to the principles of Maria Montessori Pedagogy, they also show greater willingness to use these materials in their teaching. The results have been interpreted in accordance with the need to inform the public about empirically based and educationally successful alternative pedagogical concepts which can be implemented in ordinary educational practice., U radu su ispitane učiteljske i studentske percepcije materijalnih, kognitivnih i afektivno-motivacijskih karakteristika Montessori didaktičkih materijala za područja matematičkoga, jezičnoga i kozmičkoga odgoja i obrazovanja osnovnoškolske djece. U istraživanju su sudjelovali studenti završne godine Integriranoga preddiplomskoga i diplomskoga sveučilišnoga Učiteljskog studija Učiteljskoga fakulteta u Osijeku (N = 63) i učitelji zaposleni u osnovnim školama u istočnoj Hrvatskoj (N = 47). Rezultati pokazuju da učitelji i studenti nedovoljno poznaju alternativne pedagoške koncepcije. Kada i početnici (studenti) i iskusni učitelji procjenjuju materijale vrlo vrijednima, poželjnima, potrebnima i korisnima, kao što je to slučaj sa svim u ovom istraživanju procijenjenim didaktičkim materijalima izrađenim prema načelima pedagogije Marije Montessori, tada ujedno izjavljuju i veću spremnost za njihovo korištenje i u svojoj nastavi. Rezultati su interpretirani u skladu s potrebom obaviještenosti javnosti o empirijski utemeljenim i odgojno-obrazovno uspješnim alternativnim pedagoškim koncepcijama čije je postavke moguće implementirati u redovitu odgojno-obrazovnu praksu.

Nacionalni okvirni kurikulum temeljni je dokument koji na nacionalnoj razini donosi vrijednosti i opće ciljeve odgoja i obrazovanja. Odgojem i obrazovanjem izričemo kakvo društvo želimo biti i kakvog čovjeka želimo odgajati i obrazovati. Važno je stoga prepoznati zajedničke vrijednosti koje trebaju podupirati odgojno-obrazovno djelovanje. U tom se smislu od učitelja očekuje promišljanje o vrijednostima te djelovanje u skladu sa zajednički usuglašenim društveno-kulturnim i odgojno-obrazovnim vrijednostima. Nacionalni okvirni kurikulum osobitu pozornost daje sljedećim vrijednostima: znanju, solidarnosti, identitetu i odgovornosti. One proizlaze iz opredijeljenosti hrvatske obrazovne politike za cjelovit osobni razvoj učenika, za čuvanje hrvatske duhovne i materijalne nacionalne baštine, za europski suživot i za stvaranje društva znanja. U radu se promišlja o ulozi učitelja kao nositelja temeljnih vrijednosti u suvremenoj školi. Cilj je ovoga istraživanja ispitati kojim vrijednostima učitelji daju prioritet prilikom njihova integriranja u sadržaje temeljnoga obrazovanja i svakodnevnoga školskog života. U ispitivanju su sudjelovali učitelji razredne nastave iz dva grada, Osijeka i Splita. Podatci su prikupljeni pomoću anketnoga upitnika. Upitnik se sastoji od 66 tvrdnji koje se odnose na procjenu važnosti pojedine vrijednosti. S obzirom na dobivene rezultate istraživanja očekuje se da će u suvremenom nastavnom procesu biti zastupljene temeljne vrijednosti. Osim materijalnih, ekonomskih, znanstvenih, tehničkih, bioloških i prirodnih vrijednosti, u odgojno-obrazovnomu sustavu potrebno je podjednako ugraditi i isticati društvene, estetske, kulturne, duhovne, religiozne i moralne vrijednosti. Od suvremenoga se učitelja očekuje odgoj i obrazovanje odgovorne, istinoljubive, poštene, mirotvorne, tolerantne i solidarne osobe, osobe stvaralačkoga duha, s dubokim osjećajem za obitelj i za očuvanje hrvatske nacionalne baštine, osobe koja poštuje vrijednosti drugih kultura i naroda., The national curriculum framework is a basic document which contains general educational aims at the state level. Education and upbringing state what kind of society we want and what kind of person we aspire to raise. Therefore it is crucial to recognize common values that should support educational efforts. In that sense, a teacher should think about values and work in accordance with commonly agreed socio-cultural values. The national curriculum framework devotes special attention to the following values: knowledge, solidarity, identity and responsibility. They are an outcome of Croatian educational politics which supports integral personal development of a pupil, maintaining Croatian spiritual and material national heritage, European coexistence and a knowledge based economy. The paper considers the role of teachers as bearers of fundamental values in a contemporary school. The first aim of the research was to examine which values teachers prioritise when integrating them into primary educational content and everyday school life. Since teachers directly participate in the realization of the curriculum’s values learning objectives, the first hypothesis considers the assumption that teachers have a high regard for a certain value’s importance. One hundred and six teachers from two towns, Osijek and Split, participated in the research. The questionnaire used in the research consisted of 66 statements estimating the importance of a certain value. The data analysis will use univariate analysis: determining the answer distribution. The obtained research results suggest that fundamental values will be an integral part of contemporary teaching. Besides material, economic, scientific, technical and biological values in educational process, it is necessary to include and emphasise social, aesthetic, cultural, spiritual, religious and moral values. Nowadays a teacher is expected to raise a truthful, honest, peace-loving and responsible individual, a person who is creative and has deep feelings for family and Croatian national heritage and respects the values of other cultures and nationalities.

Nasilje u odgojno-obrazovnom sustavu ne mora izvirati iz vršnjačkih, već i iz odnosa učenika s odgojno-obrazovnim djelatnicima. Učitelji koji su agresivni, grubi, hladni, koji galame, vrijeđaju, ismijavaju, diskriminiraju i favoriziraju, podcjenjuju, isključuju, tračaju, utjeruju strah i slično zapravo pokazuju agresivno odnosno nasilno ponašanje usmjereno protiv trenutne i dugoročne dobrobiti učenika. Cilj je ovoga istraživanja ispitati učestalost takva ponašanja u opisima defi nirajućih obilježja kvalitetnih, uspješnih i idealnih učitelja, odnosno obilježja neuspješnih i nekvalitetnih učitelja. Sudionici su bili polaznici pedagoško psihološke i didaktičkometodičke izobrazbe nastavnika u Osijeku, Slavonskom Brodu i Koprivnici (N = 119) te studenti 3. godine Učiteljskoga studija u Slavonskom Brodu (N = 41). Sudionici su se prisjetili triju kvalitetnih, uspješnih, odnosno po osobnom sudu idealnih učitelja/-ica koji/-e su im predavali tijekom dosadašnjeg obrazovanja te su u obrazac upisali obilježja koja te učitelje najbolje opisuju. Isto su učinili za tri neuspješna i nekvalitetna učitelja. Prikupljeno je 145 pozitivnih obilježja (pridjeva), s ukupnom frekvencijom od 1120 navoda, te 174 negativnih obilježja, s ukupnom frekvencijom od 770 navoda. Konsenzusna tematska područja obilježja učitelja (inteligencija i kreativnost, karakter i moralnost, emocionalna kompetentnost, metodička kompetentnost) i faktorski razvrstani hrvatski bipolarni markeri petofaktorskog modela ličnosti poslužili su kao dvaokvira pri obradi podataka. Znakovit je potpun izostanak agresivnih ili nasilnih obilježja u opisima idealnih učitelja te njihova prisutnost u nekvalitetnih i neuspješnih učitelja. Dobiveni su nalazi interpretirani u skladu s profesionalnim zahtjevima i sukladnosti konstelacije ličnosti odgojno-obrazovnih djelatnika (ugodna i otvorena, metodički i emocionalno kompetentna, moralna osoba) s metodičkom uspješnosti i optimalnim postizanjem odgojno-obrazovnih ciljeva te zaštitom učenika., Violence in the educational system arises not only from peer relations, but also from the relationship between students and teachers. Teachers who are aggressive towards their students (e.g. who are rough, cold, who yell, insult, ridicule, discriminate, favorize, underestimate, exclude, gossip or spread fear), actually demonstrate aggressive or violent behavior directed against the current and long-term well-being of students. The aim of this study was to examine the incidence of teachers’ aggressive behaviors in describing and defi ning characteristics of both successful/ideal teachers and unsuccessful/aggressive teachers. The participants were students of pedagogical-psychological and didactic-methodical training of teachers in Osijek, Slavonski Brod and Koprivnica (N = 119), and third year students of Teacher Studies in Slavonski Brod (N = 41). Participants were asked to recall three good, successful or ‘ideal’ teachers from their previous education as well as to think of three teachers of poor quality they previously had. With an overall frequency of 1120 positive descriptions, 145 unique positive defining characteristics were found. Out of overall frequency of 770 negative descriptions, 174 unique negative defining characteristics were found. Two frames of data analysis were used: a) consensually agreed upon thematic areas of teacher defining characteristics (methodical performance or teaching competence, intelligence and creativity, character and morality, and emotional competence), and b) Croatian bipolar markers of a five-factor model of personality. The results demonstrated an absence of aggressive or violent behaviors in the descriptions of ideal teachers, and the presence of aggressive behaviors in unsuccessful teachers of poor quality. The results were interpreted in accordance with professional requirements and conformity of personality constellation of teachers (friendly and open, methodically and emotionally competent, and moral) with methodical performance or teaching competence and an optimal achievement of educational objectives, as well as the protection of the students.

Za Republiku Hrvatsku završava dugogodišnje razdoblje tranzicije. Ove godine čine se zadnje pripreme da RH može pristupiti Europskoj uniji. Život u visokorazvijenom demokratskom društvu kakav se njeguje u Uniji donosi goleme prednosti pojedincu, ali od njega zahtijeva i preuzimanje uloge aktivnog građanina koji je sposoban snositi odgovornost za svoje odluke i postupke. Kako bismo bili sposobni za takav život, nužna je određena priprema mladih ljudi, u čemu, osim obitelji, veliku ulogu imaju odgojno-obrazovne institucije, odnosno škole. Hrvatska se uvođenjem Nacionalnog okvirnog kurikuluma i kurikuluma Građanskog odgoja i obrazovanja pridružila težnjama zemalja članica Unije u promicanju središnjih vrijednosti europskoga obrazovanja kao aktivnoga, interdisciplinarnoga i suradničkoga procesa u čijem su središtu vrijednosti poput ljudskih prava, demokracije, nenasilja, poštivanja drugih, solidarnosti, očuvanja ekoloških sustava i ujednačenoga razvoja, jednakih mogućnosti i osobne odgovornosti., Croatia is about to end a transitional period of many years’ standing. This year, the final preparations which will enable Croatia to join the EU are being completed. Life in highly developed democratic societies, such as the ones in the EU, has numerous benefits for an individual, but also creates demands for taking on the role of active citizens who are capable of accepting responsibilities for their decisions and actions. In order to be able to meet these expectations, it is essential for young people to be well-prepared. Besides families, educational institutions, i.e. schools, play a crucial role in this process. By implementing the National Curriculum Framework and Civil Education Curriculum, Croatia has joined the EU members’ aspirations to promote the central values of European education, which is an active, interdisciplinary and cooperative process. These key values are human rights, democracy, nonviolence, respecting others, solidarity, protection of eco systems, promoting even development, equal opportunities and personal responsibility.

Danas su pred pedagogijom brojni izazovi, a jedan od njih je i razvijanje pozitivnoga stava u odnosima s drugima koji su različiti od nas. Razvoj društva temeljen na znanju i proces globalizacije stvaraju nove potrebe pri izradbama dokumenata o odgoju i obrazovanju. Suvremeni pristup u izradbi kurikuluma sve više demokratizira ovaj proces i širi odgovornost za promjene u odgojno-obrazovnom sustavu, posebno učitelja, nastavnika, pedagoga, stručnih suradnika, roditelja – interkulturalne odgojne zajednice. Ovako strukturiran kurikulum uvažava posebnosti socijalne i kulturne sredine i uključuje sva područja rada škole: usvajanje temeljnih životnih vrijednosti, nastavne i izvannastavne aktivnosti, kulturu škole, integraciju učenika pripadnika manjina. Koncepcija interkulturalnog kurikuluma polazi od znanstvenog pristupa, pedagoške kompetencije, a prema izbjegavanju predrasuda i stereotipa, etnocentrizma i hijerarhije među različitim kulturama. Kako bi se pridonijelo implementaciji interkulturalnih sadržaja u postojeće kurikulume, škole trebaju surađivati s obiteljima i lokalnim zajednicama radi postizanja cilja i zadataka interkulturalnoga obrazovanja., P edagogy today faces numerous challenges one of which concerns the development of a positive attitude towards those diff erent from us. The growth of a knowledge-based society and the existing processes of globalisation create new requirements when preparing education-related documentation. The contemporary approach to the making of a curriculum is increasingly more democratic, emphasizing a need for changes to the educational system, especially on the level of teachers, tutors, pedagogues, expert associates, and parents – the intercultural educational community. A curriculum structured in this manner recognises social and cultural diff erences and includes all areas of school activity: acquisition of fundamental humanistic values, curricular and extracurricular activities, school culture, and inclusion of minority pupils. Th e concept of intercultural curriculum is based on an academic approach and pedagogical competence and aims towards avoiding prejudice and stereotype, ethnocentrism and hierarchy among different cultures. In order to help the inclusion of intercultural aspects into the existing curricula, schools need to work alongside families and local communities for the purpose of achieving the aims of intercultural education., Heute steht die Pädagogik vor zahlreichen Herausforderungen: Eine davon ist auch die Entwicklung einer positiven Einstellung zu den Menschen, die sich von uns unterscheiden. Die Entwicklung einer auf Wissen begründeten Gesellschaft und der Prozess der Globalisierung schaff en neue Bedürfnisse bei der Ausarbeitung von Lehrprogrammen. Der zeitgenössische Curriculumansatz demokratisiert immer mehr den Prozeß der Entscheidungsfi ndung und erweitert den Kreis von Verantwortlichen für die Veränderungen im Erziehungs– und Bildungssystem. Neue Aufgaben stellen sich dabei besonders vor Erzieher, Lehrer, Pädagogen, Fachmitarbeiter, Eltern und die gesamte interkulturelle Erziehungsgemeinschaft . Ein so strukturiertes Curriculum berücksichtigt die Besonderheiten der sozialen und kulturellen Umgebung und schließt alle Tätigkeitsbereiche der Schule mit ein: Aneignung von wesentlichen Lebenswerten, unterrichtliche und außenunterrichtliche Aktivitäten, Schulkultur, Integration von Schülern, die einer Minderheit angehören. Das Konzept des interkulturellen Curriculums geht von einem wissenschaft lichen Ansatz, der pädagogischen Kompetenz, aus und setzt sich zum Ziel die Vermeidung von Vorurteilen und Stereotypien, vom Ethnozentrismus und den hierarchischen Verhältnissen zwischen verschiedenen Kulturen. Um die Implementierung von interkulturellen Inhalten in die bestehenden Curricula voranzutreiben und die Aufgaben und Ziel der interkulturellen Erziehung zu erfüllen, sollen die Schulen eng mit den Familien und lokalen Gemeinschaft en zusammenarbeiten.

Interkulturalni odgoj i obrazovanje, odnosno interkulturalno učenje, podrazumijeva mnogo više od jednostavnog postojanja svijesti o različitosti. Činjenica je da smo svi različiti. Interkulturalno učenje znači i multikulturalno društvo u okvirima interkulturalnog područja učenja u kojem će se kompetencije temeljiti na otvorenosti, poštovanju i prihvaćenosti. U strukturiranju nacionalnog kurikuluma multikulturalno okružje jedna je od temeljnih odrednica. Definiranje važnih kurikulumskih sastavnica ovist će i o interkulturalnim predispozicijama učenika (pravo na različitost, pridonosi ostvarivanju jednakih mogućnosti i priprema za zajednički život u demokratskom društvu). Interkulturalni kurikulum temelji se na stečenim iskustvima učenika – znanjima, sposobnostima, vrijednostima i stavovima, a obuhvaća više komplementarnih dimenzija: kulturalnu (sposobnost interkulturalne komunikacije na lokalnom, nacionalnom i internacionalnom nivou), društvenu (suodnos u procesu poštovanja ljudskih prava, individualne i društvene odgovornosti te socijalne pravde – funkcije obitelji, poticanje suradnje, sudjelovanje u javnom životu), gospodarsku (pripremanje učenika za različite radne uloge i odgovornu potrošnju) i okolinsku (priprema za donošenje strateških odluka prema održivom razvoju). Kurikulumski pristup pretpostavlja proces podložan stalnim promjenama u suglasju s postmodernom orijentacijom otvorenog odgoja, gdje škola prestaje biti samo mjesto stjecanja interkulturalnih spoznaja, već postaje mjesto kontinuiranog “učenja” (su)života, suradnje, tolerancije, ravnopravnosti, u kojem neposredno sudjeluju učenici, učitelji, roditelji i okružje. Interkulturalni kurikulum stoga valja koncipirati prema boljem upoznavanju sebe i drugih, otkrivanju sličnosti i razlika, sagledavanju predrasuda te ostvarivanju zajedničkih ciljeva kroz suradnju,., Intercultural child rearing and education involving intercultural learning is comprised of a great deal more than a simple awareness of differences. It is a fact that we are all in many ways different from one another. Intercultural learning means intercultural society operating in the framework of intercultural learning in which competences are built on openness, respect and a feeling of acceptance. A multicultural environment is one of the crucial factors in the structuring of a national curriculum. Essential components of the curriculum also correspond to the intercultural predispositions of the students. The right to being different contributes to having equal opportunities and prepares for co-existence in a democratic society. Intercultural curriculum is built on the students’ experiences, knowledge, aptitudes, abilities, values and attitudes and involves several complementary features: cultural (ability to communicate interculturally on local, national and international level), social (interactions in the process of practicing human rights, individual and social responsibility and social justice – family functions, stimulating cooperation, taking part in public life), economic (training students for different work roles and responsible consumption), and environmental (preparation for making strategic decisions towards sustainable development). Approach to the curriculum presumes a process which is subject to constant change, in keeping with the post-modern orientation of open education, where school is not only a place to learn about interculturalism but a place of permanent ‘education’ in co-existence, cooperation, tolerance and equality, and with equal participation by students, teachers, parents and the environment. An intercultural curriculum should therefore be conceived to promote self-knowledge, then knowledge of others, the discovery of similarities and differences, and an awareness of prejudices, all leading to cooperation and realization of common goals., Interkulturelle Erziehung und Bildung bzw. interkulturelles Lernen setzten viel mehr voraus als einfaches Bewusstsein von Unterschieden. Es steht fest, dass wir uns alle in irgendeiner Hinsicht voneinander unterscheiden. Das interkulturelle Lernen setzt auch eine multikulturelle Gesellschaft im Rahmen des interkulturellen Lerngebietes voraus, in der Kompetenzen auf Offenheit, gegenseitigem Respekt und Anerkennung beruhen. Bei der Strukturierung des nationalen Curriculums stellt die multikulturelle Umgebung eine der grundlegenden Bestimmunngen. Die Definition von wesentlichen Curriculumsbestandteilen hängt auch von multikulturellen Voraussetzungen der Schüler (Recht auf Unterschiedlichkeit) ab und trägt zur Verwirklichunng gleicher Chancen und Vobereitung auf gemeinsames Leben in der demokratischen Gesellschaft bei,. Das interkulturelle Curriculum beruht auf erworbenen Schülererfahrungen – Kenntnissen, Fähigkeiten, Werten und Einstellungen, und umfasst mehrere komplementäre Dimensionen: kulturelle (Fähigkeit der interkulturellen Kommunikation auf lokaler, nationaler und internationaler Ebene), soziale (Zusammenhang zwischen Einhaltung der Menschenrechte, individueller und sozialer Verantwortung und sozialer Gerechtigkeit – Funktionen der Familie; Förderung der Zusammenarbeit, Teilnahme am öffentlichen Leben), wirtschaftliche (Befähigung der Schüler für verschiedene Berufsrollen unnd verantwortlichen Verbrauch) und ökologische (Vorbereitung auf strategische Beschlussfassung über die nachhaltige Entwicklung). Der curriculare Ansatz stellt einen ständigen Veränderunngen unterworfenen Prozess voraus, der mit der postmodernen Orientierung der offenen Erziehung einhergeht, bei der die Schule aufhört, nur eine Stelle zum Erwerb interkultureller Kenntnisse zu sein, sondern zum Ort kontinuierlichen “Lernens” über das (Zusammen)leben, Zusammenarbeit, Toleranz, Gleichberechtigung wird, an dem Schüler, Lehrer, Eltern und die ganze Umgebung unmittelbar teilnehmen. Das interkulturelle Curriculum ist deshalb so zu konzipieren, dass es eine bessere Kenntnis von sich selbst und anderen sowie Entdeckung von Unterschieden und Ähnlichkeiten bzw. Überwindung von Vorurteilen und nachträgliche Zusammenarbeit und Verwirklichung gemeinsammer Ziesetzungen ermöglicht.

Autorice na kritičan način analiziraju razvoj kulturnog menadžmenta u uvjetima globalizacije obrazovanja uvažavajući utjecaj svjetskih trendova, kulture, nacionalnog identiteta, ljudskih resursa, tržišta, navodeći primjer iz prakse. Komparacijom i analizom dostupnih podataka i vlastitog iskustva došlo se do zaključaka o dualnosti utjecaja globalizacije na ekonomsku i obrazovnu sferu te na sve veću potrebu uključivanja menadžmenta u razvoj kulture. Zadatak istraživanja bio je prepoznati načine upravljanja prema progresivnijim i modernijim metodama razvoja kulturnog menadžmenta. Autorice sagledavaju umjetnost kao dio života i čin ekspresivnog izražavanja i kreativnosti. Polazeći od pretpostavke da je za kvalitetan obrazovni i kulturni rad potrebno znanje iz multidisciplinarnih područja, npr. ekonomije, kulture, pedagogije i dr., u radu će se iznijeti prijedlog strategije organizacije kulturnih resursa dobiven na osnovi višegodišnjeg iskustva i istraživanja u kulturnoj i obrazovnoj djelatnosti.

U radu se prezentira istraţivanje provedeno u 40 osnovnih škola u Republici Hrvatskoj s namjerom ispitivanja stavova i mišljenja uĉitelja o budućim aktivnostima rada škola u implementaciji koncepta odgoja i obrazovanja za odrţivi razvoj. Zadatci istraţivanja bili su usmjereni na procjenu budućnosti rada škola: kako na tu budućnost gledaju ispitanici u školama koje posjeduju status eko- škole, a kako ispitanici koji rade u školama koje ne posjeduju taj status, te postoje li razlike meĊu ispitanicima s obzirom na djelatnike u školama, struĉnu spremu i radno iskustvo. Rezultati su ukazali na visoka oĉekivanja naših ispitanika. Rezultati istraţivanja ukazali su na orijentiranost rada škola k postizanju veće odgovornosti i većoj promociji vrijednosti u budućnosti rada škola u implementaciji i promicanju koncepta odgoja i obrazovanja za odrţivi razvoj, ali i uopće. Budući napori u radu škola moraju se usmjeriti na osvještavanje znaĉaja uloge škola kao promicatelja odrţivog razvoja, putem obrazovanja i struĉnog usavršavanja uĉitelja, veće ukljuĉenosti uĉenika, obitelji i lokalne zajednice.

Current understanding of evaluation is based on comprehensively elaborated evaluation objectives and ways of its implementation – the process itself is equally valuable as its outcome. To which extent the standards of evaluation are understood by students and teachers in the teaching process, in organization of which they both take part, is the subject of the research presented in this paper. The research included 205 students and 28 teachers, and it was aimed at finding out about: unambiguousness of educational aims set are unambiguous, adequacy of the standards set for all students, different evaluation techniques used, unambiguousness of the criteria set, frequency of testing students’ knowledge, and students’ involvement in evaluation. The results of the research point at a disparity with regard to evaluation standards.