Suchergebnisse

Being a teacher, like any job, has some of its specifics that contribute to whether the teachers feel more or less comfortable in their workplace. In general, teachers believe that the school climate describes a general perception of the situation at a workplace. School climate determines the quality of relationships and the feeling of comfort or discomfort in the relationships between the participants of the educational process. School climate is associated with the quality of the school environment, common perception of school behavior, and school management. The aim of the study was to check the potential predictors of school climate among classroom teachers. Research included the contribution of demographic and class characteristics, stress experience, and social support as personal variables contributing to the prediction of the school climate. The study involved 311 classroom teachers (97.7% female) from Croatia. During the State expert summit for teachers Strengthening of professional competences of classroom teachers, in June 2017, teachers completed the Scale of Social Resources, Scale for Measurement of Teachers' Stress Sources, and the Questionnaire of School Climate, assessing their own stress levels, social support, and school climate. Research results showed that demographic and class characteristics are not crucial for predicting the school climate, however, school climate is connected to the teacher's experience of stress and support. Different sources of stress and social support proved to be significant predictors and accounted for 23.8% of the total variation of the school climate. A higher level of stress caused by the student's inappropriate behavior, a lower level of stress caused by the need for professional recognition, and the perception of greater social support predict a more positive school climate. Stress caused by inappropriate student behavior encourages teachers to change their behavior, but also to take responsibility for creating a positive classroom discipline through ...

Children with attention deficits are usually integrated in regular primary school classes in Croatia, without any special educational treatment nor interventions. Teachers, whose primary education does not include educational methods for working with children with developmental disabilities or procedures of inclusion of such children in regular classes, must do their best to be successful in education and integration of this specific group of children. The main objective of this research was to determine the differences in use of educational strategies (upbringing and teaching) and misbehavior management (positive and negative) among primary school teachers working with children with attention deficits in respect of their gender, level of education, years of work experience and whether they teach in lower or upper grades of primary school. The research covered 31 primary schools from 3 counties of the eastern part of the Republic of Croatia. Participants were teachers (N=103) teaching in lower grades (from 1st to 4th) (51%), and in higher grades (from 5th to 8th) (49%) of primary schools. 12.8% of them were male and 87.2% female teachers. Teachers gave estimations for their students who had attention deficits (N=305), 85.6% (N=261) were male and 14.4% (N=44) were female students. The age span of estimated students was 7 to 15 years, and the average age was 10.69 years (SD=2.26). Teachers filled out the Educational desirable behavior-oriented strategy scale (upbringing and teaching subscales) and the Scale of misbehavior management strategy (positive and negative discipline subscales). The results implicate that teachers in the lower grades of primary school use more positive disciplinary strategy than teachers in the higher grades of primary school. The results of the research have shown that teachers working with children having attention deficits more often use the educational strategy of upbringing than teaching. Teachers from lower grades of primary school and also female teachers more often used the ...

In recent years, the Croatian government has put a major effort into integration of children with developmental disabilities in regular schools. However, this has mainly been done for primary school students, and little is known about what happens with those children in high schools. The aim of this study was to examine attitudes about persons with physical disabilities and to compare them between high school students, their parents and their teachers. In addition, teachers' attitudes toward integration of children with developmental disabilities in high schools were investigated. The participants were 740 high school students, 192 parents and 196 teachers. All participants gave some general data and filled out the Attitudes towards People with Physical Disabilities Scale. Teachers also filled out the Teachers' Attitudes toward Integration of Children with Disabilities Scale. The results have shown that all participants had only mildly positive attitudes toward persons with physical disabilities, but teachers and parents, in comparison with students, showed more positive cognitive and affective aspects of attitudes. Furthermore, teachers showed mildly positive attitudes towards the integration of all students into regular high schools (regardless of their developmental disabilities), although they had the most positive attitudes toward regular school integration of students with physical disabilities, followed by those with learning disabilities. The results are discussed in connection to a new educational program, which the Faculty of Education can offer to teachers and experts working in high schools with children with disabilities.

E-learning implementation in the teaching and learning process has been presented as an institutional, strategically planned operation at University of Rijeka, Croatia. Motivated by poor use of ICT in teaching and learning process, together with the Bologna process changes needed in transformation of curricula, as well as by participation in one Tempus project on e-learning implementation in higher education, the University management decided to facilitate the activities for e-learning implementation with supporting policy documents as well as through allocating budget. The implementation started practically from ground zero, with the aim of building capacities - setting up the infrastructure and environment ready for the implementation, as well as building a community of practitioners. The three-year long process has resulted with achievements that exceeded the expectations.

The purpose of this article is to describe the current state and current needs, as well as efforts put in implementation of information and communication technology (ICT) into Croatian higher education practice. In order to do so, the article will cover following topics: ICT in education - e-learning, What is e-learning, Features, avantages, disadvantages of e-learning, E-learning delivery, Implementatio strategic planning, n of e-learning: "Lone Ranger" model or insitutional strategical planning, EQIBELT project - how to institutinally support e-learning implementation into Croatian higher education practice.

The study aimed to determine the methodological particularities present in research on contemporary childhood. The study methodology involves an analysis of Croatian journals in which the subject of contemporary childhood has been published in the last two years. The inclusion criteria for article analysis were as follows: Social Science discipline, field of Pedagogy and Psychology, participants' age (from 6 to 14 years) and the visibility of the journal citation. The analysis of the contemporary approach included methodological particularities. The results show that these studies of contemporary childhood do not apply "contemporary" approaches to the examination of childhood.

The process of implementing blended learning, by using e-learning tools as a support for traditional classroom teaching, started at the University of Rijeka at the beginning of 2008, following general strategic principles adapted to local environment. The process has been constantly supported and assessed for quality, but up to now only from the institutional, teachers' and support services' perspective. Assuming that continuous and careful monitoring of learner's satisfaction is important for the success, feasibility and viability of e-learning, we conducted the research on students' perspective. As the student's perception regarding e-learning is one of the most important steps in developing and implementing a successful e-learning environment, we conducted the study of student's perception and e-learning acceptance, with three specific items addressed in the study: 1) student's perception of quality of already delivered e-courses, 2) level of importance for the specific elements of e-learning encountered, and 3) student's general attitude towards elearning and their needs with respect to quality of course materials, communication and support of the learning process. Participants in the study assessed the current state of e-learning elements implementation quite good; they agreed the educational materials were in most cases complete, organized and well designed, and they considered the ability of teachers to manage the e-courses well, communication regular as well as the provision of the feedback. The lower level of agreement was obtained on the use of multimedia, offering of the self-assessment tests, accessibility of digital literature and collaborative activities. This suggests teachers should be encouraged and trained to put more effort in designing and offering suitable multimedia elements to enrich their materials, selfassessment test to make students feel more comfortable in terms of examination expectations, and to design online activities for the students to enhance collaborative aspects in ...

This paper presents results of a survey among school children aged 10 to 14 years, who participated in science or mathematics workshops. It particularly relates to their interest and motivation determined immediately after the workshop had finished. A total of 70 workshops were held in elementary schools of Rijeka, Croatia, involving the participation of 1240 students aged from 10 to 14 years. The workshops were designed in order to encourage active engagement in class work and a deeper approach to learning stemming from meaningful involvement in a real problem related to everyday life. The results of the survey on student's attitudes towards science and mathematics after the workshop indicated that students accept this type of lesson eagerly, they value demonstrations, applications and practical, hands-on experimentation, and that after this type of classroom activity they express positive attitude towards science and mathematics.

Faced with the need of transforming the university structure, processes, and programs according to the Bologna reform, and in order to become more flexible and more responsive to the environment, the University of Rijeka management decided to enable e-learning implementation as an institutional, strategically planned operation. The manuscript describes the three years long process of building an implementation framework for the use of information and communication technology (ICT) in teaching and learning in the form of blended e-learning - combined classroom and online learning via e-learning platform (or learning management system, LMS). The implementation started practically from ground zero, with the goal of preparing the infrastructure and the environment for the implementation, while also building a community of educated practitioners. A few points for getting support and networking have been established within the university infrastructure: faculty e-learning teams and/or representatives taking care of the institutional promotion and deployment of e-learning and connected to the university Committee for e-learning as a policy making body, the e-learning centre, which provides e-learning platform (LMS) maintenance, development, and technical user's support, and the IT Academy which assures delivery and development of education from general ICT to specialized e-learning programs. All the processes and activities within the network are assured for quality control. Two years after the deployment, the platform hosts more than 400 e-courses with 15,000 estudents. The survey among teachers using e-learning to perform blended courses revealed satisfaction and general acceptance, indicating the increase in effectiveness of teaching and learning processes.

Das Untersuchungsobjekt dieser Diplomarbeit bilden ausgewählte Lehrwerke und die sich darin befindenden kommunikativen Fertigkeiten – Lesen, Hören, Sprechen und Schreiben. In Kroatien kam es 2019 zu einer Schulreform, die unter anderem dazu geführt hat, dass die kommunikativen Fertigkeiten eine wichtigere Rolle im Unterricht bekommen haben als vor der Reform. Ein wichtiges Medium zur Übermittlung und zum Üben dieser kommunikativen Fertigkeiten ist das Lehrwerk für den Fremdsprachenunterricht. Den Lehrkräften in Kroatien stehen gleichzeitig Lehrwerke verschiedener Verlage zur Verfügung, die den kommunikativen Fertigkeiten unterschiedliche Aufmerksamkeit schenken – sowohl vor als auch nach der Reform 2019. In Anbetracht dieser Tatsachen stellen sich folgende Fragen, die in der vorliegenden Diplomarbeit beantwortet werden sollen: Werden die vier kommunikativen Fertigkeiten in den ausgewählten Lehrwerken gleichmäßig repräsentiert? Ist es zu einer deutlichen Veränderung der Verhältnisse unter den kommunikativen Fertigkeiten zwischen den ausgewählten alten Lehrwerken vor der Reform und den ausgewählten neuen Lehrwerken nach der Reform 2019 gekommen? Welche Ähnlichkeiten und Unterschiede sind zwischen verschiedenen Lehrwerken des gleichen Verlags auszumachen? Zu den Antworten auf diese Fragen gelangt man nach der Analyse der einzelnen Lehrwerke und der vergleichenden Analyse aller ausgewählten Lehrwerke. Die Analyse bildet den Kern dieser Diplomarbeit. Die Kriterien für die Analysen basieren auf dem Mannheimer Gutachten und dem Stockholmer Kriterienkatalog, die für die Zwecke dieser Arbeit modifiziert wurden. ; The object of research of this master's degree thesis are chosen textbooks for learning a foreign language and the communicative skills found within – reading, listening, speaking and writing. In 2019 a school reform was implemented in Croatia that, among others, led to communicative skills having a bigger role in teaching a foreign language. An important medium for conveying and practicing said skills are ...

The main objective of the following paper is to explore different approaches in developing creativity in teaching children's literature. Moreover, the reasons for the use of literature in the classroom of foreign languages are emphasized throughout the paper. Today there are many definitions of creativity that show how unclear this notion is. It is possible to use literature creatively to develop positive attitudes of students and to boost their learning motivation. The benefits that literature in a foreign language class promotes are defined through defining the value of each literary genre. Teachers have an important role, as their creativity can help them stimulate the development of students' creativity as well as keeping them motivated for their job. Therefore it is important to explore different activities and teaching techniques and to train future teachers to develop their own creative potential. ; Glavni cilj rada je istražiti različite pristupe u razvijanju kreativnosti u poučavanju dječje književnosti. Također su u radu istaknuti razlozi za upotrebu literature u učionici stranih jezika. Danas postoje mnoge definicije kreativnosti koje pokazuju koliko je taj pojam nejasan. Književnost je moguće kreativno koristiti za razvijanje pozitivnih stavova učenika te za jačanje njihove motivacije za učenje. Književnost u nastavi stranog jezika donosi mnoge pogodnosti koje su u radu opisane definiranjem vrijednosti svake književne vrste. Učitelji imaju važnu ulogu, jer im njihova kreativnost može pomoći u poticanju razvoja kreativnosti učenika, kao i u održavanju motivacije za njihov posao. Stoga je važno istražiti različite aktivnosti i nastavne tehnike te osposobiti buduće učitelje za razvoj vlastitih kreativnih potencijala.

The main objective of the following paper is to explore different approaches in developing creativity in teaching children's literature. Moreover, the reasons for the use of literature in the classroom of foreign languages are emphasized throughout the paper. Today there are many definitions of creativity that show how unclear this notion is. It is possible to use literature creatively to develop positive attitudes of students and to boost their learning motivation. The benefits that literature in a foreign language class promotes are defined through defining the value of each literary genre. Teachers have an important role, as their creativity can help them stimulate the development of students' creativity as well as keeping them motivated for their job. Therefore it is important to explore different activities and teaching techniques and to train future teachers to develop their own creative potential. ; Glavni cilj rada je istražiti različite pristupe u razvijanju kreativnosti u poučavanju dječje književnosti. Također su u radu istaknuti razlozi za upotrebu literature u učionici stranih jezika. Danas postoje mnoge definicije kreativnosti koje pokazuju koliko je taj pojam nejasan. Književnost je moguće kreativno koristiti za razvijanje pozitivnih stavova učenika te za jačanje njihove motivacije za učenje. Književnost u nastavi stranog jezika donosi mnoge pogodnosti koje su u radu opisane definiranjem vrijednosti svake književne vrste. Učitelji imaju važnu ulogu, jer im njihova kreativnost može pomoći u poticanju razvoja kreativnosti učenika, kao i u održavanju motivacije za njihov posao. Stoga je važno istražiti različite aktivnosti i nastavne tehnike te osposobiti buduće učitelje za razvoj vlastitih kreativnih potencijala.