Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje最新文献

{"title":"Digital Transformation of Higher Education in China: Ways to Improve Academic Performance/Digitalna transformacija visokoga obrazovanja u Kini: načini poboljšanja akademskoga postignuća","authors":"Qingbin Liu","doi":"10.15516/cje.v26i1.4903","DOIUrl":"https://doi.org/10.15516/cje.v26i1.4903","url":null,"abstract":"Abstract The globalization of the economy creates the need for tech-savvy specialists, thereby stimulating the digital transformation of the education industry. This study aims to determine whether the integration of virtual reality and flipped classroom is able to increase academic performance of individuals enrolled in the course “Strategic management for the sustainable development of national and international tourism”. The study took place in the 2021/22 academic year in the department of tourism management at Zhejiang University, China. The study population consisted of 407 third-year students (54 % male and 46 % female); the mean age of the respondents was 20.81±0.94. Students in the Virtual Reality (VR) group showed 7.84 % better performance that those in the Flipped Classroom (FC) group. The percentage of difference between the VR and traditional groups was 13.01 %. Students in the FC group showed 4.79 % better performance than students in the traditional group (p 0.05). According to the respondents, the major benefits of innovative learning over traditional education methods are the support of personalized learning, flexibility, visual and auditory memory development, complete immersion into the learning process, and accessibility of learning materials. On the other hand, users reported getting addicted to the virtual world, spending a lot of money on the necessary software and hardware, experiencing reduction in interpersonal communication, and having problems with content creation. The present findings can be useful to teachers who seek to integrate innovative technologies into the learning process. Future research will focus on investigating the impact of other innovative technologies by integrating them into an online course “Analysis of the economic activity of tourist enterprises”.Key words: academic performance; flipped classroom; higher education; immersion; traditional education; virtual reality.---SažetakGlobalizacija ekonomije stvara potrebu za stručnjacima visokoga tehnološkog znanja, što stimulira digitalnu transformaciju obrazovne industrije. Cilj ove studije jest utvrditi može li integracija virtualne stvarnosti i obrnute učionice povećati akademski učinak osoba upisanih na kolegij Strateški menadžment za održivi razvoj nacionalnoga i međunarodnoga turizma. Istraživanje je provedeno u akademskoj godini 2021./22. na Odsjeku za menadžment u turizmu na Zhejiang International Studies University, Kina. Istraživačku populaciju činilo je 407 studenata treće godine (54 % muškaraca i 46 % žena); prosječna dob ispitanika bila je 20,81 ± 0,94 godine. Studenti u grupi virtualne stvarnosti (VR) pokazali su 7,84 % bolje rezultate od onih u grupi obrnute učionice (FC). Postotna razlika između VR i tradicionalnih grupa iznosila je 13,01 %. Studenti u grupi FC pokazali su 4,79 % bolje rezultate od studenata u tradicionalnoj grupi (p 0,05). Prema mišljenju ispitanika, glavne su prednosti inovativnoga učenja u odnosu na tradicionalne obrazo","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":" 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140996078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Repetitive Movement Timing of Preschool Children and Young Adults Assessed by the Wing- Kristofferson Model/Tajming repetitivnih pokreta predškolske djece i mladih odraslih osoba procijenjen prema Wing-Kristoffersonovu modelu","authors":"Ivan Serbetar, Z. Petanjek, Predrag Zarevski","doi":"10.15516/cje.v26i1.5318","DOIUrl":"https://doi.org/10.15516/cje.v26i1.5318","url":null,"abstract":"AbstractSynchronization of movement with the external pacing stimuli by use of finger tapping is a widely used paradigm for assessing the accuracy of timekeeping and repetitive motor timing. In the current study, developmental differences in repetitive movement timing between preschool children and young adults were assessed. The study showed that the length of the interresponse intervals (IRI) of children was significantly shorter than IRI’s of adults, and significantly more variable. The use of Wing-Kristofferson model allowed the separation of overall variability into motor and clock components. In both groups clock-related variability was larger than the motor-related one, and again, children variance components were both significantly higher than those of young adults. The observed differences in timing accuracy, detected at the central level, were explained in light of the development of cognitive processes, especially attention, but they are likely connected to the other motor control factors such as error correction and possible use of feedback.Key words: age-related differences, motor timing, sensory-motor synchronisation, tapping, young children, W-K model.---SažetakSinkronizacija pokreta s vanjskim ritmičkim podražajima uz uporabu tapinga prstima naširoko je korištena paradigma za procjenu točnosti procjenjivanja vremena i repetitivnoga motoričkog tajminga. U ovom radu procijenjene su razvojne razlike između predškolske djece i mladih odraslih osoba u repetitivnom motoričkom tajmingu. Pokazalo se da je duljina intervala između odgovora (IRI) djece značajno kraća od IRI-a odraslih te da je varijabilnost značajno veća. Uporaba WingKristoffersonova modela (WK) motoričkoga tajminga omogućila je razdvajanje ukupne varijabilnosti na motoričku komponentu i komponentu sata. Varijabilitet povezan sa satom u obje skupine bio je veći od varijabiliteta povezanoga s motoričkom komponentom, a komponente varijance kod djece i ovdje su bile značajno veće nego kod mladih odraslih osoba. Uočene razlike u točnosti procjenjivanja vremenskih intervala, otkrivene na središnjoj razini, objašnjene su u svjetlu razvoja kognitivnih procesa, posebno pažnje, ali su vjerojatno povezane i s čimbenicima motoričke kontrole poput ispravljanja pogrešaka i mogućega korištenja povratne informacije.Ključne riječi: dobne razlike, motorički tajming, predškolska djeca, senzornomotorička sinhronizacija, taping, W-K model ","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":" 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140997542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Transitioning from Face-To-Face to Online Learning During COVID-19: Changes in China’s Universities/Prijelaz s učenja licem u lice na online učenje tijekom pandemije COVID-19: promjene na sveučilištima u Kini","authors":"Tao Li","doi":"10.15516/cje.v26i1.4988","DOIUrl":"https://doi.org/10.15516/cje.v26i1.4988","url":null,"abstract":"AbstractThis paper’s purpose is to evaluate faculty members’ and students’ opinions regarding the quality, benefits and challenges of online learning, transitioning from face-to-face learning during and after COVID-19 in Chinese universities. The paper relied on a quantitative study involving an online survey using a random sample method in June 2020. The sample size was 400 persons, including 160 instructors and 240 students from a university in China. Scores earned by students who took a face-to-face Introduction to Economics course and students who took the same course online during the quarantine were compared with the Students’ T-test. There was no significant difference in in the overall grade or the tests, term paper, and final exam grades. Time management skills, more freedom for instructors and students, and reliable Internet access at home were the extreme challenges most participants encountered in online courses. The research findings can be applied in further studies focusing on the quality, challenges, perspectives, and strategies of online education, the transformation of academic programs and instructor training to facilitate the transition to online learning. Future research could be done in other countries to get more comparative data.Keywords: COVID-19 pandemic; distance education; face-to-face learning; online learning; quality of education.---SažetakCilj je ovoga članka je procijeniti mišljenja nastavnika i studenata o kvaliteti, prednostima i izazovima online učenja, kao i prijelaz s nastave licem u lice tijekom i nakon pandemije bolesti COVID-19 na kineskim sveučilištima. Rad se oslanjao na kvantitativnu studiju koja uključuje internetsku anketu metodom slučajnoga uzorkovanja provedenu u lipnju 2020. Veličina je uzorka 400 ispitanika, uključujući 160 nastavnika i 240 studenata s jednoga sveučilišta u Kini. Rezultati koje su dobili studenti koji su pohađali kolegij „Uvod u ekonomiju” licem u lice i studenti koji su isti kolegij pohađali putem interneta tijekom karantene uspoređeni su s T-testom studenata. Nije bilo značajne razlike ni u ukupnoj ocjeni niti u ocjenama na testovima, seminarskim radovima i završnim ispitima. Vještine upravljanja vremenom, veća sloboda za nastavnike i studente i pouzdan pristup internetu kod kuće bili su iznimno zahtjevni izazovi s kojima se suočavala većina polaznika internetskih kolegija. Rezultati istraživanja mogu se primijeniti u daljnjim istraživanjima koja se bave kvalitetom, izazovima, perspektivama i strategijama online obrazovanja, transformacijom akademskih programa i obukom predavača kako bi se olakšao prijelaz na online učenje. Buduća istraživanja mogla bi se provesti u drugim zemljama kako bi se dobilo više usporednih podataka.Ključne riječi: pandemija; COVID-19; obrazovanje na daljinu; učenje licem u lice; online učenje; kvaliteta obrazovanja.","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":" 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140994252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"UVODNIK / FOREWORD","authors":"N. N","doi":"10.15516/cje.v26i1.5876","DOIUrl":"https://doi.org/10.15516/cje.v26i1.5876","url":null,"abstract":"","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":" 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140997383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Characteristics of Participation of Secondary School Students with Respect to Their Education Programme and Academic Achievement/Obilježja participacije učenika srednjih škola u odnosu na vrstu obrazovnoga programa i školski uspjeh","authors":"Andrea Ćosić, I. Borić","doi":"10.15516/cje.v26i1.4950","DOIUrl":"https://doi.org/10.15516/cje.v26i1.4950","url":null,"abstract":"AbstractStudent participation in school is considered an important value and part of every school’s culture, not only in terms of improvement of school as a community, but also as an opportunity to put into practice civic skills and political literacy. The aim of this paper is to determine if there are differences in certain characteristics of participation in terms of the secondary school education programmes and academic achievement, as well as to determine the level of interaction between these variables and characteristics of participation. The examined characteristics of participation included awareness about the right to participation, readiness to participate, participation satisfaction in school and perception of teacher support for student participation. The research was conducted on a sample consisting of 1,545 students from 20 secondary schools in the Republic of Croatia. The results indicate that students with lower academic achievement tend to be less informed and less ready to participate. They also seem to be dissatisfied with opportunities for participation and perceive a lower level of teacher support for student participation, in comparison with students with very good or excellent academic achievement. It was revealed that students in vocational and art schools perceive a higher level of teacher support for student participation in comparison with students in grammar schools. The results also indicate insufficiently used student’s potential for participation. In further efforts to ensure the right to participation, it is important to examine the current methods of student participation and make it more inclusive, especially for students with lower academic achievement, regardless of their education programme. Secondary schools, regardless of the type and duration of the education programme, should create more opportunities for participation of all students, offer various participation activities and promote quality forms of dialogue between teachers and students.Keywords: academic achievement; participation; secondary school.---SažetakParticipacija učenika u školi prepoznata je kao važna vrijednost i dio kulture svake škole: u smislu poboljšanja škole kao zajednice, ali i kao prilika za vježbanje vještina građanske i političke pismenosti. Cilj je ovoga rada utvrditi postoje li razlike u pojedinim obilježjima participacije s obzirom na vrstu obrazovnih programa srednje škole i školski uspjeh, kao i interakciju tih varijabli i obilježja participacije. Ispitivana obilježja participacije su informiranost o pravu na participaciju, spremnost na participaciju, zadovoljstvo participacijom u školi te percepcija podrške nastavnika učeničkoj participaciji. Istraživanje je provedeno na uzorku od 1535 učenika iz 20 srednjih škola na području Republike Hrvatske. Rezultati pokazuju kako su učenici slabijega školskog uspjeha manje informirani i spremni participirati, nezadovoljniji prilikama za participacijom te doživljavaju manje podrške part","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":" 43","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140996317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Connection Between the Quality of Music Education and Student - Preschool Teachers’ Readiness to Conduct Music Activities in Kindergarten/Povezanost kvalitete glazbenoga obrazovanja i spremnosti studenata odgojiteljskoga studija za provođenje glazbenih aktivnosti u vrtiću","authors":"Tomislav Cvrtila","doi":"10.15516/cje.v26i1.4969","DOIUrl":"https://doi.org/10.15516/cje.v26i1.4969","url":null,"abstract":"AbstractHow well-prepared preschool teachers are to teach kindergarten music activities largely depends on their previous music education (formal and informal), their personal affinities, attitudes towards music, and the amount and quality of music education accessible to university students. The majority of students enrolled in Faculties of Teacher Education have had very little or no musical experience before their studies. Hence, the quality of music education plays a key role in the formation of a musically competent preschool teacher. In this sense, this research aimed to determine how students of Early and Preschool Education (EPE) from one location Department of the Faculty of Teacher Education in Zagreb, assess the quality of music lessons and their readiness to conduct music activities in kindergarten. This research also sought to discover if there was a connection between those two categories and differences within them regarding demographic characteristics. For the purposes of this research, two instruments were constructed: the Scale of the Quality of Music Education and the Scale of Opinions about One’s Readiness to Conduct Kindergarten Music Activities. Descriptive analysis has showned that EPE students estimate the quality of music lessons as very high, including their own readiness to conduct music activities in kindergarten. Students with prior music education more positively assess their readiness to conduct music activities in kindergarten than students without such education, and part-time students also estimate their readiness as higher than full-time students. A significant difference was also discovered in the assessment of the quality of music education in EPE studies, which was most positively assessed by senior (third year) students, while no such difference was observed when comparing full-time and part-time students.Keywords: early and preschool education; teaching quality; music activities; preschool teachers; readiness.---SažetakKoliko će odgojitelj biti spreman za provođenje glazbenih aktivnosti u vrtiću, uvelike ovisi o njegovu prethodnu glazbenom obrazovanju (formalnom i neformalnom), osobnim afinitetima, stavovima o glazbi te količini i kvaliteti glazbenoga obrazovanja koje student ima na obrazovnom fakultetu. Većina studenata koja polaze obrazovne fakultete, imaju vrlo mala ili nikakva glazbena iskustva prije studija pa će upravo kvaliteta glazbenoga obrazovanja odigrati ključnu ulogu u formiranju glazbeno kompetentnoga odgojitelja. U tom smislu, ovim istraživanjem željelo se utvrditi kako studenti ranoga i predškolskog odgoja, jednoga lokacijskog odsjeka Učiteljskog fakulteta u Zagrebu, procjenjuju kvalitetu nastave glazbe i vlastitu spremnost za provođenje glazbenih aktivnosti u vrtiću. Također, željelo se otkriti postoji li povezanost između ovih dviju kategorija kao i razlike unutar istih s obzirom na demografska obilježja. Za potrebe ovoga istraživanja konstruirana su dva instrument: Skala kvalitete glazben","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140994917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student Perceptions of Research Work in Geography Teaching: Motivation, Difficulties, and Values/Učenička percepcija istraživačkoga rada u nastavi geografije: motivacija, teškoće i vrijednosti","authors":"Karlo Mak, Ivan Ivić","doi":"10.15516/cje.v26i1.5412","DOIUrl":"https://doi.org/10.15516/cje.v26i1.5412","url":null,"abstract":"AbstractWith the recent reform of the Geography curriculum in Croatia, the learning outcomes related to the research work have become one of the most important innovations. The first insight into the degree of achievement of these learning outcomes in the first years of their application has shown difficulties in data collection, processing, and analysis, as well as in proper citation and bibliography writing, while the overall degree of the learning outcomes achievement indicates that there is room for improvement. With the aim of gaining a more comprehensive insight into the student perceptions, students in Antun Gustav Matoš Grammar School in Samobor, whose work was analyzed in the study by Ivić et al. (2021), were interviewed. Although the results indicate relatively low levels of motivation and negative perceptions of the creation process, students’ perceptions of the research as a very useful teaching practice provide a solid foundation for its further application.Key words: geography teaching; research work; students’ motivation; students’ perception.---SažetakOdgojno-obrazovni ishodi koji pred učenike stavljaju izazov izrade istraživačkoga rada predstavljaju jednu od najvećih novina novoga predmetnog kurikula Geografije. Inicijalni uvid u razinu ostvarenosti tih ishoda nakon prvih godina njihove primjene pokazao je da postoji značajan prostor za daljnji napredak jer su detektirane poteškoće u prikupljanju, obradi i analizi podataka, kao i pravilnom citiranju i sastavljanju popisa literature. S ciljem dobivanja uvida u učeničku percepciju istraživačkoga rada, intervjuirani su učenici Gimnazije Antuna Gustava Matoša u Samoboru čiji su istraživački radovi analizirani u studiji Ivića i sur. (2021). Iako rezultati upućuju na relativno nisku razinu motivacije i pretežito negativnu percepciju procesa izrade istraživačkoga rada, učenička percepcija istraživanja kao vrlo korisne nastavne prakse daju dobru osnovu za njegovo usavršavanje i daljnju primjenu.Ključne riječi: istraživački rad; nastava geografije; učenička motivacija; učenička percepcija.","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":" 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140994271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Diversity and Coherence as Important Aspects of Curriculum: A Content Analysis of the Two Croatian Geometry Curricula for Primary Education/Raznolikost i koherentnost kao važni aspekti kurikula: analiza geometrijskih sadržaja dvaju hrvatskih kurikula u razrednoj nastavi","authors":"Dubravka Glasnovic Gracin, Ana Kuzle","doi":"10.15516/cje.v26i1.4984","DOIUrl":"https://doi.org/10.15516/cje.v26i1.4984","url":null,"abstract":"AbstractFor years, school geometry has faced with many issues including losing its strong position in school mathematics and earning the reputation of being the “problem child” of mathematics teaching. These issues stem from the problems in the intended curriculum. The goal of this paper is to shed light on the two intended curricula for primary mathematics education in Croatia in terms of the diversity and coherence of geometry topics through the lens of fundamental ideas of geometry. Additionally, the analysis is associated with previous results on the attained and potentially implemented curriculum regarding textbook tasks and primary school students’ images of geometry. Even though the new curriculum reflects more diversity regarding the fundamental ideas of geometry compared to the old curriculum, there is clear evidence that they still do not offer the learning opportunities in line with modern geometry education. Based on the data, the results are discussed with regard to their theoretical and practical implications with the goal of providing suggestions on how to improve the position of school geometry in mathematics education in Croatia conducive to modern geometry education, as emphasised in the literature.Keywords: fundamental ideas; geometry education; primary education; tripartite model of curriculum.---SažetakŠkolska geometrija tijekom godina suočavala se s mnogim problemima, u što ulazi i gubitak nekad snažne pozicije unutar školske matematike te dobivanje reputacije „problematičnog djeteta” nastave Matematike. Ovi problemi proizlaze iz planiranog kurikula. Cilj ovoga rada je analiza dvaju planiranih kurikula za razrednu nastavu Matematike u Hrvatskoj s fokusom na raznolikost i koherentnost geometrijskih sadržaja i kroz objektiv fundamentalnih ideja geometrije. Uz to, rezultati su povezani s prethodnim nalazima o postignutom (slike učenika o geometriji) i potencijalno primijenjenom kurikulu (udžbenički zadatci). Iako novi kurikul odražava više raznolikosti u pogledu fundamentalnih ideja geometrije u odnosu na stari, rezultati pokazuju da ti kurikuli još uvijek ne nude značajke suvremene metodike geometrije u punom potencijalu. Na temelju dobivenih rezultata provedena je rasprava s prijedlozima kako poboljšati položaj školske geometrije u matematičkom obrazovanju u Hrvatskoj prema preporukama iz literature.Ključne riječi: fundamentalne ideje; nastava geometrije; razredna nastava; trodijelni model kurikula. ","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":" 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140996302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Self-Evaluation of Teachers’ Competences for Inclusive Teaching in the Conditions of Pre-Pandemic Education/Samoprocjena kompetentnosti učitelja za inkluzivno poučavanje u uvjetima predpandemijskoga obrazovanja","authors":"Jasna Kudek Mirošević, Rea Fulgosi Masnjak, Siniša Opić","doi":"10.15516/cje.v26i1.4965","DOIUrl":"https://doi.org/10.15516/cje.v26i1.4965","url":null,"abstract":"AbstractThis research has been aimed at discovering how teachers evaluate their own competences for inclusive teaching and support they give learners with disabilities to help them learn. The total of 263 teachers from regular primary schools in the central regions of Croatia participated in this research, for which an adequate questionnaire was designed. The obtained results show that teachers do not consider themselves competent for inclusive teaching, but they do support their learners with disabilities. Seniority (the duration of teaching career) has an impact on their self-evaluation related to competences for inclusion. In inferential statistics, a polystochastic model was used for making conclusions. Such findings indicate, among other things, a need for teachers’ permanent education towards inclusive teaching, especially about their stronger role in unusual life circumstances like pandemic, as well as the encouragement of teachers’ professional development and their acquisition of new competences required for inclusive teaching since teachers represent direct stakeholders in education activities. Having all this in mind, together with the aim to provide education which actively promotes the complete development of every learner, as suggested in the National Strategy of Development until 2030, it is necessary to reform processes within the system of education.Keywords: competence self-evaluation/self-estimation; education staff; inclusive education---Sažetak Cilj je istraživanja utvrditi kako učitelji procjenjuju vlastitu kompetentnost za inkluzivno poučavanje te stupanj pružanja podrške u učenju učenicima s teškoćama. Na uzorku od 263 učitelja iz redovitih osnovnoškolskih ustanova iz središnje Hrvatske primijenjen je upitnik o samoprocjeni kompetentnosti učitelja za inkluzivno poučavanje i pružanje podrške učenicima s teškoćama, koji je konstruiran za potrebe ovoga istraživanja. Rezultati pokazuju da se učitelji ne smatraju kompetentnima za inkluzivno poučavanje, no pružaju podršku u učenju učenicima s teškoćama. Pri tome duljina radnoga staža utječe na samoprocjenu kompetencija za inkluziju. U inferencijalnoj statistici korišten je polistohastički model zaključivanja. Ovakvi nalazi, između ostaloga, ukazuju na potrebu kontinuirane edukacije učitelja za inkluzivno poučavanje, posebice njihovo osnaživanje u izvanrednim životnim okolnostima poput pandemije, kao i na poticanje profesionalnoga razvoja te stjecanje novih kompetencija za inkluzivno poučavanje njih kao neposrednih nositelja odgojno-obrazovnoga rada. U tom smislu, a s ciljem ostvarivanja obrazovanja koje aktivno potiče cjelovit razvoj svakoga učenika, kako je predviđeno u Nacionalnoj strategiji razvoja do 2030. godine, potrebno je provesti reformske procese u sustavu odgoja i obrazovanja.Ključne riječi: inkluzivno obrazovanje; odgojno-obrazovni djelatnici; samoprocjenjena kompetentnost. ","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":" 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140995075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the Teaching of Solfeggio, Harmony and Counterpoint in Croatian Music Schools/Istraživanje nastave Solfeggia, Harmonije i Kontrapunkta u hrvatskim glazbenim školama","authors":"Zrinka Barić","doi":"10.15516/cje.v26i1.4975","DOIUrl":"https://doi.org/10.15516/cje.v26i1.4975","url":null,"abstract":"AbstractAlong with learning to play an instrument and singing by notes, theoretical music subjects are integral to formal music education at all levels. They aim to facilitate learning the musical language and elements necessary for understanding music, such as harmony, melody and rhythm. Their teaching is particular, considering that understanding musical phenomena requires systematic work on acquiring skills and knowledge. With the aim of a closer insight into the learning of theoretical music subjects, we investigated the methods and ways of organizing the teaching of the critical theoretical disciplines: Solfeggio, Harmony and Counterpoint. The research took place during the second semester of 2018/2019 school year and included 101 teachers from 24 primary and secondary music schools in 17 counties in Croatia. The results indicate that in Solfeggio, equal attention is paid to musical dictation and singing when practising intonation. At Harmony, teachers mainly implement a thoroughbass, but the most prominent method is the analysis of the examples from the literature. Species counterpoint dominate Counterpoint, but studying examples is the preferred method. Teachers’ dissatisfaction with outdated learning concepts indicates the need to modernize theoretical disciplines through content that will be transferred to musical activities and enable the acquisition of skills to learn music. Key words: acquisition of skills and music knowledge; methods; music schools; theoretical music subjects.---SažetakTeorijski glazbeni predmeti, uz učenje sviranja instrumenta i pjevanja po notnome tekstu, sastavni su dio formalnoga glazbenog obrazovanja na svim razinama. Njihov cilj je svladavanje glazbenoga jezika i elemenata potrebnih za razumijevanje glazbe, kao što su harmonija, melodija i ritam. Nastava im je izrazito specifična s obzirom na to da je za ovladavanje glazbenim fenomenima potreban sustavni rad na stjecanju vještina i znanja. S ciljem pomnijega uvida u izvođenje nastave, u radu su se istražile metode i načini organiziranja nastave ključnih teorijskih disciplina: solfeggia, harmonije i kontrapunkta. Istraživanje se odvijalo tijekom drugoga polugodišta 2018./2019. školske godine te je obuhvatilo 101 nastavnika iz 24 osnovne i srednje glazbene škole iz 17 hrvatskih županija. Rezultati ukazuju na to da se na Solfeggiu jednako posvećuje pozornost glazbenom diktatu i pjevanju primjera pri vježbanju intonacije; na Harmoniji se najviše provodi generalbas, no sljedeća najistaknutija metoda jest analiziranje primjera iz literature te da na Kontrapunktu dominiraju kontrapunktske vrste, ali se analiziranje primjera izdvaja kao poželjna metoda. Nezadovoljstvo nastavnika zastarjelim konceptima učenja pokazatelj je potrebe za osuvremenjivanjem teorijskih disciplina putem sadržaja koji će se transferirati na glazbene aktivnosti i omogućiti stjecanje vještina u svrhu učenja glazbe.Ključne riječi: glazbene škole; metode; stjecanje vještina i glazbenoga znanja; teor","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":" 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140994405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}