Loading ...
Loading ...
Odgoj u školi

Izdanje

Dodano 2015-05-20
ISBN-13: 978-953-7210-85-4

Povezane kategorije

Odgoj u školi

Sinića Opić, Vesna Bilić, Marko Jurčić

Polazeći od afirmiranih teorijskih i praktičnih postavki suvremenih autora i njihovih djela, autori znanstvene monografije Odgoj u školi dali su značajne doprinose, izvornošću svojih promišljanja tih polaznih postavki, stvaranjem novih sinteza, daljim propitivanjem odgojnog fenomena kao primarne društvene djelatnosti s ciljem njegova unapređenja. Doveli su tako u odnos one teorijske stavove koje prethodni teoretičari još nisu na taj način promišljali, vodeći istodobno računa o tome da ti doprinosi budu sukladni koherentnoj cjelini teorije i prakse odgojno-obrazovane djelatnosti. Znanstveni doprinos predmetne monografije bit će svrsishodan za sve koji se bave odgojem, ali i sve koji će u monografiji pronaći svojevrsne odgovore na promišljanje važnosti odgoja u školi, odnosno društvu u cjelini, ( iz recenzije izv. prof. dr. sc. Josipa Ivanovića)

Jedanaest autora iz Hrvatske i Slovenije dalo je svoj prilog znanstvenom propitivanju važnosti uloge odgoja u školi s različitih aspekata:

Slavica Bašić: Svrha i osnovna obilježja pedagoškog odnosa
Dubravka Maleš: Partnerstvom obitelji i škole do uspješnog odgojno-obrazovnog rada
Milena Valenčič Zuljan, Vanja Kiswarday: The resilient teacher – the way to reach quality education in contemporary society
Jurka Lepičnik Vodopivec: Teacher autonomy: modern school’s weakness or strength?
Vesna Bilić: Uloga škole i školske vezanosti u objašnjenju ponašanja učenika
Ante Kolak: Odgojni problemi u suvremenoj školi
Milan Matijević: Digitalni mediji i medijski odgoj u školi
Marko Jurčić: Odgoj u izvanučioničkoj nastavi
Zvonimir Komar: Mogućnost odgoja i obrazovanja u kontekstu postmodernog pojma znanja
Smiljana Zrilić: Suvremene paradigme inkluzivnog odgoja i obrazovanja
Siniša Opić: Neki izazovi kvantitativne metodologije u istraživanjima odgoja i školskoj pedagogiji

 

SAŽECI

prof. dr. sc. Slavica Bašić
Odjel za pedagogiju, Sveučilište u Zadru
sbasic@unizd.hr

Svrha i osnovna obilježja pedagoškog odnosa

Sažetak  
Brojna empirijska istraživanja i meta-metaanalize o pedagoškom odnosu potvrdili su da je pedagoški odnos najutjecajniji čimbenik obrazovnog razvoja, učenikove uspješnosti u školi i pozitivnog/negativnog doživljaja škole (kod učitelja i učenika).
Učitelji su kreatori pedagoških odnosa i zato trebaju imati svijest o važnosti i profesionalnu sliku pedagoškog odnosa kojoj su obvezni. Ukoliko učitelji nemaju jasnu profesionalnu predodžbu o pedagoškom odnosu, ne mogu uspostaviti ni profesionalne kriterije, a njihova je samokritička introspekcija samoodnosna i upućena na sudove sviđanja-nesviđanja, zadovoljstva-nezadovoljstva, na osobne želje i subjektivna očekivanja od odnosa s učenikom/učenicima. Zato se ovim radom nastoji potaknuti pedagogijsko promišljanje odnosa između učitelja i učenika, obrazložiti svrhu i antinomijsku strukturu pedagoškog odnosa te obrazložiti u suvremenoj pedagogiji afirmiranu vrijednosnu predodžbu pedagoškog odnosa.
Ključne riječi: pedagoški odnos, antinomijska struktura pedagoškog odnosa, vrijednosna predodžba pedagoškog odnosa, pedagoško razumijevanje, kompetencija za odnos

The scope and basic features of the pedagogical relationship

Summary
Numerous empirical investigations and meta-analyses into the teacher-student relationship have recognised the pedagogical relationship as the most influential factor affecting educational development, the pupil’s school success and the positive or negative school experience (of both teachers and pupils).
Teachers are creators of pedagogical relationships and thus need to possess awareness of its importance and of its professional image which they are obliged to shape. If teachers lack a clear professional idea regarding the pedagogical relationship, they cannot establish professional criteria, and their self-critical introspection becomes self-related and prone to judgements of like-dislike, satisfaction-dissatisfaction, containing personal wishes and subjective expectations from their relationship with the pupil(s). This paper therefore aims to encourage pedagogical reflection on the relationship between teacher and pupils, considering the scope and the antinomical structure of the pedagogical relationship, and explaining the value concept of the pedagogical relationship as affirmed in modern pedagogy.
Keywords: pedagogical relationship, antinomical structure of the pedagogical relationship, value concept of the pedagogical relationship, pedagogical understanding, relationship competence



prof. dr. sc. Dubravka Maleš
Filozofski fakultet, Sveučilište u Zagrebu
dubravka.males@zg.htnet.hr

Partnerstvom obitelji i škole do uspješnog odgojno-obrazovnog rada

Sažetak
Roditelji su od početka uvođenja školovanja bili uključeni u obrazovanje svoje djece, ali se shvaćanje te uključenosti mijenjalo tijekom vremena. Od pasivne uloge nekada roditelji danas dobivaju ulogu partnera u procesu odgoja i obrazovanja što pretpostavlja njihovo uključivanje u sve etape odgoja i obrazovanja, od planiranja preko realizacije do vrednovanja. Za suvremenu školu to znači preispitivanje tradicionalne autonomije škole te redefiniranje uloga roditelja i učitelja. Znanstvena razmatranja razvoja odnosa obitelji i škole rezultirala su različitim teorijama, a u ovom se radu povijesni pregled razvoja odnosa obitelji i škole prikazuje kroz paradigmu separacije, paradigmu korekcije i paradigmu suradnje. Svaka od navedenih paradigmi drugačije vidi cilj suradnje, uloge sudionika, odgovornost svakog od sudionika, odnos moći i poželjne stilove i metode interakcije. Upoznavanje paradigmi obiteljsko-školskih odnosa važno je, kako sa znanstvenog stajališta tako i sa stajališta prakse. Praktičari trebaju osvijestiti kojoj paradigmi se priklanjaju u svom radu i vodi li ona uspostavljanju suradničkih, odnosno partnerskih odnosa. U svijetu postoji više modela kojima je cilj uspostavljanje partnerskog odnosa. Partnerski odnos obitelji i škole predstavlja ideal kojem treba težiti.
U posljednjih dvadesetak godina provedena su znanstvena istraživanja kojima je bio cilj utvrditi utječe li suradnja obitelji i škole na školski uspjeh i cjelokupan razvoj učenika. Većina je istraživanja potvrdila pozitivan utjecaj suradnje obitelji i škole, ne samo na učenika već i na roditelje, učitelje i cijelu školu. U početku su istraživanja bila usmjerena na praćenje učinka učestalosti kontakata roditelja sa školom, no krajem prošlog stoljeća istraživanja se usmjeravaju i na druge elemente tog procesa, kao što su razlozi, načini i područja roditeljskog uključivanja u odgoj i obrazovanje učenika, bilo kod kuće ili u školi. Važna spoznaja do koje su znanstvenici došli odnosi se na ključnu ulogu škole u uključivanju roditelja u odgoj i obrazovanje učenika. Ako je moć škole značajna u motiviranju roditelja za suradnju, onda škola treba razviti strategije i poduzeti različite mjere u smislu osnaživanja te svoje uloge.
Ključne riječi: suradnja obitelji i škole, paradigme suradnje obitelji i škole, modeli partnerstva, važnost suradnje obitelji i škole, roditeljsko uključivanje

With family-school partnership towards successful educational work

Summary
Parents have been involved in their children’s education since the introduction of schooling, but the understanding of this involvement has changed over time. From their passive role in the past, parents today are partners in education, which implies their involvement in all stages of education, from planning, through implementation, to evaluation. For the contemporary school, this implies reviewing the traditional autonomy of schools and redefining the roles of parents and teachers. Scientific examinations of the development of the relationship between family and school have resulted in various theories, and in this paper a review of the historical development of that relationship is presented through the paradigms of separation, correction and cooperation. Each paradigm views differently the goal of the cooperation, the roles of the participants, the responsibility of each party, power relations, and the preferred styles and methods of interaction. Getting to know the paradigms of family-school relations is important both from a scientific standpoint and from the standpoint of educational practice. Practitioners should become aware of the paradigm they are inclined to in their work, and whether it leads to establishing cooperative relations or partnerships. Partnership is the ideal to aspire to and there are many models aimed at establishing it.
In the past twenty years, a number of scientific investigations have been conducted to determine whether family-school cooperation influences school success and the overall development of students. The majority of the research has confirmed the positive impact of family-school cooperation, not only on students, but also on parents, teachers, and the whole school. Initially, the research focused on monitoring the impact of the frequency of parents’ contact with school, but at the end of the last century it focused on other elements of the process as well, such as the reasons for, methods, and areas of parental involvement in students’ education, either at home or in school. One of the important findings refers to the key role of schools in involving parents in students’ education. If the power of the school is significant in motivating parents to cooperate, then it needs to develop strategies and take various measures to empower its role in this area.
Keywords: family-school cooperation, paradigms of family-school cooperation, partnership models, importance of family-school cooperation, parental involvement



Professor Milena Valenčič Zuljan, PhD
University of Ljubljana, Faculty of Education,
Kardeljeva ploščad 16, Ljubljana, Slovenia
milena.valencic-zuljan@guest.arnes.si
Vanja Kiswarday
University of Primorska, Faculty of Education
Koper, Cankarjeva 5, 5000 Koper, Slovenia
vanja.kiswarday@guest.arnes.si

The resilient teacher: the way to reach quality education in contemporary society

Summary
We are living in demanding times with rapid information and technology development that causes quick changes in values and ways of life. The recession and a general slowdown in economic activity will have an impact on family life, which rapidly loses its traditional role of caring for and educating children. The teachers’ main task in contemporary society is no longer knowledge transmission but the organisation of the learning environment that supports individuals in knowledge acquisition and personal development. Like other researchers in the field of resilience, we also believe that in the current harsh climate children and young people are facing extremely stressful and demanding developmental and everyday life circumstances, and so it is important to develop their resilience.
The achievement of quality education significantly depends on the teacher. Consequently, teacher education and incentives for their professional development throughout their career are becoming one of the key tasks of EU policy. A resilient pupil who is ready to meet the challenges of modern times and is motivated and qualified for self-directed learning and problem solving can be raised only by a resilient teacher. Teacher resilience is a relatively new area of investigation. In the paper, we define the resilient teacher and modes of education and professional activities that inspire teacher resilience. We presume that only the resilient teacher who has received quality training and is able to avoid stressful circumstances in his professional work can achieve the high objectives of education in contemporary society.
Keywords: resilience, resilient teacher, professional development



Professor Jurka Lepičnik Vodopivec, PhD
University of Primorska, Faculty of Education, Slovenia
 jurka.lepicnik@pef.upr.si

Teacher Autonomy: The Modern School’s Weakness or Strength?

Summary
In today’s neoliberal times, when individual efficiency and success are emphasised alongside those of societies, the autonomy of schools and of educational professionals becomes even more important, as it has proven to be an element of permanent progress and quality. Schools, headmasters, and teachers should be autonomous in their work, while also accountable for its quality.
The article deals with teacher autonomy in Slovenian basic schools. Part one presents the theoretical starting points and different authors’ views of teacher autonomy around the world and in Slovenia, emphasising the headmaster’s role and the quality of the educational process. Part two presents the results of the empirical study performed on a sample of classroom teachers in basic schools in Slovenia. The data were collected using an Internet questionnaire completed by 104 classroom teachers in 30 randomly selected schools. We found the respondents explain the notion of autonomy in rather different ways, the largest proportion of them connecting it with independence in work, decision-making, and selecting the forms, contents and methods of teaching. A majority (66%) believe they are autonomous in their work. They are convinced they are the most autonomous in the selection of the forms, methods and techniques of work, as well as in the selection of teaching aids, and the least in the choice of textbooks. In their opinion, educational legislation, the curriculum, and professional qualifications affect teacher autonomy the most, and parents affect it the least.
Keywords: school, headmaster, teacher, quality, autonomy



izv. prof. dr. sc. Vesna Bilić
Učiteljski fakultet, Sveučilište u Zagrebu
vesna.bilic@ufzg.hr

Uloga škole i školske vezanosti u objašnjenju ponašanja učenika

Sažetak
U ovom radu analiziraju se dvije skupine ponašanja učenika u školi: prosocijalno, društveno poželjno, kojeg karakterizira briga za druge, te širok spektar problematičnih oblika ponašanja koja se učestalo ponavljaju i odstupaju od kulturnih normi i školskih pravila, a mogu štetno djelovati na uspjeh i razvoj obrazovnih, socijalnih i osobnih kompetencija učenika. Oblici problematičnog ponašanja klasificirani su u pasivne (povlačenje i pasivnost te nemarnost) i aktivne oblike. Na neke od aktivnih oblika društvo gleda benevolentno (laganje, varanje na ispitima), a neki izazivaju ozbiljnu zabrinutost, kao što je namjerno kršenje školskih pravila i nasilno ponašanje.
U svjetlu socijalno-ekološke teorije ponašanje učenika objašnjava se utjecajem različitih čimbenika: osobnih, obiteljskih, društvenih, a u ovom radu skreće se pozornost na ulogu školskog konteksta. Stoga je u empirijskom istraživanju ispitivana povezanost između predanosti i privrženosti, odnosno školske vezanosti i prosocijalnih odnosno problematičnih oblika ponašanja učenika u školi.
U istraživanju su sudjelovala 534 (48,5% ženskih; 50,6% muških) učenika sedmog i osmog razreda osnovnih škola iz pet županija u Republici Hrvatskoj.
Rezultati frekvencijske analize sugeriraju da je učenicima školski uspjeh važan, a da bi se uspjeh postigao neophodno je ulagati trud, odnosno veliki broj sudionika angažira se u školskim aktivnostima, dok su rezultati za varijablu privrženosti školi, koja se odnosi na emocionalne aspekte odnosa prema školi i nastavnicima, nešto niži, a čak 56% ispitanika ne voli školu.
Rezultati robusne diskriminacijske analize pokazuju da su djevojčice sklonije prosocijalnom ponašanju, te su kod njih manje prisutni oblici problematičnog ponašanja, negoli kod dječaka. Utvrđena je zabrinjavajuća učestalost svih analiziranih problematičnih oblika ponašanja, od pasivnih koji su obično zanemaruju, preko sklonosti učenika varanju na ispitima, testovima i sl., do namjernog kršenja školskih pravila te agresivnog i nasilnog ponašanja.
Analizom povezanosti predanosti izvršavanju školskih obveza i privrženosti školi, sa skupom varijabli ponašanja, utvrđeno je da je niža razina predanosti izvršavanju školskih obveza povezana s višom razinom nepoželjnih oblika ponašanja, i obratno, te da je niža razina privrženosti školi povezana s višom razinom nepoželjnog ponašanja, i obratno. Izdvojeni parovi kvazikanoničkih faktora kod učenika pojašnjavaju veći dio zajedničke varijance: za predanost 66,4% i za privrženost 73,4%, dok je kod učenica to nešto niže, za predanost 45,2% i privrženost 31,1%.
U zaključku se sugerira da razvoj mehanizama za jačanje školske vezanosti može biti dobar put za sprječavanje razvoja različitih oblika problematičnog ponašanja učenika.
Ključne riječi: škola, školska vezanost, ponašanje učenika

The role of the school and school bonding in explaining student behaviour

Summary
This paper analyses two groups of student behaviour in school: prosocial, which is socially desirable and characterised by care for others; and a wide range of problematic forms of behaviour which are repetitive and deviate from cultural norms and school rules and can have a negative effect on the achievement and development of the educational, social and other competences of students. They are classified into passive (withdrawal and passivity together with negligence) and active forms, of which some are seen benevolently (lying, cheating in exams) and those that are of serious concern, such as violating school rules and acting violently.
In the light of socio-ecological theory, the behaviour of students is explained by the influence of various personal, family and social factors, and this paper draws attention to the role of the school context. Therefore, the empirical research examined the connection between commitment and dedication, or school bonding, and prosocial and problematic forms of student behaviour in school.
The study included 534 (48.5% female, 50.6% male) students in the seventh and eighth grades of elementary schools in five Croatian counties.
The results of the frequency analysis suggest that academic achievement is important to students and in order to achieve that kind of success it is necessary to put in effort, or, in other words, a large number of participants engage in school activities. However, the results for the school bonding variable that refers to emotional aspects of the relationship with the school and teachers are slightly lower, and as many as 56% of them do not even like school.
The results of the robust discriminant analysis (ROBDIS) show that compared to boys, girls are more prone to prosocial behaviour and less prone to forms of problematic behaviour. There is also an alarming frequency of all problematic forms of behaviour that were analysed, from passive forms that are usually disregarded, such as cheating in exams, tests, etc., to the deliberate violation of school rules and aggressive and violent behaviour.
The connection between dedication to school obligations and commitment to school and a set of behavioural variables was examined with a robust canonical correlation analysis (ROBKAN). It was found that lower levels of dedication to school obligations are connected to higher levels of undesirable behaviour, and vice versa. The featured couples of quasicanonical factors in students explain a large part of the variance: for commitment 66.4% and school bonding 73.4%; for female students, it is slightly lower: for commitment 45.2% and school bonding 31.1%.
The conclusion suggests that the development of mechanisms for strengthening school bonding can be a good way to prevent the development of various problematic forms of student behaviour.
Keywords: school, school bonding, student behaviour



doc. dr. sc. Ante Kolak
Filozofski fakultet, Sveučilište u Zagrebu
ante.kolak@sb.t-com.hr

Odgojni problemi u suvremenoj školi

Sažetak
Ovaj rad usmjeren je na odgojnu problematiku u području školskih sustava i na simptome atrofije odgojne funkcije škole. Posebna se pozornost usmjerila problematici koja je znakovita za prelazak sa sociocentrističkih na pedocentristička stajališta. U odgoju usmjerenom prema učeniku, pored brojnih prednosti, izneseni su i nedostaci, a posebno oni koji su vezani uz pojavu egocentričnosti kod učenika.
Pedagoška dijagnostika odgojnog djelovanja suvremene škole analizirana je uz pomoć tzv. mercedes-modela koji je usmjeren na zahtjeve prema učeniku, kritiku (kaznu) i pohvalu (nagradu). U svakoj od navedenih kategorija mogući propusti ukazuju na odgojnu problematiku. U skladu s trima dimenzijama odgojnog djelovanja, u pedagoškoj dijagnostici škola izdvajaju se tri specifična odgojna problema: škole s pretjerano socijaliziranim učenicima, škole koje prezaštićuju učenike i škole s razmaženim učenicima.
Krizi odgojne funkcije suvremene škole u ovome se radu pristupa s tri analitička stajališta: optimistični, pesimistični i realistični. Neusklađenost odgojnog djelovanja promatra se s više aspekata, kako unutar tako i izvan školskih sustava. Pri problematici neusklađenosti odgojnog djelovanja pozornost se posvećuje suradničkim odnosima škole i roditeljskog doma s posebnim naglaskom na prepreke i kočnice vezane uz odgojne probleme u pet područja: identitet učitelja/roditelja, obrazovna moć, obrazovni projekt, odgovornost/krivnja i principi/vrijednosti. Osobnim odgojnim koncepcijama i osobnim mentalnim modelima učitelja i roditelja te specifičnosti odgojne situacije pridaje se veliko značenje. U odgojnoj problematici suvremene škole izdvaja se važnost pluralizma odgojnih postupaka, koji je osim u školskim sustavima vidljiv i u suvremenom društvu.
Ključne riječi: kriza odgoja, pluralizam odgojnih postupaka, suradnja roditelja i škole.

Educational problems in the modern school


Summary
The paper focuses on educational problematics in the field of school systems and the symptoms of atrophy of the educational function of the school. Special attention is given to problematics indicating transition from the socio-centric to the paedo-centric orientation. In addition to numerous advantages, the disadvantages of student-oriented education, particularly those linked with the occurrence of egocentrism in students, are presented in the paper.
The pedagogical diagnostics of the educational activities of the modern school were analysed following the Mercedes-model for teaching and learning which focuses on the demands from students, criticism (punishment) and praise (reward). In each category, possible failures point to educational problematics. In line with the three dimensions of educational activities, in the pedagogical diagnostics of schools, three specific educational problems are singled out: schools in which students are overly socialised, schools in which students are overprotected, and schools in which students are spoiled.
The crisis of the educational function of the modern school is approached from three standpoints: optimistic, pessimistic, and realistic. Inconsistency of educational activities is observed in several aspects, both inside and outside the school systems. In analysing the problematics of the inconsistency of educational activities, special attention is given to the cooperative relations of the school and the parental home, with an emphasis on the obstacles and hindrances regarding educational problems in five areas: the identity of the teacher/parent, educational power, educational projects, responsibility/guilt, and principles/values. Particular consideration is given to the teachers’ and parents’ personal educational concepts and mental models, as well as to the specifics of the educational situation. The importance of pluralism of educational practices in the educational problematics of the modern school, which, in addition to school systems, is also visible in modern society, is emphasised.
Keywords: educational crisis, pluralism of educational practices, parent-school cooperation



prof. dr. sc. Milan Matijević
Učiteljski fakultet, Sveučilište u Zagrebu
milan.matijevic@ufzg.hr

Digitalni mediji i medijski odgoj u školi

Sažetak
Djeca i mladi net-generacije odrastaju u digitalnom multimedijskom okruženju. Naziv net-generacija djeca i mladi ovoga doba dobili su zbog izloženosti snažnom utjecaju moćnih umreženih medija (internetu, mobilnim i pametnim telefonima, tabletima, satelitskoj televiziji). Do punoljetnosti i polaganja ispita zrelosti pripadnici net-generacije više su vremena bili izloženi utjecajima digitalnih medija, negoli osmišljenim pedagoškim utjecajima na nastavnim satima u školi. Većina pripadnika te generacije ima mobilne ili pametne telefone već od početnih razreda primarnog obrazovanja, a tijekom adolescencije oni su aktivni sudionici društvenih digitalnih mreža. U školi se još uvijek nedovoljno uvažava činjenica da su, pored školskih/nastavnih pedagoških utjecaja, mladi izloženi i utjecaju svojervrsne digitalne alternativne škole. Većinu informacija i kompetencija koje su važne za uprabu digitalnih medija mladi stječu informalnim učenjem. U školi se uglavnom malo (nedovoljno) pozornosti posvećuje učenju o digitalnim medijima i premalo se ti mediji koriste u nastavnom procesu.
U školi treba učiti o digitalnim medijima, treba učiti o modelima, kulturi i prirodi komuniciranja uz pomoć tih medija te učiti i kako se uči uz pomoć digitalnih medija. Naravno, u školi treba poučavati i učiti uz pomoć medija. Svaka zabrana i pretjerano plašenje djece, mladih i odraslih (njihovih roditelja) s opasnostima koje vrebaju uz medije donosi štetu i jednima i drugima.
U prošlom su se stoljeću kao pedagogijske znanstvene discipline afirmirale školska i medijska pedagogija. U ovom stoljeću organiziraju se brojna istraživanja o utjecaju spomenutih medija na učenje i odgoj novih generacija u vrijeme školovanja. Zato se može govoriti i o konstituiranju školske medijske pedagogije.
Ključne riječi: digitalni mediji, nastavni mediji, internet, pametni telefon, pametna ploča, obvezna škola, sekundarno obrazovanje

Digital media and media education in schools


Summary
Net-generation children and young people grow in a digital multimedia environment. Today’s children and young people have been named the “net-generation” due to their exposure to, and the strong influence on them of, network media (the Internet, mobile phones and smartphones, tablets, satellite television). By the time they come of age and take the state examination, those belonging to the net-generation have spent more time exposed to the influence of the digital media than to planned pedagogical influences in classes at school. The great majority of those belonging to this generation have had their own mobile phones or smartphones since the time they started elementary school, and during adolescence they become active participants in social digital networks. Schools are still insufficiently appreciating the fact that children and young people are exposed, in addition to the pedagogical influence at school, to the influence of a kind of alternative digital school. Young people acquire most of the information and competences relevant to the use of the digital media through informal learning. Schools generally devote too little attention to learning about the digital media, and these media are not used frequently enough in the teaching process.
Schools should teach about digital media, and about the models, culture and nature of communicating through these media. They should also teach how to learn with the help of digital media. Any ban and exaggerated scaremongering of children, young people and adults (their parents) regarding the dangers lurking behind these media are harmful to both of these groups.
The scientific disciplines that affirmed themselves in the previous century were school and media pedagogy. This century, extensive research has been conducted on the influence of these media on learning and on the education of these generations during their schooling. Therefore, we can already speak of the establishment of media pedagogy in schools.
Keywords: digital media, teaching media, Internet, smartphone, smartboard, compulsory school, secondary education



izv. prof. dr. sc. Marko Jurčić
Filozofski fakultet, Sveučilište u Zagrebu
mpustike@gmail.com

Odgoj u izvanučioničkoj nastavi

Sažetak
Autor u razmatranju odgoja u izvanučioničkoj nastavi polazi od sagledavanja odgojno-obrazovnog procesa u uvjetima učioničke nastave, u kojemu je zamjetnija obrazovna uloga u odnosu na odgojnu, potiskuje se odgoj, a u prvi se plan postavljaju ishodi obrazovanosti, važni za vanjsko vrednovanje (mjerenje znanja).
U radu se naglašava izgradnja predmetnog kurikuluma u kojemu je istaknuta povezanost učioničke i izvanučioničke nastave radi cjelovitog zahvaćanja i odgoja i obrazovanja učenika uz jasno definirane ciljeve njihove odgojnosti i obrazovanosti, zadatke, sadržaje, metode, socijalne oblike rada, nastavna sredstva i pomagala, didaktička načela i didaktičke sustave.
Zaključuje se da je bit integriranja učioničke i izvanučioničke nastave u činjenici da zajedno otvaraju više prostora odgojnom djelovanju nastavnika i potpunijoj odgojnosti učenika. U okolnostima izvanučioničke nastave nastavnik i učenici zajedno oblikuju i njeguju pedagoške situacije i strategije, odgoj i učenje postiže se otkrivanjem u neposrednoj životnoj stvarnosti, u susretu s prirodnom, kulturnom i gospodarskom okolinom, ljudima koji tu žive i rade, koji utječu na očuvanje prirodnog i kulturnog bogatstva i na razvoj gospodarstva, što dovodi do smanjivanja jaza između svijeta školske zgrade i stvarnog svijeta.
Ključne riječi: izvanučionička i učionička nastava, nastavnik, odgoj, učenik

Education outside classrooms

Summary
The author of this paper reconsiders educational values in the teaching process that takes place outside the school classroom. The teaching process outside classrooms develops other and different relations from the teaching in classrooms that is oriented towards educational outcomes that are measurable.
For this reason, the subject curriculum needs to enhance connections between teaching inside and outside school classrooms. In this way, the teacher can respect the holistic approach in education, but also has clearly defined goals, tasks, subject content, teaching materials and methods, as well as a didactical system and principles.
Finally, the author concludes that the essence of teaching lies in integrating both forms of teaching so it can open more space for developing pupils’ core competences. In external educational circumstances, the teacher and students together shape and nurture pedagogical situations and strategies, whereby education and learning are achieved by detecting the immediate life reality, in an encounter with the natural, cultural and economic environment, and the people who live and work there, who have an effect on the preservation of the natural and cultural wealth and the development of the economy. All this leads to narrowing the gap between “the world of the school building and the real world”.
Keywords: teaching, classroom, teacher education, pupil

 


dr. sc. Zvonimir Komar
Filozofski fakultet, Sveučilište u Zagrebu
zkomar@ffzg.hr

Mogućnost odgoja i obrazovanja u kontekstu postmodernog pojma znanja

Sažetak
U radu ćemo naznačiti zašto „odgoj i obrazovanje” uzimamo kao sintagmu i zašto ne govorimo posebno o odgoju, a posebno o obrazovanju. Uvodno ćemo pokušati identificirati gdje je zapravo temeljni izvor ”krize” odgoja i obrazovanja. Pritom se nećemo kretati u oblasti deskripcije fenomena „krize odgoja i obrazovanja”, jednako kao što se nećemo usredotočiti ni na (sasvim legitimnu) perspektivu odgojno-obrazovnih politika. Ono na što ćemo se usredotočiti jest bitna promjena u karakteru znanja, koja se desila u doba koje nazivamo „postmodernim”. Nakon detaljnije analize novog načina legitimiranja znanja, promotriti ćemo što ta nova vrsta legitimacije znači za temeljne pedagogijske pojmove – prije svega one odgoja i obrazovanja, te zašto taj proces nužno, u samom poimanju i na teorijskoj razini dovodi do „krize”. U tom novonastalom kontekstu promotriti ćemo što pad pojmova odgoja i obrazovanja, te uspon pojmova vještina i kompetencija znači za pedagogiju i pedagoške procese u smislu svrhe tih procesa. Nakon toga, promotriti ćemo detaljnije dva temeljna konstituensa pojmova odgoja i obrazovanja – one obrazovljivosti i ideje istine, te ih opet dovesti u vezu s postmodernim stanjem, kako bismo u izvornoj točki mogli vidjeti mjesta sukoba, kao i mjesta za potencijalno mišljenje alternativa. Kao zaključak ukratko naznačujemo misaoni put koji je u radu pređen te usmjeravamo pažnju na mjesta koja je potrebno dalje promišljati, ukoliko nam je stalo do toga da se pojmovi odgoja i obrazovanja ponovno ozbiljno shvate kao temeljni pojmovi pedagogije, te da se shvati kako oni ne mogu mirno koegzistirati s nekim pojmovima koji im zapravo direktno protuslove.
Ključne riječi: postmodernizam, ideja, biće, priroda znanja, obrazovljivost, obrazovanje



The possibility of classical education in the context of the postmodern idea of knowledge

Summary
This paper will try to identify where the basis lies of the ”crisis” of the idea of education. We will not describe the phenomenon of the ”crisis of education”, just as we will not focus on the perspective of education policies and other similar practices. Our perspective is a theoretical one, and an essential change in the character of knowledge, which occurred during the period that we name ”post-modern”. Following a detailed analysis of the new way of legitimising knowledge through its pragmatic element and its performance, we will try to see what this new method of legitimisation means for the fundamental pedagogical idea of education, and the reason why this process necessarily, in the very theoretical realm, produces ”crisis”. In this new context, we will examine what the fall of the classical idea of education and the rise of the ideas of skills and competences mean for pedagogy and pedagogical processes regarding their purpose. Then we will examine in more detail two fundamental constituents of education – one the possibility of education (Bildsamkeit) and the other the idea of truth and being. We will also reflect on them in the context of the idea of postmodernity, so we can fundamentally see the origins of conflict, as well as the possibilities of alternative thinking. As a conclusion, we will briefly view our thought process in the paper and focus on the places which need further thinking through, so we can in effect take the classical idea of education as relevant once again. One of key points here is that the classical idea of education cannot simply coexist with the performative ideas of education, and that this contradiction, as shown in the paper, has to be resolved.
Keywords: postmodernism, idea, being, nature of knowledge, possibility of education, education



izv. prof. dr. sc. Smiljana Zrilić
Sveučilište u Zadru, Odjel za izobrazbu učitelja i odgojitelja
szrilic@unizd.hr

Suvremene paradigme inkluzivnog odgoja i obrazovanja

Sažetak
Djeca i učenici s teškoćama dugi su niz godina bili institucionalizirani i marginalizirani u društvu. Razvojem svijesti društva o vrijednosti svakog pojedinca javlja se inkluzija kao pokret u okviru socijalnog modela. Djeca s teškoćama uključena su u sve oblike odgojno-obrazovnog rada u redovitoj školi u RH. Međutim, iako su stvorene pretpostavke za inkluziju (zakonski okvir, modeli školovanja, diferencirani kurikulumi, angažiranost suradnika, asistenta u nastavi), još uvijek nailazimo na brojne nedoumice i nesuglasice. Inkluzija je proces koji zahtijeva suočavanje s velikim brojem različitih potreba svih učenika u školi, zahtijeva fleksibilnost u nastavnom planu i programu, diferencirane kurikulume, te kompetencije učitelja i svih ostalih sudionika inkluzivnog odgoja i obrazovanja. Nije dovoljno samo uključiti djecu s teškoćama u redovite razrede. To je integracija, samo uključivanje kojim se postiže socijalizacija, no mnoga djeca s teškoćama imaju značajnih problema u odnosima s vršnjacima. Za razliku od integracije, inkluzija podrazumijeva uravnotežene intervencije prema djeci s teškoćama, ranu intervenciju u području socijalne kompetencije, prihvaćanje različitosti, razvoj tolerancije, jačanje osobnosti djece s teškoćama u razvoju itd. Još uvijek se kroz cijelo razdoblje provođenja inkluzije u odgoju i obrazovanju proučavaju i mogućnosti formiranja pozitivnih stavova učitelja prema djeci s teškoćama u razvoju, kao i mogućnosti razvoja njihovih stručnih i socijalnih kompetencija, što znači da smo i nakon nekoliko desetljeća provođenja inkluzije u nekim segmentima na početku. Još uvijek vlada mišljenje da je usvajanje nastavnog plana i programa ključna točka u provođenju inkluzije i uspješnosti učenika s teškoćama. Pri tom se misli da su djeca s teškoćama ona koja rade po prilagođenim programima. Međutim, učenici s teškoćama i oni su koji nemaju nikakvih konginitivnih smetnji, ali manifestiraju neke teškoće (npr. hiperaktivnost, poremećaji u ponašanju, specifične teškoće učenja, posebne jezične teškoće) koje djeluju na školski uspjeh.
Nova paradigma inkluzivnog odgoja i obrazovanja temelji se na različitosti kao bogatstvu, ne nedostatku. Priznavanje i prihvaćanje različitosti jednostavno nije dovoljno. Treba je uvažavati. A sudionici inkluzivnog obrazovanja nisu samo učenici s teškoćama i njihovi učitelji, već i svi ostali učenici u razredu i školi. Životom u razredu i školi s učenicima koji imaju teškoće kod drugih učenika se razvija socijalna osjetljivost, empatija i suživot u zajednici različitih. Kad se riješimo predrasuda da djeca s teškoćama trebaju zadovoljiti programski minimum, kad ih prestanemo sažaljevati, ili što je još gore, kad ih prestanemo kažnjavati slabim ocjenama zbog nemira, ružnog rukopisa, dugog slovkanja ili nepravilnog izgovora, kad prestanemo misliti da su dobri jer su povučeni i potišteni i ne remete disciplinu u razredu, kad shvatimo što znači neprepoznavanje i neuvažavanje teškoće koja zbog naše nekompetentnosti i neadekvatnog metodičkog pristupa rezultira školskim neuspjehom, moći ćemo reći da provodimo inkluzivni odgoj i obrazovanje. Tu novu paradigmu inkluzivnog odgoja i obrazovanja, temeljenu na novim metodama i pristupima u ozračju humanističkih odnosa, kao i njezine najvažnije segmente, elaborirat ćemo u ovom radu.
Ključne riječi: djeca i učenici s teškoćama, integracija, inkluzija, inkluzivni odgoj i obrazovanje, kompetencije učitelja

Contemporary paradigms of inclusive education

Summary
Children and pupils with difficulties were for many years institutionalised and marginalised in society. With the development of social awareness of the value of each individual, inclusion appears as a movement within the social model. Children with difficulties are included in all forms of education in regular schools in the Republic of Croatia. However, even though assumptions for inclusion have been created (the legal framework, schooling models, differentiated curricula, the engagement of associates and assistants in teaching) we still come across numerous perplexities and misunderstandings. Inclusion is a process that demands facing a great number of different needs of all school pupils, flexibility in the teaching plan and programme, differentiated curricula and teacher competence as well as the competence of all other participants in inclusive education. It is not sufficient merely to include children with difficulties in regular classes. It implies integration, literally inclusion, and, even if with inclusion socialisation is achieved, many children with difficulties have significant problems in their relationship with peers. In contrast to integration, inclusion implies balanced intervention towards children with difficulties, early intervention in the area of social competence, accepting diversity, tolerance development, strengthening of the personality of children with difficulties in development, etc. During the entire period of the implementation of inclusion in education, the possibilities of creating a positive attitude of the teacher towards children with difficulties in development are still being studied, as is the development of their expert and social competences, which means that, even after some decades of the implementation of inclusion, in some segments we are still at the beginning. The opinion still prevails that the adoption of the plan and programme is the key point in the inclusion and success of children with difficulties. Thereby, it is thought that children with difficulties are those following adapted programmes. However, pupils with difficulties are those that have no cognitive disorders but they manifest some difficulties that affect their success at school. Among these difficulties are hyperactivity, behaviour disorders, specific difficulties in learning, and particular language difficulties.
A new paradigm of inclusive education is based on diversity as a wealth and not a deficiency. Acknowledging and accepting diversity is simply not enough. It must be respected. The participants of inclusive education are not only pupils with difficulties and their teachers, but all other pupils in the class and school. Living in a class and school with children with difficulties makes other pupils develop social sensitivity, empathy and co-existence in a community of different individuals. When we get rid of the prejudice that children with difficulties merely need to satisfy the programme minimum, when we stop feeling sorry for them, and, even worse, when we stop punishing them with low marks for restlessness, bad handwriting, slow reading or incorrect speaking, when we think they are good because they are reticent and dejected and do not disturb class discipline, when we understand what it means not to recognise and not to take into consideration difficulties which, due to our incompetence and the inadequacy of our methods of approach, result in school failure, we will be able to say that we are implementing inclusive education. This new paradigm of inclusive education, based on new methods and approaches in an atmosphere of humanistic relationships, as well as its most important segments, is elaborated in this work.
Keywords: children and pupils with difficulties, integration, inclusion, inclusive education, teacher competence



izv. prof. dr. sc. Siniša Opić
Učiteljski fakultet, Sveučilište u Zagrebu
sinisa.opic@ufzg.hr

Neki izazovi kvantitativne metodologije u istraživanjima odgoja i školskoj pedagogiji

Sažetak
Cilj je ovog rada pobliže opisati određene postupke, statističke parametre u kvantitativnim istraživanjima, čije razumijevanje i korištenje doprinosi točnijim rezultatima, odnosno generalizacijama. Tako se u radu elaboriraju sljedeća područja: faktor učinka / statistička značajnost, transformacije podataka, bootstrapping, strukturno modeliranje (kauzalni odnosi).
Statistička značajnost elaborirana je u kontekstu odnosa uzorka i populacije, njezine arbitrarnosti te u odnosu prema snazi testa (pogreška 1.reda; pogreška 2. reda). Analogno, veličina učinka (engl. effect size) neopravdano se izostavlja u rezultatima istraživanja u pedagogiji, što onemogućava uvid u stvarne veličine npr. razlike u diferencijalnom nacrtu (također je važna s obzirom na metaanalize). Tako su opisani koeficijenti veličine učinka d i r skupine.
Sukladno važnosti zadovoljenja normalnosti distribucija, prikazani su postupci transformacije podataka poput; square root, log, 1/X, 1/X2, 1/√X, X2, X3 i antilog X i to u kontekstu asimetrije (engl. skewness) i spljoštenosti (engl. kurtosis) te lineranosti.
Objašnjen je bootstrapping postupak, tj. postupak ponovnog uzorkovavanja pomoću kojeg se dobije „bolja distribucija“, odnosno precizniji, točniji i pouzdaniji rezultati. Postupak reuzorkovanja svodi uzorak na populaciju, tj. odnosimo se prema uzorku kao da je populacija iz koje deriviramo nove uzorke. Bootstrapping omogućava da zaključujemo o karakteristikama populacije na temelju uzorka.
Iako u pedagogiji nema dovoljno teorijskih modela (hipotetskih kontstrukata) strukturno je modeliranje izazov. Riječ je o rastućoj skupini statističkih metoda za modeliranje odnosa među varijablama. Bazira se na utvrđivanju asocijacija među varijablama, odnosno na njihovim kovarijancama. Poseban je doprinos strukturnog modeliranja u determiniranju uzročno-posljedičnih odnosa među varijablama, a izvan eksperimentalnog (ili kvazieksperimentalnog) nacrta. Prikazane specifičnosti dijagrama traga elaborirane su sa stajališta međusobnih uzročnih odnosa te interpretacije temeljnih strukturnih (statističkih) parametara. Izražena je diskusija o problematičnosti uzročno-posljedičnih odnosa u strukturnom modeliranju (ili u regresijskoj analizi), a u pedagoškim istraživanjima izvan eksperimentalnog nacrta.
Ključne riječi: kvantitativna metodologija, istraživanja, veličina učinka, bootstrapping, transformacije podataka, strukturno modeliranje

Some challenges of quantitative methodology in researching education and school pedagogy

Summary
The aim of this paper is to describe in more detail certain procedures and statistical parameters in quantitative research, the understanding of which contributes to more accurate results and generalisations. Thus, the paper elaborates areas such as: effect size/statistical significance, data transformation, bootstrapping, and structural modelling (causal relationships).
Statistical significance is elaborated in the context of the relationship of a sample and a population, its arbitrariness and in its relationship to the power of the test (type I and type II errors). Analogously, the effect size is unjustifiably absent in researching education and school pedagogy, which prevents insights into the actual size of, for example, differences in the differential draft (it is also important with regard to meta-analysis). Thus, the coefficients of the effect size of the d and r group are described.
According to the importance of fulfilling the normality of the distribution, procedures of data transformations are presented, such as: square root, log, 1/X, 1/X2, 1/√X, X2,X3 and antilog X, in the context of skewness and kurtosis and linearity.
Bootstrapping, or the re-sampling procedure that helps obtain a “better distribution”, or more precise, accurate and reliable results, is also described. The process of re-sampling means to consider the sample as a population, or, in other words, the sample is treated as a population from which new samples are derived. Bootstrapping allows conclusions to be drawn on the characteristics of the population based on a sample.
Although in pedagogy there are not enough theoretical models (hypothetical constructs), structural modelling is a challenge. It is a growing group of statistical methods for modelling relationships among variables. It is based on determining associations among variables, especially their covariances. The special contribution of structural modelling lies in determining causal relationship among variables, and outside the experimental (or quasi-experimental) draft. The presented specifics of the path diagram are elaborated from the standpoint of mutual causal relationships and the interpretation of fundamental structural (statistical) parameters. A discussion is also emphasised considering the issue of causal relationships in structural modelling (or regression analysis), and in research regarding education and school pedagogy.
Keywords: quantitative methodology, research, effect size, statistical significance, bootstrapping, data transformation, structural modelling

O autoru: Sinića Opić

Array

O autoru: Vesna Bilić

Array

O autoru: Marko Jurčić

Array

Please note: In order to purchase items, you will need to log in first. Selecting an item to purchase will direct you to the login page. Any item marked with an Open Access icon may be downloaded free of charge, without logging in.

Open Monograph Press Public Knowledge Project

Učiteljski fakultet Sveučilišta u Zagrebu