In the Romanian Orthodox theology, the words mission and pastoral care are used very often in a mixed way. Nevertheless, there are some differences between them and we explain why. In the main part of our article, we demonstrate that the biblical verse regarding the great commandment for mission was translated in a wrong way and it gave a different paradigm for mission. In the second part, we speak about catechesis and catechumenate at the beginning of the Church and about (...) the present situation regarding these activities. In the last part, we analyze what happens around the Holy Sacrament of Baptism when we speak about mission or pastoral care. In consequences, this article presents some conclusions which can be applied in the life and activity of the Romanian Orthodox Church. (shrink)

Vrednovanje i ocjenjivanje u nastavi Glazbene kulture važna je sastavnica odgojno-obrazovnog procesa koja sa sobom nosi razne poteškoće i subjektivnost. U nastavi Glazbene kulture realiziraju se različite glazbene aktivnosti i sadržaji, koji su više ili manje specifični te se navedeno odražava i na vrednovanje i ocjenjivanje. Navedene aktivnosti i sadržaji u okviru Kurikuluma nastavnog predmeta Glazbena kultura za osnovne škole i Glazbena umjetnost za gimnazije organizirane su u okviru tri domene/nastavna područja: Slušanje i upoznavanje glazbe, Izražavanje glazbom i uz glazbu (...) i Glazba u kontekstu. U radu je prikazano istraživanje provedeno tijekom 2019. godine, a koje je obuhvatilo 269 ispitanika, tj. 30 osnovnoškolskih učitelja Glazbene kulture i 239 učenika osmih razreda. Istraživanje je provedeno u Osječko-baranjskoj i Požeško-slavonskoj županiji te je obuhvatilo učitelje Glazbene kulture i učenike osmih razreda šest osnovnih škola od kojih se četiri nalaze u urbanom, a dvije u ruralnom području. Cilj ovog istraživanja bio je doznati stavove učenika i učitelja o vrednovanju i ocjenjivanju u nastavi Glazbene kulture, utvrditi moguću povezanost sociodemografskih varijabla i mišljenja učitelja i učenika te utvrditi na koji se način provodi ocjenjivanje u nastavi Glazbene kulture. Slušanje glazbe i pjevanje su aktivnosti koje se, prema mišljenju i učitelja i učenika, najčešće vrednuju i ocjenjuju u nastavi Glazbene kulture. Ujedno, učitelji u većoj mjeri smatraju da provode individualno i skupno ocjenjivanje nego li to smatraju učenici. Utvrđeno je da učitelji najčešće ocjenjivanje provode tako što tijekom svakog sata prate učenike, skloni su učenike ocijeniti odmah na satu i najčešće usmeno. Utvrđeno je da su učitelji i učenici mišljenja da učenik ne treba imati razvijene glazbene sposobnosti za ocjenu ‘odličan’ u predmetu Glazbena kultura. S obzirom na povezanost sociodemografskih varijabla i mišljenja ispitanika o vrednovanju i ocjenjivanju, pokazalo se kako su područje na kojemu se nalazi škola i spol značajni prediktori učeničkih stavova, dok se kod učitelja nijedna varijabla nije pokazala prediktorskom. Evaluation and grading in the teaching of Music Culture is an important component of the educational process that carries various difficulties and subjectivity with it. In the course of Music Culture, various music activities and contents are realized, which are more or less specific and also reflect on the evaluation and evaluation. The activities and contents of the Curriculum for the Elementary School Music Culture and High School Musical Arts curricula are organized within three domains/teaching areas: Listening and learning about music, Expressing music and with music, and Music in context. The research was conducted in 2019 and included 269 respondents, i.e. 30 elementary music teachers and 239 eighth grade students. The survey was conducted in Osijek-Baranja and Pozega-Slavonia counties and it included Music teachers and eighth grade students from six primary schools, four of whom are in urban and two in rural areas. The aim of this research was to find out students’ and teachers’ views on evaluation and assessment and to determine the possible correlation of sociodemographic variables and teachers’ and students’ opinions on evaluation and assessment in Music Culture teaching and to determine how the assessment is conducted in Music Culture teaching. Listening to music and singing are activities that, in the opinion of both teachers and students, are most commonly evaluated and graded in teaching Music Culture. At the same time, teachers are more likely to carry out individual and group assessments than students. Teachers usually conduct their assessment by monitoring students every class, they tend to evaluate students during class and most often orally. Teachers and students think that student should not have the developed musical skills to score excellently in Music Culture. Considering the correlation between sociodemographic variables and the respondents’ opinions on evaluation and grading, it was shown that the area in which school is located and gender are significant predictors of students’ attitudes, while in the teachers no variables proved to be predictive. (shrink)

Poznata obrazovna paradigma nastava usmjerena na učenika postala je vrijednost kojoj se u suvremenoj nastavi hrvatskoga jezika sve više posvećuje osobita pozornost. Riječ je o nastavi koja podupire učenikovo sudjelovanje u različitim zadatcima i aktivnostima i koja u svojim ciljevima promiče participativan način planiranja, zatim predlaganje, zaključivanje, prikupljanje podataka, traženje odgovora te potiče povjerenje, pomaganje, otkrivanje te duboko empatijsko razumijevanje. Takva nastava implicira i promijenjene uloge nastavnika i učenika, a samim tim i promjenu perspektive iz: Što ću sutra poučavati? prema: (...) Što će moji učenici sutra učiti, postići, ostvariti? Ta se promjena može pratiti u nekoliko područja: (1) učenikov doprinos u planiranju nastave, (2) funkcija nastavnih sadržaja, (3) uloga nastavnika prema ulozi učenika te (4) svrha i procesi vrednovanja. Namjera je ovoga rada primjenom tih kategorija istražiti planiraju li nastavnici hrvatskoga jezika nastavni sat iz perspektive razmišljanja o tome što će učenici učiti, postići i ostvariti. Identifikacija tih kategorija i njihova analiza te interpretacija ostvarena je na istraživačkoj građi koju čini 60 prikupljenih pisanih priprava za nastavni sat hrvatskoga jezika i komunikacije. (shrink)

With the outbreak of the pandemic, general and music education shifted completely to remote learning as the only possible form. The research looks into didactic approaches using digital technology adopted by active teachers and students in the Slovenian music school in asynchronous distance learning. On a sample of 9 active teachers and 16 students, the research study examined 31 interactive learning materials in order to identify innovative didactic approaches using digital tools which were applied to achieve learning objectives within musical (...) activities of the Music Theory and Solfeggio. Based on qualitative-quantitative approach, the research showed a low presence of didactic approaches using digital tools. Even though the results show a higher level of use of digital technology among students, the research focused much more on the presence of e-learning materials as well as predominantly traditional teaching approaches, similar to the classical type of classroom teaching. Opće i glazbeno obrazovanje u situaciji pandemije u potpunosti je prešlo na model učenja na daljinu. Istraživanjem se željelo ustanoviti koje su didaktičke pristupe primjenjivali učitelji i učenici u slovenskim glazbenim školama tijekom asinkronog učenja na daljinu. Na uzorku od 9 aktivnih učitelja i 16 učenika analiziran je 31 interaktivni nastavni materijal kako bi se odredili inovativni didaktički pristupi u korištenju digitalne tehnologije s ciljem ostvarenja ishoda učenja na nastavi Glazbene teorije i Solfeggia. Primjenom kvalitativnih i kvantitativnih metoda došlo se do rezultata koji ukazuju na nisku zastupljenost didaktičkih pristupa koji koriste digitalne tehnologije. Iako su rezultati pokazali visoku učestalost korištenja digitalne tehnologije među učenicima, istaknuta je i prisutnost materijala za e-učenje te tradicionalnih nastavnih pristupa, poput onih korištenih u klasičnom tipu učioničke nastave. (shrink)

Udruga Mala filozofija kreirala je i provela projekt »Tko se boji korupcije još?!« u dvanaest škola i dvije knjižnice, s ukupno 122 učenika u školskoj godini 2010./2011. Projekt se sastojao od pet radionica u kojima se s učenicima raspravljalo o korupciji. Cilj je bio prvenstveno razjašnjenje pojma korupcije, ali i ukazivanje na razne načine na koje korupcija uništava neke temeljne vrijednosti poput dostojanstva, ljubavi, prijateljstva, obitelji i društva. Članak donosi evaluacijske rezultate u kojima se pokazuje koliko su učenici 3. (...) i 4. razreda osnovne škole razumjeli pojam korupcije te koliko su promijenili svoje stavove tijekom provođenja projekta.Society Petit Philosophy has created and implemented a project “Who’s Afraid of Corruption?!” in twelve elementary schools and two libraries, with a total of 122 students in the school year 2010/2011. The project consists of five workshops in which students primarily clarified the concept of corruption, but also the ways in which corruption is destroying the society, dignity, love, friendship, and family. Article presents the results of the evaluation, which show how 3rd and 4th graders understood the concept of corruption, and how they changed their views about corruption in the course of the project. (shrink)

Hrvatski odgojno-obrazovni sustav se, kao i sustavi u drugim zemljama, u današnjem vremenu suočava s različitim izazovima – od porasta rizika u mentalnom zdravlju i vršnjačkog nasilja do nezadovoljstva učenika školom. U odgovaranju na te izazove potrebno je krenuti od kontekstualnih faktora, poput odnosa učenika i nastavnika. Budući da je brižan odnos nastavnika i učenika ključan preduvjet za cjeloviti razvoj učenika te njihov školski uspjeh, nužno je utvrditi prepreke koje mogu ugroziti razvoj takvog odnosa. U dosadašnjim istraživanjima uočeno je kako (...) učenici i nastavnici u određenim uvjetima različito percipiraju i doživljavaju brižnost nastavnika, što može onemogućiti razvoj njihove bliskosti i povezanosti. Stoga, cilj ovoga rada je prikazati, analizirati i interpretirati razlike u viđenjima brižnog ponašanja nastavnika iz perspektive učenika i nastavnika. Dok nastavnici svoju brižnost najčešće shvaćaju u kontekstu podrške koju pružaju učenicima u procesu učenja, učenici ju pak shvaćaju u osobnijem kontekstu i osjećaju bliskosti s nastavnikom. The Croatian educational system, like the systems in other countries, nowadays faces various challenges, from the increase of mental health risks and peer violence to students’ dissatisfaction with school. In responding to these challenges, it is necessary to start from the contextual factors, such as the teacher–student relationship. Since a caring teacher–student relationship is a necessary prerequisite for the holistic development of students and their school success, it is important to identify obstacles that may jeopardize the development of such a relationship. Previous researches show that students and teachers in certain conditions perceive and experience caring differently, which may prevent the development of their closeness and connectedness. Therefore, the aim of this paper is to present, analyse and interpret differences in perceptions of the caring behavior of teachers from the perspective of students and teachers. While teachers most often perceive their care in the professional context, students understand it in a more personal way. (shrink)

Cilj ovoga istraživanja bio je ispitati povezanost osobina ličnosti, motivacije i strategija učenja kod učenika osnovnoškolske dobi. Ukupno 193 učenika ispunilo je Upitnik za ispitivanje osobina ličnosti kod djece, Upitnik za ispitivanje ciljnih orijentacija i Upitnik za ispitivanje strategija učenja. Rezultati istraživanja pokazali su da su učenici, u odnosu na učenice, skloniji ciljevima usmjerenima na druge i neakademskim ciljevima. Učenice, u odnosu na učenike, češće koriste meta-kognitivnu kontrolu i dubinsko procesiranje. Mlađi učenici važnijima su procijenili i ciljeve usmjerene (...) na sebe i na druge, a češće koriste i sve tri strategije učenja. Regresijske su analize pokazale da i osobine ličnosti i ciljne orijentacije učenika zasebno doprinose objašnjenju dijela varijance svih strategija učenja pri čemu su se od osobina ličnosti najvažnijim prediktorima pokazale savjesnost i emocionalna stabilnost. Ciljevi usmjereni na sebe značajni su prediktori meta-kognitivne kontrole i dubinskog procesiranja, dok su ciljevi usmjereni na druge značajan prediktor površinskog procesiranja. (shrink)

După un sfert de veac -- Pelerinaj oriental: Ex oriente lux? ; Fascinația yogii -- Pelerinaj occidental: O yogă europeană ; Ucenicie întru ale cugetării -- Pelerinaj românesc: Popasuri la compatrioți -- Pelerinaj muzical și inițiatic: Călătoria în noi înșine ; Realitatea interioră ; Chemarea transcendenței ; Forța care dă viață ; Ideea de inițiere ; Profanatorii misterelor ; Marea ascensiune -- Pelerinaj lăuntric: Ce este spiritul?

Novija znanstvena istraživanja pokazuju da uključivanje djece u glazbene aktivnosti utječe na njihov psihički, emocionalni i socijalni razvoj zbog čega se glazba sve više koristi i u medicinske, odnosno terapeutske svrhe. Kako bismo saznali je li moguće neke elemente iz pojedinih metoda glazboterapije primijeniti i u nastavi glazbe u osnovnoj općeobrazovnoj školi, proveli smo kvalitativno istraživanje u kojemu su sudionici bili učenici trećeg razreda jedne osnovne škole iz Osijeka. Za potrebe prikupljanja podataka koristili smo postupak sustavnog promatranja, a za (...) analizu podataka kvalitativnu i kvantitativnu analizu. Rezultati istraživanja pokazali su da je uvođenje elemenata iz pojedinih metoda glazboterapije moguće te da učenici rado sudjeluju u svim provedenim aktivnostima. Pritom učenici iskazuju maštovitost, kreativnost, samostalnost u radu te spremnost na suradnju. (shrink)

Učenikova mogućnost izbora sadržaja učenja tijekom općeg obveznog obrazovanja važan je korak ka individualiziranom razvoju. Unatoč proklamiranim potrebama društva za razvojem kompetencija u tzv. STEM području, u hrvatskom su obrazovnom sustavu aktivnosti iz ovog područja najmanje zastupljene u kurikulumu općeg obrazovanja. Stoga je provedeno istraživanje interesa učenika za izbornu nastavu tehničke kulture te za aktivnosti koje bi odabrali kad bi mogli birati što će u školi učiti i raditi. Istraživanje je provedeno na stratificiranom uzorku učenika osnovnih škola u Hrvatskoj u (...) dobi od 11. do 15. godine života. Analizom rezultata istraživanja ustanovljeno je da su aktivnosti iz IKT-a, robotike, programiranja i modelarstva najatraktivnija područja za izbornu nastave tehničke kulture. Kad je riječ o aktivnostima u školi, učenici bi najradije odabrali sportske aktivnosti, a potom slijede informatičke, prirodoznanstvene i tehničke aktivnosti. Ovakav nalaz ukazuje na nužnu preobrazbu školskog kurikuluma koji će učenicima omogućiti razvoj u skladu s njihovim interesima. (shrink)

Nations and states build their identity on cultural heritage, which in the public space becomes a symbol of society’s collective memory. Cultural heritage has always been understood as a trace of the embodiment of a nation in space and time, that is, in a certain historical context. Also, cultural heritage and its monuments are closely related to identity and regularly contain a series of symbolic messages that demonstrate the history and destiny of the people. Heritage is one of the important (...) factors in the process of globalization, more precisely in the preservation of the identity of an individual nation in that process. The globalization process takes place quickly and therefore it is necessary to quickly and permanently educate oneself about cultural heritage, which is also an important factor in recognizing the tradition and identity of a nation. Quality education is one of the important goals of sustainable development, and it also implies the preservation and presentation of heritage content. The paper examines the connection between cultural heritage, education and sustainable development. (shrink)

Current interdisciplinary research points to a connection between the emotional relationship with nature and factors resulting from modern lifestyles, such as insufficient exercise and time spent in nature, and excessive use of information and communication technologies. These factors are often associated with the healthy development of school-age children. In the literature, ‘connectedness to nature’ is usually described as a term that measures the emotional and positive relationship between people and nature. The research was conducted on a sample of respondents consisting (...) of primary school pupils, their parents and teachers in primary schools in Croatia and Slovenia (N=1345). In the research, the adapted scale of the Connectedness to Nature Index (Chang and Monroe, 2012) was used as a measurement tool. It was found that connection with nature is rated with high scores, but also that there is no statistically significant correlation of the rating of connectedness to nature among pupils, parents and teachers in Croatia, but only among Slovenian respondents. The implications of the research results are reflected in the consideration of this topic for further research in the field of education. (shrink)

Since social interactions are the basis for many activities in modern schools, they also have an impact on students' school engagement. Therefore, the aim of this article is to analyze how peer relationships affect students' school engagement and achievement by systematizing findings from the literature. To better understand the aforementioned relationship, the role of some individual student characteristics (gender, age, self-esteem) and processes that contribute to the understanding of peer relationships and their connection to school engagement will be further explored. (...) The analysis of empirical research results has shown that peer relationships are directly related to students' school engagement. Positive, supportive peer relationships correlate with greater student engagement in various school activities. In contrast, students who have negative experiences with peers (non-acceptance, rejection, or victimization) are not sufficiently engaged in school. School engagement plays a mediating role in the link between peer relationships and student success. This work has important implications for the development of educational interventions to improve peer relationships, engagement and student success. (shrink)

For successful application of educational inclusive concept, next to the material and technical requirements, of high importance is also the quality and improvement of educational practice, education and competence of all participants in the educational process. Teachers are crucial part of the educational process so their acquired knowledge and skills are of great importance for the success of the inclusive education. Aim of this paper was to determine geography teacher’s attitudes towards working with pupils with developmental difficulties. For the purpose (...) of the research survey was conducted including geography teachers in elementary and secondary schools in Croatia. Research results indicate that teachers do not consider themselves educated enough neither competent for everyday work with pupils with developmental difficulties and they express the need for additional education. In their school work they try to adopt teaching materials and methods according to children’s difficulties. Cooperation with school professional and pedagogical service and parents is one of the main preconditions for successful teaching. There are significant differences in teacher’s attitudes in elementary in relation to ones in secondary schools. (shrink)

Inclusive education is an educational approach that advocates the inclusion of all students in the education system, regardless of their different abilities. Since the main stakeholders of inclusive education are teachers, professional associates, and school principals, their opinion is crucial for the successful implementation of this complicated process. The aim of this study was to investigate the views of teachers, professional associates and principals in secondary schools (N=517) on the effectiveness of inclusive education implementation in secondary schools in the Republic (...) of Croatia. The results of this study show that indicators of the success of inclusive education in secondary schools include acceptance of students with disabilities by their peers, successful completion of secondary school and aspiration to further education. Teachers, professional associates and school principals believe that they are well versed in methodological adaptations and are aware of the abilities and limitations of students with disabilities. The research found a statistically significant correlation between collaboration between secondary schools and parents of students with disabilities and successful inclusive education. Professional associates were found to provide the greatest support to teachers in educating students with disabilities. There is also a recognized need for more in-service training and professional visits from mobile teams equipped by experts specializing in specific difficulties. The study highlights how important it is for the success of inclusive education to update textbooks to include inclusive and universal design. (shrink)

In Croatia, as well as around the world, teachers would rarely describe their profession as respected in the society. Most authors agree that the strengthening of the teacher’s identity might help in elevating the perceived value and the overall status of education. The objectives of this study are: to identify ways in which education increases the quality of life, to explore perception of teaching profession status, to examine the perception of both the teaching profession and changes in the educational system (...) and, finally, to determine the motivation for becoming a teacher. The sample comprises 74 primary and secondary school students, 73 parents, 38 students of teacher studies and 35 primary and secondary school teachers. Results were interpreted in the context of Korthagen’s model. Results show that teachers view teacher’s identity as connected to the core values, while parents and students describe the teacher’s identity through characteristics related to behaviour and competences. The task of the initial teacher education is to encourage students to reflect upon the values of the teaching profession. Such reflection helps in building the core values of the teacher’s identity and increases one’s appreciation of it. (shrink)

The paper is based on the findings of an empirical research on the application of information and communications technology in vocational schools in Zagreb and the Zagreb County. The authors analysed the interviews with vocational school teachers and students arranged in 6 focus groups. The analysis focussed on the objectives and manners in which the teachers and students usually use ICT, the perceived advantages and disadvantages of the use of ICT for educational purposes, and their suggestions for advancing the application (...) of ICT in schools. The analysis also discussed whether the application of ICT benefited the constructivist teaching, as well as the potential obstacles and stimulating factors for implementing ICT in teaching. The findings indicate that even though the teachers use ICT almost on daily basis, the teaching process is still largely dominated by traditional teaching methods. According to the findings, lack of computer equipment in schools, inadequate teacher training, inadequate curricula for vocational education, and the inadequate study programmes where the teachers are educated for the application of ICT in the teaching process are considered as obstacles for implementing ICT in education. In addition, teachers emphasised the lack of time and low income which often leads to their lack of motivation for the use of ICT in education. (shrink)

This paper presents the results of empirical research conducted to examine the opinion of teachers of vocal, instrumental, and theoretical teaching at Croatian and Serbian music schools on distance learning. The survey was conducted during May 2020, at a time when all music schools have completely switched to a distance learning system due to the COVID-19 pandemic. The results showed that teachers, despite numerous problems, especially poor internet connections and poor sound quality obtained by electronic devices, have successfully coped with (...) the realization of distance music teaching. Statistically significant differences were found in teachers’ responses about distance learning regarding the type of classes led by teachers, so teachers who lead instrumental and vocal classes are better at performing distance learning compared to those who lead theoretical classes. Despite the belief of teachers that the transfer of complete knowledge is impossible through technology, most of them are open to the possibility of meaningful application of ICT. Therefore, the issue of professional development and continuous support to teachers by the competent institutions of Croatia and Serbia is intensifying. (shrink)