We investigate the philosophical conception of upbringing during different historical periods in ... more We investigate the philosophical conception of upbringing during different historical periods in the cultures of the Western world considering the role of mothers and fathers in raising children within the family. The starting point is the classical period and we present the ideas of ancient thinkers who believe that upbringing serves to achieve the social and national objectives whereas the role of the mother is crucial in the early child rearing. The Middle Ages shows the dominant influence of the Church in defining the upbringing value and, again, the importance of mother's and not father’s role in the upbringing of children in the family. Throughout the Renaissance and modern age, the great renaissance philosophers bring out some new and advanced insights on upbringing and the functioning of the child together with early modern pioneers of humanistic approach who advocate upbringing and education in accordance with the child's interests and abilities. Whereas in this period woman are considered to be an emotional beings and the man is seen as a rational being, there is still a belief that mothers are more appropriate than fathers in the upbringing and education of young children. Finally, we consider the approach of contemporary philosophy of education through the ideas of humanistic thinkers who see the meaning of upbringing and education in a personal self-realization. Although the increased women emancipation makes one of the features of modern age and albeit we can notice the greater involvement of fathers’ in child care at the end of the 20th century, it seems that mothers remain the main bearers of upbringing in the family.
Život i škola : časopis za teoriju i praksu odgoja i obrazovanja, Jun 30, 2017
The key factors of change in educational systems all around the world are teachers. The quality o... more The key factors of change in educational systems all around the world are teachers. The quality of the entire educational system depends on the quality of teachers, their competence, dedication to their profession and, above all, their motivation to do their job better and more efficiently. In this sense, teachers who are also the leaders of the expert county councils (ECC), and who play an important role in the professional development of all the others educational workers, also need to be additionally motivated to conduct their duty as leaders of the ECC, especially if we know that they perform these functions beside their regular work, very often without a fee. In order to get a clearer picture of some of the possible factors that motivate them for this additional work, we conducted a survey on a sample of 221 leaders of county expert councils. The research results show that the highest ranked factors of motivation for the leaders of ECC's are cooperation and business challenge, whilst the lowest ranked factors are related to personal or financial gain, as well as the fewer hours in class. This finding suggests that despite all the uncertainties and difficulties they face in their work, the leaders of the ECC are highly motivated to do the job that fulfills them and brings subjective and professional well-being.
Key words:
motivational factors; teachers; professional development; expert county councils; leaders
Predskolsko razdoblje je razdoblje u kojem dijete pocinje stjecati osnovne vjestine potrebne za s... more Predskolsko razdoblje je razdoblje u kojem dijete pocinje stjecati osnovne vjestine potrebne za socijalnu interakciju s drugima, odraslima te posebno vrsnjacima, za uspjeh u skoli, za pozitivnu sliku o sebi, za adekvatno funkcioniranje u svim domenama života. Danas se u vecini studija pojavljuje pet dimenzija socijalnih vjestina: odnosi s vrsnjacima, samokontrola, akademske vjestine, suradnja i samopouzdanje (Caldarella i Merell, 1997). Cilj istraživanja je ispitati dobne i spolne razlike u pojedinim dimenzijama socijalnih vjestina djece predskolske dobi iz perspektive odgajatelja kao procjenjivaca. Podaci su prikupljeni nezavisno u dva manja i jednom vecem gradu za dva uzoraka djece starosti od 3 do 7 godina primjenom Skale socijalnih vjestina (Brajsa-Žganec i Stankijevic, 2006). Dobivene su spolne razlike u pojedinim socijalnim vjestinama djece predskolskog uzrasta u pogledu znacajno visih vrijednosti na svim dimenzijama socijalnih vjestina kod djevojcica u odnosu na djecake. Dobivene su i dobne razlike u akademskim vjestinama, samokontroli i samopouzdanosti u pogledu znacajno visih vrijednosti kod starijih predskolaca u odnosu na mlađe. Pri tome ovisno o uzorku ispitanika nisu uvijek dobivene statisticki znacajne spolne i dobne razlike. U oba uzorka djece nije dobiven znacajan interakcijski efekt spola i dobi za pojedinu dimenziju socijalnih vjestina. U radu se razmatraju prakticne implikacije dobivenih rezultata u smjeru poticanja razvijanja pojedinih socijalnih vjestina s obzirom na spol i dob djeteta.
Strah od skole predstavlja posebnu vrstu straha koji se manifestira kao anticipacija mogucih opas... more Strah od skole predstavlja posebnu vrstu straha koji se manifestira kao anticipacija mogucih opasnosti i prijetnji vezanih uz skolu i skolska postignuca. Takvu vrstu straha, ovisno o skolskim situacijama, neki ucenici doživljavaju cesce od drugih. Provedenim se istraživanjem željela ispitati ucestalost straha od skole kod ucenika te provjeriti postoje li razlike u ucestalosti pojave straha s obzirom na dob i spol ispitanika. U istraživanju je sudjelovalo 333 ucenika 4., 5., 7. i 8. razreda dviju osnovnih skola u Cakovcu. S obzirom da se strah od skole manifestira na razlicite nacine, poput ispitnog straha, straha od lose ocjene, straha od odvajanja ili kao socijalni strah koji se može ocitovati kao strah od ljudi, strah od nasilja u skoli i strah od sukoba, provedeno je istraživanje islo u smjeru ispitivanja ucestalosti razlicitih faceta skolskog straha. Faktorskom analizom na reduciranoj skali u konacnici je dobivena jednofaktorska struktura skale koja objasnjava 57, 26% varijance rezultata straha od skole. Ispitivanje je pokazalo porast straha od skole s obzirom na povecanje dobi (razreda), kao i veci strah od skole kod djevojcica u odnosu na djecake. U radu su prikazani i neki prijedlozi za prevenciju straha od skole.
National survey of parents in Croatia was carried out as a part of the "Advancing Education ... more National survey of parents in Croatia was carried out as a part of the "Advancing Education Quality and Inclusion" in South-East Europe (SEE) countries initiative.It has been funded by the Education Support Program of the Open Society Institute and implemented in co-operation with the Center for Educational Policy Studies, Faculty of Education, University of Ljubljana. Main aim: to provide a view of parental participation in schools from the perspectives of parents, parent representatives, Roma parents and principals. Findings and recommendations have been presented.
Jedan od ciljeva ovog rada bio je ispitati u kojoj se mjeri studenti bave sportsko-rekreacijskim ... more Jedan od ciljeva ovog rada bio je ispitati u kojoj se mjeri studenti bave sportsko-rekreacijskim aktivnostima, te odražava li njihovo ponasanje njihove stavove prema tjelesnoj aktivnosti. Osim toga, ovim se radom nastojalo utvrditi i postoji li povezanost tjelesne aktivnosti studenata i njihovih roditelja te povezanost tjelesne aktivnosti studenata i osjecaja usamljenosti. Istraživanje je provedeno na uzorku od 128 studenata 4. godine Uciteljskog fakulteta Odsjeka Cakovec. U istraživanju su, osim instrumenta za ispitivanje tjelesnih aktivnosti i preferencija studenata i ponasanja roditelja, primijenjene i skala Socijalne i emocionalne usamljenosti, koju su za hrvatsku populaciju adaptirale Cubela Adoric i Nekic (2004), te skala stavova prema sportsko-rekreacijskim aktivnostima koja je konstruirana za potrebe ovog istraživanja. Provedene analize ukazuju da se 55, 5% studenata ne bavi nikakvom sportsko-rekreacijskom aktivnoscu u slobodno vrijeme, te da ne postoji povezanost između sta...
We investigate the philosophical conception of upbringing during different historical periods in ... more We investigate the philosophical conception of upbringing during different historical periods in the cultures of the Western world considering the role of mothers and fathers in raising children within the family. The starting point is the classical period and we present the ideas of ancient thinkers who believe that upbringing serves to achieve the social and national objectives whereas the role of the mother is crucial in the early child rearing. The Middle Ages shows the dominant influence of the Church in defining the upbringing value and, again, the importance of mother's and not father’s role in the upbringing of children in the family. Throughout the Renaissance and modern age, the great renaissance philosophers bring out some new and advanced insights on upbringing and the functioning of the child together with early modern pioneers of humanistic approach who advocate upbringing and education in accordance with the child's interests and abilities. Whereas in this period woman are considered to be an emotional beings and the man is seen as a rational being, there is still a belief that mothers are more appropriate than fathers in the upbringing and education of young children. Finally, we consider the approach of contemporary philosophy of education through the ideas of humanistic thinkers who see the meaning of upbringing and education in a personal self-realization. Although the increased women emancipation makes one of the features of modern age and albeit we can notice the greater involvement of fathers’ in child care at the end of the 20th century, it seems that mothers remain the main bearers of upbringing in the family.
Život i škola : časopis za teoriju i praksu odgoja i obrazovanja, Jun 30, 2017
The key factors of change in educational systems all around the world are teachers. The quality o... more The key factors of change in educational systems all around the world are teachers. The quality of the entire educational system depends on the quality of teachers, their competence, dedication to their profession and, above all, their motivation to do their job better and more efficiently. In this sense, teachers who are also the leaders of the expert county councils (ECC), and who play an important role in the professional development of all the others educational workers, also need to be additionally motivated to conduct their duty as leaders of the ECC, especially if we know that they perform these functions beside their regular work, very often without a fee. In order to get a clearer picture of some of the possible factors that motivate them for this additional work, we conducted a survey on a sample of 221 leaders of county expert councils. The research results show that the highest ranked factors of motivation for the leaders of ECC's are cooperation and business challenge, whilst the lowest ranked factors are related to personal or financial gain, as well as the fewer hours in class. This finding suggests that despite all the uncertainties and difficulties they face in their work, the leaders of the ECC are highly motivated to do the job that fulfills them and brings subjective and professional well-being.
Key words:
motivational factors; teachers; professional development; expert county councils; leaders
Predskolsko razdoblje je razdoblje u kojem dijete pocinje stjecati osnovne vjestine potrebne za s... more Predskolsko razdoblje je razdoblje u kojem dijete pocinje stjecati osnovne vjestine potrebne za socijalnu interakciju s drugima, odraslima te posebno vrsnjacima, za uspjeh u skoli, za pozitivnu sliku o sebi, za adekvatno funkcioniranje u svim domenama života. Danas se u vecini studija pojavljuje pet dimenzija socijalnih vjestina: odnosi s vrsnjacima, samokontrola, akademske vjestine, suradnja i samopouzdanje (Caldarella i Merell, 1997). Cilj istraživanja je ispitati dobne i spolne razlike u pojedinim dimenzijama socijalnih vjestina djece predskolske dobi iz perspektive odgajatelja kao procjenjivaca. Podaci su prikupljeni nezavisno u dva manja i jednom vecem gradu za dva uzoraka djece starosti od 3 do 7 godina primjenom Skale socijalnih vjestina (Brajsa-Žganec i Stankijevic, 2006). Dobivene su spolne razlike u pojedinim socijalnim vjestinama djece predskolskog uzrasta u pogledu znacajno visih vrijednosti na svim dimenzijama socijalnih vjestina kod djevojcica u odnosu na djecake. Dobivene su i dobne razlike u akademskim vjestinama, samokontroli i samopouzdanosti u pogledu znacajno visih vrijednosti kod starijih predskolaca u odnosu na mlađe. Pri tome ovisno o uzorku ispitanika nisu uvijek dobivene statisticki znacajne spolne i dobne razlike. U oba uzorka djece nije dobiven znacajan interakcijski efekt spola i dobi za pojedinu dimenziju socijalnih vjestina. U radu se razmatraju prakticne implikacije dobivenih rezultata u smjeru poticanja razvijanja pojedinih socijalnih vjestina s obzirom na spol i dob djeteta.
Strah od skole predstavlja posebnu vrstu straha koji se manifestira kao anticipacija mogucih opas... more Strah od skole predstavlja posebnu vrstu straha koji se manifestira kao anticipacija mogucih opasnosti i prijetnji vezanih uz skolu i skolska postignuca. Takvu vrstu straha, ovisno o skolskim situacijama, neki ucenici doživljavaju cesce od drugih. Provedenim se istraživanjem željela ispitati ucestalost straha od skole kod ucenika te provjeriti postoje li razlike u ucestalosti pojave straha s obzirom na dob i spol ispitanika. U istraživanju je sudjelovalo 333 ucenika 4., 5., 7. i 8. razreda dviju osnovnih skola u Cakovcu. S obzirom da se strah od skole manifestira na razlicite nacine, poput ispitnog straha, straha od lose ocjene, straha od odvajanja ili kao socijalni strah koji se može ocitovati kao strah od ljudi, strah od nasilja u skoli i strah od sukoba, provedeno je istraživanje islo u smjeru ispitivanja ucestalosti razlicitih faceta skolskog straha. Faktorskom analizom na reduciranoj skali u konacnici je dobivena jednofaktorska struktura skale koja objasnjava 57, 26% varijance rezultata straha od skole. Ispitivanje je pokazalo porast straha od skole s obzirom na povecanje dobi (razreda), kao i veci strah od skole kod djevojcica u odnosu na djecake. U radu su prikazani i neki prijedlozi za prevenciju straha od skole.
National survey of parents in Croatia was carried out as a part of the "Advancing Education ... more National survey of parents in Croatia was carried out as a part of the "Advancing Education Quality and Inclusion" in South-East Europe (SEE) countries initiative.It has been funded by the Education Support Program of the Open Society Institute and implemented in co-operation with the Center for Educational Policy Studies, Faculty of Education, University of Ljubljana. Main aim: to provide a view of parental participation in schools from the perspectives of parents, parent representatives, Roma parents and principals. Findings and recommendations have been presented.
Jedan od ciljeva ovog rada bio je ispitati u kojoj se mjeri studenti bave sportsko-rekreacijskim ... more Jedan od ciljeva ovog rada bio je ispitati u kojoj se mjeri studenti bave sportsko-rekreacijskim aktivnostima, te odražava li njihovo ponasanje njihove stavove prema tjelesnoj aktivnosti. Osim toga, ovim se radom nastojalo utvrditi i postoji li povezanost tjelesne aktivnosti studenata i njihovih roditelja te povezanost tjelesne aktivnosti studenata i osjecaja usamljenosti. Istraživanje je provedeno na uzorku od 128 studenata 4. godine Uciteljskog fakulteta Odsjeka Cakovec. U istraživanju su, osim instrumenta za ispitivanje tjelesnih aktivnosti i preferencija studenata i ponasanja roditelja, primijenjene i skala Socijalne i emocionalne usamljenosti, koju su za hrvatsku populaciju adaptirale Cubela Adoric i Nekic (2004), te skala stavova prema sportsko-rekreacijskim aktivnostima koja je konstruirana za potrebe ovog istraživanja. Provedene analize ukazuju da se 55, 5% studenata ne bavi nikakvom sportsko-rekreacijskom aktivnoscu u slobodno vrijeme, te da ne postoji povezanost između sta...
Uploads
Papers by Tea Pahic
Key words:
motivational factors; teachers; professional development; expert county councils; leaders
Key words:
motivational factors; teachers; professional development; expert county councils; leaders