Amina Isanović Hadžiomerović

The main intention of this paper is to explore the possibility of positioning the discourse on adult identity formation within the context of higher education. To this end, first formational potential of higher education is revisited. Further on, Eriksonian psychosocial theoretical approach and Arnett's concept of emerging adulthood are proposed as the referential framework for conceptualizing adult identity formation processes. It is concluded that by offering instituzionalized moratorium and the possibility for the extended transition from adolescence to adulthood, higher education context provides intensive identity work opportunities. However, in dominant discourses, higher education's humanistic ends have been suppressed by economistic and utilitarian objectives. Therefore, this paper also urges revitalizing higher education's humanistic values by exploring personal growth posibilities.

Dear Colleagues,

It is a great pleasure to inform you that the Call for papers for the first issue of the Journal Adult Education in 2021 is now open! We take this opportunity to invite you to contribute to this issue. In 2021, the Journal Adult Education marks two decades of continuous publishing as the only andragogical journal in Bosnia and Herzegovina, and one of several publications of this profile in the region of Southeastern Europe.

We welcome scientific, professional, and review papers, as well as reviews of books or scientific-professional events. The published articles treat a wide range of adult learning and education topics and other areas integrative with andragogical work.

This includes, but is not limited to:

psychological processes and well-being in adulthood
different literacies in adulthood
professional development and employability
learning and education in various contexts (e.g. family, community, cultural and social institutions)
education for active citizenship and political participation
university education
learning and education in the third age
education and social changes (digital transformation of society, migration, pandemic)
The Journal Adult Education is indexed in the EBSCO database and is included in the CEEOL (Central and Eastern Online Library). Please find the Instructions to the authors via web site: https://ccu.bkc.ba/. All papers undergo a double-blind review process. Authors are requested to send their contributions to the address: casopis@bkc.ba no later than June 1, 2021.

Please feel free to share this Call with your colleagues.

With best regards,  Editorial Board of the Journal Adult Education

Odavno je postalo jasno da današnje obrazovanje nema potrebnu vitalnost i energiju da odgovori izazovima budućnosti. Znakovi njegove nemoći da razvija radoznalost i kreativnost učenika i studenata postali su previše očiti.

Istovremeno su zahtjevi tržišta rada upozoravali na to da diplomantima uveliko nedostaju kompetencije potrebne za uspješno suočavanje s radnim zadacima. Uprkos tome, nastojanja ka reformiranju obrazovanja bila su suviše troma, opterećena birokratijom i ambivalentnošću koju svaka promjena nosi sa sobom.

Štaviše, posljednja reforma visokog obrazovanja, poznata kao Bolonjski proces, ustvari je politička mjera usmjerena na restrukturiranje kurikuluma i uspostavljanje trociklične sheme visokog obrazovanja, te promoviranje akademske mobilnosti. Međutim, Bolonjski proces nije vodio znatnijim promjenama u nastavnom procesu, nije doveo do osavremenjivanja nastavnih pristupa i metoda.

http://balkans.aljazeera.net/vijesti/univerzitetska-nastava-opstala-u-internetskom-prostoru

Educology, by virtue of its integrativity, shows special sensibility towards human as a unique
system and his/her development as a unique process throughout the lifespan. Therefore, in its
approach to human development, Educology gathers knowledge of all disciplines related to it
whether directly or indirectly. Certainly, central position belongs to Pedagogy and Andragogy, as
educological disciplines of the first order. While the domain of pedagogical activity is rather
traditionally well-established, the domain of andragogical approach is defined differently in
respect to a variety of socio-cultural and developmental-psychological variables. Among the
phenomena which face educological system and relationships between its elements with the need
of constant questioning is the phenomenon of adulthood. In postmodern world, marked by
contingency, nonlinearity and plurality, adulthood seems to be quite polysemic and stratified
notion. Introducing into the discourse the concept of emerging adulthood, this paper attempts to
question borders and relationships inside educological system, primarily between Pedagogy and
Andragogy. Emerging adulthood is a concept introduced in the early 21st century by American
theorist Jeffrey Arnett to mark the period in human life after adolescence and before adulthood.
Analysing this concept from the perspective of Educology, this paper aims to grasp the borders
and possibilities of pedagogical and andragogical approaches, questioning the very nature of their
intrigue relationships. Results indicate that there is a need for larger interconnectedness and
inclusion of these two elements of educological system than it is accustomed practice.
Key words: Educology, Andragogy, Pedagogy, ʻEmerging Adulthood’, life-span perspective



Edukologija, kao integrativna znanost o odgoju i obrazovanju, ukazuje na potrebu posmatranja
čovjeka kao jedinstvenog sistema i njegovog razvoja kao jedinstvenog procesa kroz njegov životni
vijek. Stoga, u pristupu čovjeku, edukologija okuplja spoznaje svih znanosti koje se njime bave
direktno ili indirektno. Dakako, središnju poziciju u ovom sistemu imaju pedagogija i andragogija,
kao edukološke discipline prvoga reda. Dok su domene pedagoškog djelovanja relativno stabilno
ustanovljene, domene andragoškog pristupa definiraju se različito u odnosu na niz sociokulturnih i razvojno-psiholoških varijabli. Među fenomenima koji edukološki sistem i odnose
unutar njega stavlja pred potrebu stalnog propitivanja jeste fenomen odraslosti. U postmodernom
svijetu, obilježenom kontingencijom, nelinearnošću i pluralnošću, odraslost se nadaje kao izrazito
višeznačan i slojevit pojam. Uvodeći u diskurs koncept nadolazeće odraslosti, ovaj rad nastoji
propitati granice i odnose unutar edukološkog sistema, ponajprije između pedagogije i
andragogije. Nadolazeća odraslost je koncept koji je početkom 21. stoljeća uveo Jeffrey Arnett da
bi označio razdoblje u ljudskom razvoju nakon adolescencije i prije odraslosti. Analizirajući taj
koncept iz perspektive edukologije, ovaj rad teži sagledati granice i mogućnosti pedagoškog i
andragoškog pristupa, te prirodu njihovih međusobnih odnosa. Rezultati analize govore o znatno
većoj potrebi međusobnog prožimanja i uključivanja ovih dviju sastavnica edukološkog sistema u
odnosu na ustanovljenu praksu.
Ključne riječi: edukologija, andragogija, pedagogija, ʻnadolazeća odraslost’, perspektiva životnog
vijeka

The paper presents an analysis of the key processes in the field of adult education in Bosnia and Herze-govina (BiH) referring to its socialist past and current tendencies dominantly motivated by the country's aspiration towards accession to the European Union (EU). Any effort to offer a systematic overview of the history of adult education in BiH faces ambiguity and a lack of systematic data. Unlike other parts of the education system where historical accounts are to a certain extent preserved and subject to scholarly studies and investigations, adult education in BiH seems to be a field without a documented past. Based on critical discourse analysis, the paper intends to unravel the intricate socio-political texture that has shaped the key themes in adult education both in the country's socialist past and its democratic present. The results of the analysis indicate several quite clear patterns: (a) the ambiguous treatment of the socialist past, from romanticising to annihilating its achievements and arrangements; (b) the rise of private institutions in adult education in the post-socialist period and the diversification of the education on offer; and (c) tensions between aspirations towards global and European trends on the one hand and insistence on localisation in terms of shaping adult education policy on the other. V ISKANJU IDENTITETE: IZOBRAŽEVANJE ODRASLIH V BOSNI IN HERCEGOVINI MED SOCIALISTIČNO ZAPUŠČINO IN NEOLIBERALNIMI NAGNJENJI-POVZETEK Članek predstavlja analizo ključnih procesov na področju izobraževanja odraslih v Bosni in Hercegovini (BiH), ki se nanašajo na njeno socialistično preteklost in sodobna nagnjenja, ki izhajajo predvsem iz prizadevanja države za vstop v Evropsko unijo (EU). Vsak poskus sistematičnega pregleda zgodovine izobraževanja odraslih v BiH se sooča z nejasnostmi in pomanjkanjem podatkov. V nasprotju z drugimi deli izobraževalnega sistema, kjer so zgodovinski opisi v določenem obsegu ohranjeni ter so predmet

Religious education in public schools in Bosnia and Herzegovina (BiH) was introduced following the collapse of the Communist political regime in the early 1990s. From its early beginnings it was designed as a confessional subject, while the alternative non-confessional subject was introduced only subsequently. Over the course of two decades and a half of its existence, RE was subject to dynamic public debates on its status in a multicultural and multi-religious society like the Bosnian one. Despite the changing public opinion on RE, the attendance rate in all denominations is still high and the level of teacher professionalization is increasing. The right to religious instruction in public schools is regulated by the Framework Law on Primary and Secondary Education (2003) and Law on Religious Freedom and Legal Status of Churches and Religious Communities (2004). The responsibility for Islamic Religious Education (IRE) is divided between the state and the Islamic Community of Bosnia and Herzegovina (ICBH). This means that the ICBH is in charge of curricula design and textbooks which need to be approved by the corresponding Ministry of Education. On the other hand, RE teachers are paid and hired by the Ministry of Education, while the ICBH issues teaching licence and monitors teachers’ professional development. IRE teacher education is subject to general standards the for teaching profession, which normally require a university degree that can be pursued at one of three schools for Islamic educators, all of them affiliates of state universities. This paper summarizes key trends in the development of the model of RE adopted in Bosnian schools, with special focus on IRE, and presents the main debates and controversies related to this issue

The main purpose of this chapter is to present a comparative overview of the Islamic education in Balkan countries (Albania, Bosnia and Herzegovina, Bulgaria, Croatia, Greece, Kosovo, Macedonia, Montenegro, Romania, Serbia, and Slovenia). Muslim population of these countries is around nine million and is characterized by cultural, ethnical, and linguistic heterogeneity. The Muslim presence in these countries is evident since the fifteenth century, when also the first centers of learning can be traced. Over the centuries, those centers have gone through changes and transformations trying to preserve the Islamic character of its purpose while adopting traditional forms of its being to contemporaneous streams in the society. The chapter focuses on the status of Islamic education in Balkan countries, forms of its organization, curricular paradigms, content structuring, and teaching staff. The discourse is contextualized in the sociopolitical circumstances identified as relevant for molding the Islamic education arrangements in these countries, which are more or less common to all of them. These are (a) Ottoman cultural influences, (b) establishment of local national regimes at the beginning of the twentieth century and the rule of Austro-Hungarian Monarchy in certain parts of the region, (c) establishment of Communist regime in the aftermath of WWII (except for Greece), and (d) liberalization of state-religion relations encouraged by democratic processes. The analyses indicate existence of quite similar organizational forms of Islamic education across the selected countries, although with different levels of diversification and institutionalization. However, the main differences are noticed in terms of curricular paradigm and the status of Islamic education within the frame of the official state system.

Časopisi su najznačajniji mediji formalne znanstvene komunikacije te je zbog toga procjena vrijednosti znanstvenih časopisa postala važna istraživačima koji objavljuju nove rezultate istraživanja kao i onima koji žele biti u toku sa najnovijim istraživačkim rezultatima. U tom kontekstu urađena je i analiza časopisa Obrazovanje odraslih s ciljem utvrđivanja promjena koje su nastale u uređivanju časopisa u razdoblju od 2001. do
2017. godine. Ovom općem istraživačkom cilju pristupljeno je preko dva istraživačka zadatka, koji se odnose na analizu identifikacijskih bibliografskih podataka i na sadržajnu analizu časopisa. Prvi istraživački zadatak je bio da se na promatranom uzorku istraže identifikacijski bibliografski podaci koji su se objavljivali (ili se nisu objavljivali) uz
članke: ime autora, naslov članka, ustanova u kojoj je autor zaposlen, kontaktna adresa autora; UDK članka, sažetak i ključne riječi na dva jezika, tekući naslov i postojanje literature. U daljoj analizi urađena je zastupljenost autora prema državi iz koje dolazi.
Drugi istraživački zadatak odnosio se na sadržajnu analizu objavljenih članaka, pri čemu je posmatrana znanstveno-stručna komunikacija u obrazovanju odraslih, koja odražava kognitivnu teksturu ovog polja. Pažnja je usmjerena na sadržajne elemente poput ključnih riječi, tematskog fokusa i nivoa andragoškog zahvatanja tretiranog fenomena. Analiza je pokazala da časopis od početka ima porast kvaliteta podataka za identifikaciju članaka, da se po učešću autora iz regiona može svrstati u regionalne časopise, ali da tematski još uvijek nije jasno profiliran. Andragoški pristup se umnogome miješa sa pristupom više ili manje srodnih disciplina, čak ponegdje odstupajući u potpunosti od logike obrazovanja odraslih.

Ključne riječi: identifikacijski podaci, časopis, obrazovanje odraslih, sadržajna analiza, znanstvena disciplina.

The main purpose of this chapter is to present a comparative overview of the Islamic education in Balkan countries (Albania, Bosnia and Herzegovina, Bulgaria, Croatia, Greece, Kosovo, Macedonia, Montenegro, Romania, Serbia, and Slovenia). Muslim population of these countries is around nine million and is characterized by cultural, ethnical, and linguistic heterogeneity. The Muslim presence in these countries is evident since the fifteenth century, when also the first centers of learning can be traced. Over the centuries, those centers have gone through changes and transformations trying to preserve the Islamic character of its purpose while adopting traditional forms of its being to contemporaneous streams in the society. The chapter focuses on the status of Islamic education in Balkan countries, forms of its organization, curricular paradigms, content structuring, and teaching staff. The discourse is contextualized in the sociopolitical circumstances identified as relevant for molding the Islamic education arrangements in these countries, which are more or less common to all of them. These are (a) Ottoman cultural influences, (b) establishment of local national regimes at the beginning of the twentieth century and the rule of Austro-Hungarian Monarchy in certain parts of the region, (c) establishment of Communist regime in the aftermath of WWII (except for Greece), and (d) liberalization of state-religion relations encouraged by democratic processes. The analyses indicate existence of quite similar organizational forms of Islamic education across the selected countries, although with different levels of diversification and institutionalization. However, the main differences are noticed in terms of curricular paradigm and the status of Islamic education within the frame of the official state system.

Ovaj rad se bavi pitanjem razumijevanja roditeljstva i odgojne uloge porodice u kontekstu mijenjajućih realnosti. Uvodni dio rada predstavlja uslove promjene paradigme u domeni znanosti o odgoju i obrazovanju, akcentirajući pitanje izazova porodici kao univerzalnoj vrijednosti u vremenu posvemašnje krize vrijednosti. Polazi se od pretpostavke da vladajuću odgojnu paradigmu u jednom trenutku definira međudjelovanje raznih procesa. U kontekstu ovog rada, kao naročito relevantni prepoznati su slijedeći procesi: razvodnjavanje autoriteta, decentriranje porodičnih odnosa, emancipacija roditeljskih uloga i potraga za vrijednostima. Drugi dio rada posvećen je sistematičnoj analizi recentne literature iz domene porodičnog odgoja i roditeljstva. Kao rezultat analize navodi se pregled aktuelnih paradigmi, poimanja zaokreta u odgojnim postupcima roditelja te propitivanja odnosa između odraslih i djece. Zaključni dio rada kritički se osvrće na sposobnost porodice da kompetentno odgovori izazovima koje vrijeme postavlja pred nju, prevashodno u pogledu definiranja roditeljskih uloga i odgojnog cilja kojeg porodica želi ostvariti.

This paper summarizes key streams in conceptualizing lifelong learning provision inside higher education sector, from one side, and marks main trends in its legal positioning, from the other. Within the framework of Lifelong Learning policy, higher education is recognized its " lifelong dimension " (EC, 2000, p. 27). The metaphor of osmosis is utilized to describe complementarity and openness between the various learning settings in providing learning and education opportunities throughout the lifespan. However, across the scholarship, there are varieties in conceptualizing lifelong learning in the context of tertiary education; as continuing education, recurrent education, vocational, further, professional, etc. Differences in interpreting the concept are most commonly related to educational arrangements on the national levels, and status of lifelong learning inside the whole structure of educational systems. However, generally speaking lifelong dimension in higher education is implemented in two ways: a) lifelong learning as the underpinning principle across the higher education curriculum, that ensures open access and wider opportunities for all students b) lifelong learning implemented through programs of continuing, further, recurrent or professional education, intended for 'non-regular' students.

Kvalitativna istraživanja postala su istaknuto obilježje (post)modernog znanstveno-metodološkog diskursa unutar društvenih i humanističkih znanosti. Njihova je pojava bliska (post)modernom Zeitgeistu, kojeg obilježava individualizam, fragmentiranost i angažiranost u traganju za partikularnim istinama što izranjaju iz autentičnih priča ispričanih od onih koji ih najneposrednije žive. Postmoderna kultura slavi različitost subjektivnih istina definiranih ličnim iskustvom i osujećuje nastanak apsolutiziranog autoriteta. Pravo da govori i interpretira ovdje dobiva subjekt, koji se nastoji razumjeti u vlastitom sistemu referenci. Svaka pojedinačna priča traži da se ispriča a da se pritom sačuva vjerodostojnost pozicije subjekta kojem ona pripada. Otuda će jedan od izazova pred istraživačem kvalitativnog usmjerenja biti komuniciranje između " ovdje " i " tamo " , između svijeta istraživanih i svijeta onih koji istraživanje recipiraju. Djelo Sharan B. Merriam 2 i Elizabeth J. Tisdell 3 posvećeno kvalitativnim istraživanjima upravo tematizira pitanje mogućnosti istraživanja svijeta ljudi da se pritom oslobodi sva punina i autentičnost kojom život obiluje. U deset poglavlja raspoređenih u tri veće cjeline, autorice čitaoca vode kroz konkretne korake cjelovitog istraživačkog procesa; od pripreme nacrta istraživanja, preko prikupljanja kvalitativnih podataka, do analiza podataka i 2 Sharan B. Merriam (r. 1943.) je profesorica obrazovanja odraslih na Univerzitetu u Georgiji. Bavi se istraživanjem učenja odraslih i temeljnim filozofskim pristupima u obrazovanju odraslih, kao i kvalitativnim istraživanjima u ovoj oblasti. Značajan doprinos dala je djelom pod naslovom Philosophical foundations of adult education. Bila je dugogodišnja urednica uglednog časopisa Adult Education Quarterly. 3 Elizabeth Tisdell (r. 1955.) je profesorica obrazovanja odraslih na Univerzitetu Penn State. U svom obrazovanju i akademskom razvoju kombinira obrazovanje odraslih te duhovno i religijsko obrazovanje. Jedno od njenih najpoznatijih djela nosi naslov Exploring spirituality and culture in adult and higher education.

The paper deals with theoretical and methodological aspects of examining the position of religion within the university context. The first section offers an overview
of assumptions within three recent pieces of research on this topic. In its second
section, the paper examines the possibility of applying the curriculum theory to
investigating the position of religion within the higher education context of public
universities in Bosnia and Herzegovina. The results show that, in the analysed programmes, there is still no separate subject that would, as an introductory course,
familiarise students with doctrinal and ritual fundamentals of religions, as well as
with the main events of their historical existence. At the same time, there are a certain number of courses that include religion into a wider discourse of a given study,
treating it as a philosophical, sociological, historical or cultural phenomenon. The
paper also identifies courses that, within a wider theoretical discussion, include the
issue of religion, whether as a substantive or an accidental element.
Key terms: faith, religion, university, study of religion, curriculum theory

If learning is everywhere, if our lives are immersed in it, then what happens with refugees’ learning? How does learning continue for them as they try to reach safe soil? By which means does learning provide them with survival necessity? In this essay, I look for examples of how media support refugees’ transition by providing learning content for them and native populations.

Osnovna namjera ovoga rada jeste pružiti uvid u područje obrazovanja odraslih u novijoj historiji Bosne i Hercegovine (nakon sticanja njene nezavisnosti). Prati se stanje u obrazovanju odraslih kao akademske discipline i kao područja prakse, te konstituiranje zakonske podloge iz ovog područja. Polazi se od predstave o obrazovanju odraslih kao sastavnom dijelu integrativne znanosti o odgoju i obrazovanju koja posjeduje specifičnu kognitivnu teksturu (pojmovni aparat, teorijska ishodišta i orijentacije, te definiran odnos između disciplinarnog konstituiranja i ozbiljenja u polju prakse). U zaključku rada identificirana su ključna pitanja koja određuju budući razvoj područja obrazovanja odraslih u BiH.
Ključne riječi: obrazovanje odraslih, akademska disciplina, praksa, zakon o obrazovanju odraslih

The paper treats methodological issues of contemporary andragogical research. At the beginning, epistemological issues of qualitative methodology are elaborated. They are positioned at the very core of the contemporary discussion on the research praxis in social and human sciences. Further on, the attitude about compatibility of qualitative methodology with the postmodern idea of fragmented reality is elaborated. That idea is related to the focus of scientific knowledge on the quest for individual truths, which are found in an authentic personal history/story. By virtue of this, in qualitative research projects, personal narratives are treated as research material. Reliance on this type of material leads to emergence of narrative knowledge (as opposed to paradigmatic, general). Life experience obtains the status of source of knowledge that abounds in specific kind of information – which is in qualitative methodology called implicit theories. This provides requirement for structuring life experience in a scientific discourse. On this basis, qualitative research contributes to grounding new fields of scholarship. The central part of the paper offers analysis of the role of personal narratives and implicit theories in framing the epistemology of Educational Management, an area which is yet to answer to the fundamental questions related to its scientific identity. Therefore, it relies on several “stronger” fields, including Andragogy. Using the results of qualitative research conducted with the principals of educational institutions, potentials of qualitative andragogical research to generate knowledge are analysed and elaborated

Inside the contemporary discourse on textbooks studies there is evident consensus that there is no unique model for evaluation of textbook quality. At the same time, there is a clear need for establishing of clear criteria for evaluation of textbooks’ material for the purpose of response to the needs of class communication and its participants. This paper represents an attempt to develop a model for evaluation of maktab class textbooks with respect to all relevant determinants. A prototype for quality evaluating is established and it starts with perception of textbooks as a medium for communication between attendants of maktb class and content that the textbooks provide. Accordingly, the model starts from the assumption that the aspect of content is equally important as the relative aspects of communication are equally important (the content that textbooks provide and the way that content is composed). Basing on the established prototype, the paper provides both quantity and quality analysis of the content of maktab textbooks. The paper offers suggestions for didactic modeling of maktab textbooks basing on the analysis results.

The main objective of this paper is to discuss possibilities of teacher identity development through pre-service English language teacher education. Teacher identity is here defined as a set of pedagogical competencies (knowledge, skills, abilities, values and attitudes) incorporated in one’s teaching philosophy and strategies. The issue of teacher identity development is positioned between the normative discourse on traditionally valued model of the ideal teacher and the more contemporary idiosyncratic discourse directed to developing individual type of professional self. While the first model is acquired through pre-service teacher education, the latter is developed either from the dispositions of talented young teacher or from the years of practice of experienced teacher. It is the intention of this paper to view which model of teacher identity is most preferred among English language senior year students preparing for teaching service. Focus group technique is conveyed, raising two main questions: a) What elements of teacher identity English language students find relevant for their future professional identity? and b) Which model of teacher identity is fostered through pedagogical courses offered in their pre-service curriculum?

Science of education has always nourished a special relation between the corpus of theoretical knowledge and the knowledge acquired through educational practice. Therefore the framework of scientific identity of pedagogy and andragogy presents defining relation between theory and practice. In modern discourse, specially the one happening in German academic sphere, traditional problem of relation between theory and practice has been defined differently – as a problem of relation between science of education as an academic discipline, from one side, and educational profession, from the other. The role of pedagogical and andragogical practice, which used to inform the scientific knowledge, has moved to the necessity of putting the pedagogical and andragogical theory into the function of professionalization of teacher career. Trying to answer to this demand, Department of Education at Faculty of Philosophy in Sarajevo, has reconceptualized the program of teacher education. Program has been offered out of regular study scheme as a form of non-formal adult education which leads to licensing experts of different profiles for working in schools. It starts from needs analysis in educational practice. The final outcome of this approach is shown through efforts of university pedagogy and andragogy to give their contribution to professionalization of teacher career. This paper presents a reconceptualized model of teacher education, emphasizing the results of empirical research, aimed on analyzing educational needs for successful functioning in educational reality. The conclusion suggests that an approach based on needs analysis inside the professional area seeks from university education (offered either as a form of formal or non-formal education) to give up on traditional disciplinarian, subject-oriented approach when creating educational program and to accept problem-oriented approach.


Znanost o odgoju i obrazovanju oduvijek je gajila poseban odnos između korpusa teorijskog znanja i znanja stečenog kroz življenje odgojno-obrazovne zbilje. Otuda okosnicu znanstvenog identiteta pedagogije i andragogije predstavlja definiranje odnosa između teorije i prakse. U savremenom diskursu, napose onom koji se dešava u njemačkom akademskom ambijentu, tradicionalni problem odnosa između teorije i prakse definira se drukčije – kao problem odnosa između znanosti o odgoju i obrazovanju kao akademske discipline, sa jedne strane, i prosvjetne profesije, sa druge. Od prijašnje uloge pedagoške i andragoške prakse kao informatorâ znanstvene spoznaje došlo se do potrebe stavljanja andragoške i pedagoške teorije u funkciju profesionalizacije prosvjetnog poziva. Nastojeći odgovoriti ovom zahtjevu, Odsjek za pedagogiju Filozofskog fakulteta u Sarajevu pristupio je rekonceptualizaciji programa za izobrazbu nastavnika. Program se nudi izvan redovne studijske sheme, kao oblik neformalnog obrazovanja odraslih koji vodi licenciranju stručnjakâ različitih profila za rad u prosvjeti. Polazi od ispitivanja potreba u svijetu prosvjetne prakse. Konačni ishod ovakvog pristupa ogleda se u nastojanju univerzitetske pedagogije i andragogije da pruže doprinos profesionalizaciji prosvjetnog poziva. U ovom radu se predstavlja taj rekonceptualizirani model za izobrazbu nastavnika, sa akcentom na rezultatima empirijskog istraživanja obavljenog sa ciljem ispitivanja obrazovnih potreba za uspješno funkcioniranje u odgojno-obrazovnoj zbilji. Došlo se do zaključka da pristup koji polazi od ispitivanja potreba unutar profesionalnog područja traži od univerzitetske nastave  (ponuđene kao oblik formalnog ili neformalnog obrazovanja) da odustane od tradicionalnog disciplinarnog i predmetnog pristupa u koncipiranju edukacijskih programa i prihvati problemski pristup.

Gifted students represent a challenge for teachers due to the fact that the way they demonstrate their abilities is in much respect different from the typical age cohort. On the other side, during their pre-service and in-service training, teachers get scarce opportunities to develop comprehensive competencies for work with this specific group and it is not uncommon that they learn about gifted students only if they are faced with an actual professional need. Positing that no matter how well trained in gifted education teachers are, each of them has a certain implicit theory about what are the characteristics of a gifted student. Drawing from Sternberg's and Zhang's definition of implicit theories as the " intellectual constructions that reside in the minds of individuals " , and which are not public or formal, this research is directed to examining teacher's implicit theories about students' giftedness. Utilising measures from Sternberg's and Zhang's scale, the survey is conveyed with students in pre-service teacher training and those already working in teaching process. Preliminary results indicate that the measures vary between the groups of future teachers and current teachers. Whereas the first group has a more creative and divergent understanding of giftedness, and more domain-specific, the latter tends more towards 'school giftedness' closely connected to high intellectual ability.

Contribution University Reform as a "Didactic Challenge" The purpose of this study is to examine the reception of Bologna Reform in Bosnia and Herzegovina (BiH) and its relation to the culture of learning and teaching at the university. The reform is here viewed as a " didactic challenge " which leads to transformation of culture of learning and teaching. However, in order to implement changes in a culture, change in the mindset of the individuals, actors of the reform, is needed. We take stance that in order for a reform to result in changes in the culture of learning and overall didactic reality it is necessary for its agents to understand and accept change that is implied by the reform. The understanding of the concept of reception in this study is inspired by Hans Robert Jauβ reception theory in literary studies. In this theory, a text is not simply passively accepted by the audience, but the individual actively participates interpreting meanings of a text based on her/his context and life experiences (Jauss, 1982). Therefore, a single phenomenon can produce various interpretations and different receptions. The research hypothesises that educational reform is not only an act of educational politics, but rather a process of rethinking oneself, personal attitudes and practices, as well as a process of (re)inventing personal instruction philosophy and strategies of learning and teaching. As it is stated in the key documents of the Bologna Reform, it is originally named as Bologna Process, implying graduality in implementation of reform measures. At the same time, the Bologna is a process by