engleski

Key competence acquisition – an analysis of the teacher training program in the Republic of Croatia

Living and working in the 21st century requires individuals who are ready to continuously acquire and expand their knowledge, skills, opinions and values, and who are able to actively participate in society and contribute to social movements and changes. The actualization of the aforementioned features depends on a high quality education system, among other things. In this paper, the focus will be on higher education, which, taking into account the goals of the Bologna process, has the task, among other things, of implementing eight key competences in the syllabuses of subjects at faculties. Arising from the importance of the role of teachers in the process of training young people to work and function in the 21st century, the aim of this paper is to identify the extent to which future teachers have acquired key competences through their higher education in teacher education programs. In order to see if faculties are preparing teachers for what the eight key competences entail, i.e. descriptions of these competences such as teamwork and interactions, problem solving, critical use of the media, the ability to express themselves in their mother tongue and foreign languages, we will analyze the syllabuses of the subjects of the teaching specializations of two Croatian Universities – the Catholic University of Croatia and Croatian Studies at the University of Zagreb. Given the importance of developing key competences, both in European and Croatian documents and recommendations, the assumption is that an analysis of the syllabus of the subjects in the teacher education programs will show how Croatian teachers have acquired key competences

Croatian Universities ; key competences ; teacher education ; syllabuses ; legislation

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