engleski

Do we equip teachers to deal with global crisis? Case of initial teacher education in the Republic of Croatia

Crises in education occur in the period when teaching process doesn't meet the needs of society and the economy nor does it progressively contribute to their development, and the solution to the crisis is reflected in education system reforms (Pastuović, 2012 ; Stoll and Fink, 2000). The paradox of the modern educational system is reflected in the fact that only change is permanent and under the influence of extremely rapid economic, social, economic, health changes, the educational system is constantly facing crises (Liessmann, 2008). Situations of crisis are those situations that teachers face in their teaching, when they are expected to react quickly and competently to various internal (eg. pedagogy, classroom relations, teaching methods, child welfare) or external obstacles (society, economy, technology and ecology), have always been part of the everyday teaching profession. However, while traditional education of future teachers focused on crisis teaching, crisis prevention and crisis management at the internal level (micro factors and context), external (global) changes require education to react to factors and contexts at meso (institutional, school system) and macro level (cultural, societal, political, economic) (Opfer & Pedder, 2011 ; Bautista & Ortega - Ruiz, 2015). Therefore, the aim of the research was to determine whether the learning outcomes of initial teacher education represent the learning outcomes that prepare future teachers to deal with crises at meso level and macro level. Also, research aimed to identified learning outcomes with respect to the type of crisis they address. Considering that lifelong teacher education and digital competence are a kind of mediators in the process of dealing with crises, this research examined the representation of these two groups of learning outcomes. Content analysis of initial teacher education curriculums (6 integrated five-year study, master level curriculums) that constitute national sample of the Republic of Croatia was conducted. Curricular content analysis identified learning outcomes that contribute to teacher competence in dealing with crises at macro context. These learning outcomes most often addressed social (globalization, democracy, citizenship, interculturality) and environmental (environment, sustainable development, ecology) factors. Learning outcomes related to the factors and contexts of the educational and technological crisis are represented to a lesser extent at the macro level but are significant at the micro and meso level. Learning outcomes related to the economic crisis (employability, labor market volatility and financial literacy) are not significantly represented at any level. Given the results of this research, it is necessary to revise initial teacher education curriculums and develop lifelong learning programs that would provide future teachers with the development of competencies necessary to act in various situations of crisis. Teacher initial education curriculums should be in the function of the well-being of teachers in a lifelong perspective and include education for coping with crisis at the micro, meso and macro level and have a strong futurological dimension.

curriculum analysis ; global crisis ; learning outcomes ; primary school teacher education ; Republic of Croatia

nije evidentirano