engleski

The Bologna process as a Stimulus for Changes in Initial Primary Class Teacher Education: Comparison of Croatia and Slovenia

The goal of this paper is comparison of changes in the initial class teacher education in the Republic of Croatia and the Republic of Slovenia after their independence. The first part explains the context in which higher education reform took place in both countries, including the reform of initial class teacher education. In the next sections, an analysis of structural changes in higher education and initial class teacher education is presented with special focus on the legal frameworks, choice of models and cycles length, introduction of ECTS, and quality assurance mechanisms. The main difference between the initial class teacher education in these two countries is that Croatia has chosen a five-year integrated study according to the concurrent model, and Slovenia has opted for the 4 + 1 model according to the concurrent model. Discussions are currently underway in Slovenia whether two-cycle study programme for class teachers still makes sense and whether it would not be better to change this and have a non-structured one-cycle programme only.

Bologna process, initial teacher education, class teacher, higher education reform

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