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Pregled bibliografske jedinice broj: 681315

The development and prospects of teacher education in Croatia

Batinić, Štefka; Radeka, Igor
The development and prospects of teacher education in Croatia // History of education & childrens literature, 8 (2013), 1; 43-62 (međunarodna recenzija, pregledni rad, znanstveni)

The development and prospects of teacher education in Croatia

Batinić, Štefka ; Radeka, Igor

History of education & childrens literature (1971-1093) 8 (2013), 1; 43-62

Vrsta, podvrsta i kategorija rada
Radovi u časopisima, pregledni rad, znanstveni

Ključne riječi
Teacher Education ; Teacher Centre ; History of Education ; Educational Legislation ; Education System ; Croatia ; XVIII-XX Centuries.

The beginnings of organized teacher training in Croatia are associated with the introduction of state school legislation during the Habsburg Monarchy in the 1770s. Until the mid-19th century teachers were educated using the normal school/pedagogical courses within normal and major schools as well as small gymnasiums. With the establishing of a two-year Teacher Training Course in Zagreb (1849), which is the first State Teachers College, the process of an institutional education of teachers in Croatia begins. From the mid-19th century up to 1918 the teacher education in the Kingdoms of Croatia and Slavonia, as constituents of the Hungarian part of the Monarchy, was regulated in terms of an autonomous school law from 1874 and 1888. In Dalmatia and Istria, together with the Military Frontier until the annexation to the civic Croatia as components of the Austrian part of the monarchy, the education of teachers was regulated by provincial school protocols, pursuant to the Austrian school law from 1869. The dominance of Herbart’s pedagogical heritage could not influence the flow of the educational reform of the European fin de sičcle. A pedagogical twist, in the form of a didactic- methodological renewal based on the principles of mobility of a working school, occurred between two world wars. Teacher education is mostly influenced by the forming of the Higher Pedagogic School in Zagreb (1919), which provided the option of continuing one’s education after completing normal schools. During the 1960/1961 school year, the last generation of students enrolled in the five- years long teacher high school program. The gates to the long desired academic community were now open to teachers by the introduction of a two-year long study program, defined by the Pedagogic Academy Law (1960). A four-year classroom teachers study program was introduced in Croatia in 1992. From the academic year 2005-2006, with the reform of higher education in accordance with the Bologna process in Croatia, a five-year long teacher education study program was being introduced within the integrated undergraduate and graduate teachers’ education program, together with the opportunity for a scientific postgraduate education. The recent development of modern society, the focus on training, but also of the initial education of teachers, is now increasingly being transferred from specialized educational institutions to the different methods of formal, non-formal and informal approaches to learning within the modern society of knowledge, in which the teacher is an active co-creator of his or her own education. The focus is now re-directed from the control of the education process i.e. teacher training to the measurement of learning outcomes and competencies that a teacher has, regardless of the process of their acquisition.

Izvorni jezik

Znanstvena područja


Projekt / tema
269-2692634-2441 - Struktura cjeloživotnog obrazovanja nastavnika (Igor Radeka, )

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Časopis indeksira:

  • Current Contents Connect (CCC)
  • Web of Science Core Collection (WoSCC)
    • Arts & Humanities Citation Index (A&HCI)
    • SCI-EXP, SSCI i/ili A&HCI
  • Scopus

Uključenost u ostale bibliografske baze podataka:

  • Historical Abstracts