Naslov
Initial Teacher Training in Croatia in the Context of System Reforms– Policy and Practice

Autori
Krstović, Jasna ; Čepić, Renata

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Skup
Education and Social Justice

Mjesto i datum
Havana, Kuba, 25.10.2004. - 29.10.2004

Vrsta sudjelovanja
Pozvano predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
Initial Teacher Training; System Reforms; Croatian educational policy and practice

Sažetak
Initial Teacher Training in Croatia in the Context of System Reforms – Policy and Practice Summary The Croatian society at the beginning of the 21st century has been characterized by structural changes related to the establishment of the state, and creation of democratic policies and market economy. The reconstruction after the war, democratization, preserving of national identity, globalization and integration into the EU are only some of the challenges the society is facing. Parallel to these processes, beginning with the Croatian autonomy until today, the education system reform has been intensively planned. By the affirmation of the idea of Europe as a common space and knowledge society, i.e. learning society, questions of integration processes came up stressing the harmonization of the Croatian education system with systems in developed countries. How to support the integration and globalisation processes, and preserve at the same time the traditional, national and other specific values, is one of the major doubts today, which is equally present in both West European and transition countries, to which Croatia belongs to, as well. The aim is to consider the sub-system of initial teacher education in the context of the system reform from the standpoint of the Croatian educational policy ; a brief descriptive account of circumstances for initiating the reforms is given. The systematic solutions of initial teacher education from the view of educational policy and practice are particularly problematized. Thereupon, certain methodological and curriculum aspects are examined, looked upon as important presumptions of efficiency and effectiveness during the creation of changes in the initial teacher education system. The author’ s conclusion is, that changes cannot be introduced, if there is no creative way to do so – otherwise, this country will definitely repeat the known practice and present once again uncertain and expensive reforms.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija

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