ࡱ> _ɛbjbj sr=\r=\ i)b b $PN|,EI*   @@@pHrHrHrHrHrHrH$oK%NHi@@@@@H  4H"$"$"$@  pH"$@pH"$"$2?B @ZA6v>A.\HI0EIlArN,N\BB"NC\@@"$@@@@@HH!J@@@EI@@@@N@@@@@@@@@b > :POSITIVE EDUCATION IN HIGHER EDUCATION: IS IT POSSIBLE TO FOCUS ON STUDENTS POTENTIALS AND TALENTS? Sanja Simel Pranji1 1 Faculty of Humanities and Social Sciences, University of Osijek, Croatia ABSTRACT The topics and research related to positive education have become increasingly widespread over the last couple of years. Psychologists were the first ones to conduct research within this field, mostly focusing on primary and secondary schools, and to a lesser extent on higher education. However, studying this topic within the higher education system, especially teacher education, from a pedagogical perspective is of the utmost importance because teachers are the ones who will one day practice positive education. It is therefore important for university professors to also undertake such education, i.e. to focus on students' potentials and talents and encourage their development. Only then will the students truly realize the importance of the teacher's role in student self-realization - by experiencing it themselves. Therefore, the aim of this descriptive study was to identify and describe the ways in which university professors focus on the potentials and talents of students and the possibilities for their realization (e.g. through different forms of teaching, additional activities, co-participation in teaching etc.). The instrument used in this research was a survey, which consisted mainly of open questions. Data obtained from open questions was classified into categories. The results of the research have shown that university professors recognize the importance of their focus on the potentials and talents of a student. They affirm them in a variety of ways, depending on the student's interests, the type of study and the year of study. However, at the same time, they recognized certain obstacles and constraints in this process, pointing out that there is certainly room for improvement. Keywords: higher education, positive education, potentials, talents, teacher education. INTRODUCTION Over the last two decades, with the development of positive psychology and especially with the development of the concept of positive education [1], psychologists emphasize that, in addition to traditional academic skills, students in the education system should also develop those skills that will contribute to their well-being and happiness. One of the most important reasons for that is to prevent the epidemic of mental disorders such as depression. Therefore, the students should, in a safe school environment, pursue universal virtues and develop signature strengths, whose usage in everyday life will result in high well-being. Well-being as a final goal thereby imply the importance of the presence of positive feelings about oneself and life, the relation to others, and the belonging and appreciation of the community, but also the well-functioning of the individual [2]. But if we are talking about encouraging and nurturing the students well-being in the school context or in the classroom, then thinking about it and exploring the ways in which this is most likely to create, should include pedagogy. Apart from preventive reasons for developing the students well-being, it is necessary to think about the purpose of education at all its levels and the values in its basis. This is something that should be considered first because the values direct the teachers action and behavior in relation to the students. The values also tell about whether the teacher will focus on the potential and talents of each individual student and help them to develop them or not. For example, if the educational process is based on respecting and encouraging the students autonomy and their autonomous choice of values, then the purpose of education is the development of authentic, original personalities who are realizing all their potentials and talents [3]. However, if there are certain aims or universal criteria which each student has to fulfil, the development of their positive, creative abilities, as well as their ability to critically reflect is then being suppressed [4]. In other words, conformity and obedience are encouraged among students to the detriment of their individuality and authenticity. Education should in its essence be an emancipation process [4], in which an individual liberates himself from his own limitations, but also from external, traditional authorities, in order to realize his own productive power through creative activity [5]. This is where teacher plays an important role. Through close and meaningful relationship teacher leads his students through the process of liberation and self-realization, and is the one who encourages them and believes in them. Also, he is the one who creates conditions for creative activity in the classroom. It would be wrong and even damaging to assume that students, regardless of their age, do not need such teacher support and encouragement for their positive development [3]. Fromm points out that students insecurity and fear of unknown can stop him from realizing his own potential and that in that case he will run away from his own self-realization. Fromm concludes that only faith in the meaning of his action can help him: The only way to endanger my security lies in me: in the lack of faith in life and in own productive powers, in the deterioration tendency, in inner laziness and in the willingness to let others to determine my life [5, p. 123]. Such students faith in himself and his own possibilities develops in a sensible, close relationship with the teacher, which provides him the opportunities to develop his potential and talent through creative activity. At the end, this will give him the strength to develop integrity. Then, according to Fromm, he is no longer an isolated individual, who doubts himself and the meaning of life, but becomes one with the world: He is aware of himself as an individual who is active and who creates and realizes that life has only one meaning: the act of living [5, p. 182]. In order for teachers to be able to create such positive conditions in their practice, their initial education should prepare them for that. In other words, students in higher education should really feel safe and free to discard their own limitations and to develop their potentials and talents. Only then will they be able to truly understand the power of such positive education, if they have experienced it. University teachers should therefore focus on their students potentials and talents and develop them through creative teaching [3]. The only way in which they can do it is, as it is explained earlier, if they develop close and meaningful relationship with students. Since in higher education we are talking about an adult-adult relationship, in literature it can be found that with university students it is not necessary to form close, stimulating and supportive relationship, as it is the case with younger students [6]. According to that, for the academic context neutral and formal relationships are more appropriate. Also, emotions should be hidden so that the process of learning goes without interruption [7]. Emphasis should be on independence and self-organization of student as an adult. However, such a cold and distant approach may harm both the personal and professional development of future teachers [8], in the sense of insufficient development of their pedagogical competences. Namely, teaching is, in its essence, an emotional practice [9], which implies that encouraging a neutral, cold and distant classroom environment is in no way appropriate for the process of teaching and learning. The more the relationship between a teacher and a student is close, meaningful and filled with positive emotions, the better the teacher will be able to notice and affirm the potential and talents of his/her students. Haeganuer & Volet [6] confirm the importance of positive and close relationship on academic level and remark that those kinds of relationships are marked with closeness, caring, connectedness, security, trust, honesty, fairness, respect, openness, availability and approachability of the teacher. They also confirm that the previously described relationships directly and positively influence the quality of learning and teaching. It needs to be mentioned that, in this kind of a relationship, the teacher does not threaten the autonomy, independency and responsibility of the students, but rather treats the students as responsible associates and co-creators of educational process. In this way, the teachers and students can achieve a creative teaching process together, where all participants can discover and develop their positive abilities. A review of available literature indicated a relatively small number of research which, from previously described pedagogical perspective, deal with topics of nurturing the potentials and talents of students on higher education level (especially in teacher education) as well as research that explore general factors of higher education which contribute to students wellbeing in a comparison to lower levels of education (e.g. [3], [10], [11]). This implies the relevance and the need for exploring these issues from pedagogical perspective. METHODOLOGY The research included a sample of 26 higher education teachers involved in teacher education in Croatia. The instrument used in this research was an online survey. It consisted of open-ended questions about the ways of focusing on potentials and talents of students and their affirmation during the teaching, but also about challenges and obstacles that come with such positive education. Data obtained from open-ended questions was systemized and classified into categories. Taking into consideration the small number of participants, the aim of obtaining the results is not generalization but rather gaining insight into wide spectrum of ways in which it is possible to develop potentials and talents of students as well as finding out the key challenges that higher education teachers face with during this process. RESULTS AND DISCUSSION Analysis of teachers' responses about ways of focusing on potentials and talents of students and their affirmation during the teaching, produced 3 general categories, which refer to conversation and feedback, encouraging significant learning in the classroom and encouraging students in participating in extra activities. One of the most common ways in which teachers focus on potentials and talents of their students is through conversation and providing feedback. The teachers talk to their students about their interests, ways of achieving their goals and support their plans for the future. Furthermore, the teachers provide the feedback during the lesson too, in a form of a praise when students show their talents. Besides, the teachers provide students with good examples from practice and from their own experience. From the teachers' replies it can be seen that those kinds of conversations continue even with individual consultations during professors' office hours. However, the teachers are not the only ones who give feedback, the students are given this kind of opportunity as well - they are asked to give proposals for improvement of teaching process. What can be noticed from this kind of teachers' replies is their awareness of the importance of quality and frequency of interactions with students, which do not necessarily need to be connected to the content of the course and do not happen exclusively during the lessons. According to Hagenauer & Volet [6], the more the students have interactions with their teachers outside regular teaching process (e.g. office visits), the more quality are the relationships with them and the more students feel connected to their faculty. However, what needs to be kept in mind is the fact that the interaction with students does not automatically mean a developed relationship with the students, but it is rather just one out of many factors that influence its creation. For instance, Stanton et al. [11, p.94] describe the importance of communication and feedback from students perspective: "when professors ask for and receive feedback from students throughout the semester, students feel their experiences matter to the professor, and this contributes to their sense of support, happiness and satisfaction with the learning environment". Precisely this kind of environment and the support is extremely important for revealing and developing students potentials and talents. The second category which refers to the way the teachers focus on potentials and talents of the students occurs through encouraging significant learning during the teaching. This includes designing individual tasks which are in accordance with individual characteristics of each student, including students in choosing and designing teaching activities, organizing discussions and encouraging critical thinking as well as creative problem solving, designing creative tasks, preparation of additional topics and tasks for interested students as well as additional (non-mandatory) literature, including students into teaching materials development, expanding knowledge about specific topics students have shown interest in and lastly, organizing collaborative activities. What is noticed from these answers is the awareness of importance of significant learning of students, which is truly important considering the fact creating such learning experiences is the key to quality in educational programs [12]. Rogers [13] defines significant learning as learning which permeates each little part of man's being and affects his personality, attitudes and behavior. The teachers showed in their answers that they are mostly aware of their role in this type of learning. In order to make the significant learning truly happen during the teaching, the teacher needs to take on a role of a facilitator, the helper and a partner in the students' learning process, the one who believes in students and their ability to take on responsibilities for their own learning process. Therefore, the teacher needs to adapt the teaching to the potentials and talents of the students, in order to create a collaborative and supportive learning environment [14]. In other words, the teacher does not obtain a traditional role of the one transferring knowledge to students anymore, but he rather becomes a creator of experiences for experiential learning. This also implies that the teacher is no longer the only and the exclusive source of knowledge, but he is actually just one of the sources from which students can learn, whose knowledge, professional and personal experience is made available to the students [13]. Nevertheless, this kind of teaching demands students to take on new roles as well. Doyle [15] explains how students also have new responsibilities, which do not include simply writing down the notes and passing the exams. In these conditions the students are allowed to take on the control over their learning process and to make important choices related to what and how much they will learn. This also means that in this kind of a process the students interests, positive features, potentials and talents can truly come to the fore, which can make their development easier. Obtained replies within the third category, encouraging students in participating in additional, extracurricular activities, reveal that whenever teachers notice certain potentials and talents of the students related to the study itself or to a course, they encourage students to participate in scientific meetings and conferences, professional development sessions, to apply for the scholarships, to participate in the joint projects (e.g. cooperation of the faculty and the elementary school), to conduct research and write articles together with them. The teachers also include the students in activities that popularize science or engage students as demonstrators in their courses. In this way the teachers show the students that they truly care about the development of their potentials and talents. Doyle [15] confirms that encouraging such activities with students enables the experience and a sense of success, achievement and personal empowerment which results in developing growing trust in students abilities and potentials. Stanton et al. [11] affirm that these kinds of meaningful and practical activities in which students can indeed apply their knowledge and talents are truly useful for them, considering the fact that their experience of learning becomes even more enriching, valuable and enjoyable. Creating such close and meaningful relationships with students as well as organizing and conducting classes that respect and develop their potentials and talents is certainly not an easy task. It carries certain challenges and obstacles. Teachers answers show that those challenges and obstacles often arise from organization itself. For example, a large number of students in lectures and seminar groups make teachers work more difficult because of the limited duration of their teaching. Therefore, there is not enough time for the teachers to equally dedicate themselves to all students and to organize creative lesson. In addition to that, they also emphasized the problem of teaching organization (e.g. 2 hours per week for 15 weeks) and a school workload of both teachers and students of double major programme in general. One teacher emphasized that in the context of compulsory attendance in the Bologna system it is not possible to systematically implement some of the activities that require joint work with the students because they are almost always busy with some compulsory teaching activities. In addition to formal, organizational difficulties, the teachers also emphasized the problem of lack of motivation and willingness to learn among students, or alarming lack of interest in studies (large enrolment in study without meeting the basic criteria and without any vision of what they want to do with study they enroll in the study because they expect that they know everything). Furthermore, they state that there are those students who sees the study as the obligation they want to solve and rarely actively contribute with the ideas. Because of the less interested students, who get more attention and time to participate in the lessons, the more talented students dont come to the fore. In order to make the teachers educational efforts successful, i.e. to really help the students to develop their potentials and talents, it is crucial that the students are also motivated and engaged in the teaching process. However, if there is resistance in the classroom, then it is first necessary to understand why this is happening. Doyle [15] states that it is important to understand that students expectations are often related to their roles and responsibilities formed on their previous experience in education. These experiences were mostly related to traditional teaching in which students were expected to be silent and peaceful, and to perform their duties, take notes and answer teachers questions. In contrary to this, students at the faculty are expected to adjust and change their habits, expectations and roles in a very short time, which can be challenging and long-lasting process that can cause frustration and dissatisfaction among teachers. Despite all the above mentioned challenges and obstacles, higher education teachers need to be persistent in their efforts, as such significant changes cannot happen overnight. In the questionnaire, teachers are also asked whether they think that those challenges and obstacles can somehow be reduced or solved. Even though they are aware of objective difficulties, they are aware that there are still solutions that mostly depend on themselves: As an individual in the system, very little of it. Possibly with additional effort and engagement in teaching, can I try to reduce objective difficulties. For example, most teachers are aware that one of the solutions is the reorganization of work with the students, in terms of adapting the methods and techniques through which they will give students more space to express their potentials and talents. Teachers also think that they can try to make the contacts with the students more frequent, whether through informal conversation beyond regular classes or consultations, because in that way they could get to know each other better. Likewise, teachers also think that they could seek for greater autonomy in teaching, which can be challenging if they are still just teaching assistants. Regarding the uninterested and unmotivated students difficulties, they emphasized that they will continue to advocate the introduction of classification procedure, which would give them better and more motivated students whose potentials and talents would pay off. But teachers have also indicated that sometimes they need help and advice and that they would like to improve their competences in guiding students potentials and talents, because sometimes they simply lack the idea of how to do it effectively. In other words, it is sometimes unclear how to reconcile his talent and the regular requirements that the student has to fulfill as other students. Unfortunately, mainly there are just a few teachers who have pedagogical knowledge and who have developed pedagogical competences with which they can improve relationships with the students and the quality of their own teaching [12]. For this reason, it is very important for higher education teachers to be involved in those trainings and professional development activities that could help them. No matter how many aggravating circumstances and negative factors were there, those teachers who know how to create a community in the classroom, i.e. close and meaningful relationship, how to engage students in their active learning, make the content challenging and interesting, and who express enthusiasm and passion for the whole process, who allow students to choose their own ways and contents of learning, who can make learning meaningful and substantial, can really positively influence their learning process [12]. In this way, they encourage them to be themselves in the teaching process, to rely on their strengths and talents, and to develop their hidden potentials. CONCLUSION This research showed that not only it is possible to focus on potentials and talents of students on higher education level, but that it is also a necessary thing to do. It is especially necessary if we want to improve the quality of teacher education and if we want to prepare the future teachers for their new roles that are expected from them nowadays (regarding improving their students' overall well-being). The ways in which higher education teachers focus on potentials and talents of the students during their teaching are connected to the following thing: conversation during and outside of the regular teaching lessons and mutual feedback, creating the conditions for significant learning of students through experiential, creative activities which enhance students' potentials and talents and lastly, encouraging students to participate in additional, extracurricular activities when teacher notice their potentials and talents connected to their course. In this process, the teachers are faced with many challenges and obstacles, for example organizational difficulties related to the number of the students in the classroom, school workload and other obligations as well as students' demotivation for learning and cooperation. However, teachers are aware that they are part of the solution for the challenges and difficulties and that they can improve the quality of their teaching by, for example, reorganizing their working techniques. The teachers are also aware that they can provide students with even more space and autonomy during the teaching, which will contribute to the development of their potentials and talents. Last but not least, they are aware that they could and should improve their own pedagogical competencies regarding such positive education. It is extremely important for higher education teachers to become aware of the fact that they should stop being simply the teachers and become, like Fink [12] calls them, the creators of significant learning experiences, who place their trust in students positive abilities. REFERENCES [1] Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., Linkins, M. Positive education: positive psychology and classroom interventions, Oxford Review of Education, vol. 35/issue 3, pp 293311, 2009. [2] Keyes, C. L. M. The mental health continuum: From languishing to flourishing in life, Journal of Health and Social Research, vol. 43, pp 207 222, 2002. [3] Simel Pranji, S. Pozitivna orijentacija u odgoju u kurikulumu obrazovanja u itelja, Doktorska disertacija, Zagreb, 2018. [4] Bognar, B., Simel, S. Filozofska polaziata pozitivne pedagogije, Metodi ki ogledi, vol. 20/issue 1, pp 137 168, 2013. [5] Fromm, E. Bekstvo od slobode, Zagreb, 1984. [6] Hagenauer, G., Volet, S. E. Teacher-student relationship at university: an important yet under-researched field, Oxford Review of Education, vol. 40/issue 3, pp 370-388, 2014. [7] Hagenauer, G., Glser-Zikuda, M., Volet, S. E. University teachers perceptions of appropriate emotion display and high-quality teacher-student relationship: Similarities and differences across cultural-educational contexts, Frontline Learning Research, vol. 4/issue 3, pp 44 74, 2016. [8] Anopas, T. What influences the way of teaching, Galaxy: The English Department Journal, vol. 1/issue 1, pp 13 21, 2001. [9] Hargreaves, A. Mixed emotions: teachers' perceptions of their interactions with students, Teaching and Teacher Education, vol. 16, pp 811 826, 2000. [10] Scoffham, S., Barnes, J. Happiness matters: towards a pedagogy of happiness and well-being, Curriculum Journal, vol. 22/issue 4, pp 535 548, 2011. [11] Stanton, A., Zandivliet, D., Dhaliwal, R., Black, T. Understanding R  ǻsfVF9/h wCJOJQJhZHhmFCJOJQJhchBq5CJOJQJaJhchc5CJOJQJaJhmF5CJOJQJaJhmFhmF5OJQJhmFOJQJh_^h OJQJh_^h H*OJQJh !h !H*OJQJmHsHh !H*OJQJmHsHh h H*OJQJhmF5CJOJQJ\aJhs=fhc5CJOJQJaJh(?hmF5CJOJQJhmF5CJOJQJR ` $dx`a$gd{$d`a$gd[ $dx`a$gd[ $ ,d7$8$H$a$gd[ $dxa$gd[ $d@&a$gd[ $da$gd[ $dxa$gd[  : C J  " + , > O Q o v z   / 0 1 2 n      XeUwhmFhmFCJOJQJhchBqCJOJQJaJhchBq5CJOJQJaJh?CJOJQJhmFCJOJQJhZHhmFCJOJQJF| )hr*2Z[\]gm\ĸsgXggsNsghx/CJOJQJh?h?CJOJQJaJh?CJOJQJaJh,XhmhCJOJQJhVvhVvCJOJQJaJhVv5CJOJQJaJh#h5CJOJQJaJhch_^CJOJQJaJh_^CJOJQJaJhmF5CJOJQJhmFhmFCJOJQJhmFh?CJOJQJh?h?CJOJQJh?CJOJQJ\cd01238Ws FI{wxyz־ֱ־־ʱֱֱ֗־־־֋ֱ~h,XhrCJOJQJh{CJOJQJaJhVvhVv>*CJOJQJaJhx/CJOJQJh,XhmhCJOJQJh`5CJOJQJaJh[ CJOJQJaJhVvhVvCJOJQJaJh?CJOJQJaJhVvh?CJOJQJaJ1zSTUZ]^ """"""""<#D#a#c#d##C$D$E$F$$$$$%%%¸٫ٟ٫ٟwwkkhJ CJOJQJaJh,Xhx/CJOJQJhrCJOJQJaJhVvhrCJOJQJaJh{CJOJQJaJh,XhrCJOJQJhrCJOJQJhx/CJOJQJh,XhmhCJOJQJhVvhVvCJOJQJaJh`5CJOJQJaJh[ CJOJQJaJ* G#!&(+R-S-_-0001V6E:>>/EG $da$gd'$d`a$gd[ $dxa$gd[ $dx`a$gd[ $dxa$gdOm $da$gdOm $da$gd[ $d`a$gd w%%%%%%&&+&,&1&3&>&A&N&O&P&e&f&g&h&i&&&]'^'''''''''))+&+++,,³³³䏂xxihVvhCJOJQJaJhrCJOJQJh,XhrCJOJQJhrCJOJQJaJhWOCJOJQJaJhmhCJOJQJaJhVvhJ CJOJQJaJhJ CJOJQJaJhCJOJQJaJhx/CJOJQJhVvhVvCJOJQJaJh,XhmhCJOJQJ),,,,,,,,,,,,,,R-S-_---..(.7........媚sdXh'CJOJQJaJhVvhH[CJOJQJaJhhCJOJQJaJhH[CJOJQJaJh`PCJOJQJaJhVvhVv5CJOJQJaJhOm5CJOJQJaJhx/CJOJQJh,XhmhCJOJQJhrCJOJQJh,XhrCJOJQJhVvhVvCJOJQJaJhCJOJQJaJ..//:/0000`1y1{111111`2a2233l6m6x666²•••xh\PCh,XhrCJOJQJhx/CJOJQJaJh'CJOJQJaJhVvhVv6CJOJQJaJhOmhOm6CJOJQJaJhOm6CJOJQJaJh'hVv6CJOJQJaJh`P5CJOJQJaJhVvhVv5CJOJQJaJhVvhVvCJOJQJaJhOmCJOJQJaJhOmhVvCJOJQJaJ%h{'hH[B*CJOJQJaJph666e8f8n8o8p8:::::====7>9>:>;><>M>N>P>Q>R>S>[>f>>>^?i?A!A"A#ABBBBʺڡڡڔ~ڡoڡڔڔhVvh'CJOJQJaJhrCJOJQJaJhx/CJOJQJh,Xhx/CJOJQJh'CJOJQJaJh'6CJOJQJaJhVvhVv6CJOJQJaJhVvh'6CJOJQJaJhVvhVvCJOJQJaJh,XhrCJOJQJhrCJOJQJ)BB@CFCHCICJCKCTDXD]DeDdEeEEnHoHqHrHsHtH_I`IbIcIdIeI$O^OIPJPRRRRRR籾祘ukuk\hVvhW.CJOJQJaJh"xCJOJQJh,Xh"xCJOJQJh"xCJOJQJaJhx/CJOJQJh,Xhx/CJOJQJhx/CJOJQJaJh"x6CJOJQJaJhVvhVv6CJOJQJaJh,XhCJOJQJhCJOJQJaJhVvhVvCJOJQJaJhCJOJQJ$GkJQV\``aii!iikl mjmjn $xa$gdmh dxgdmh $dxa$gdmh dgd[ $dxa$gd[ $da$gd[ $d`a$gd[ $d`a$gdW. $dxa$gd'RWWWXZZZZZZ\\]]]]^9^U`V`X`Y`Z``anbbccffsgggghhhhhhii񼲼ɥshx/CJOJQJaJhK!CJOJQJaJhVvhVv5CJOJQJaJh"xCJOJQJh,Xh"xCJOJQJhx/CJOJQJh,Xhx/CJOJQJh"xCJOJQJaJhVvhVv6CJOJQJaJhW.CJOJQJaJhVvhVvCJOJQJaJ+ii!i%iiiiiiiiiiiiiTjjjjjjkkkkk"kkklll`llllllllm m mmmJmNmZm^mʽʽʽʽʳʳʳʳʳʳʤh1CJOJQJhjth1CJOJQJaJh1CJOJQJaJhjthmhCJOJQJaJhjtCJOJQJhjthjtCJOJQJhjthx/CJOJQJhjthmhCJOJQJh1hT5CJOJQJaJhcCJOJQJaJ1^mhmjmlmnmrm(n)nFnKnMnTnVncndninknln.oNoloqorozo|oopppppprDrFrHrrs*s4s8sFsLsRs`sdsnstsvszsٵϵϵϵϵٵϵϵϵϵhjthCJOJQJh1h1CJOJQJh1CJOJQJhjthmhCJOJQJhjthx/CJOJQJhjth1CJOJQJGjnpq@rpsx1  &dPgdp+ $xa$gd $xa$gdmh $dxa$gd $dxa$gdmhStudents' Experiences of Well-being in Learning Environments, Higher Education Studies, vol. 6/issue 3, pp 90-99, 2016. [12] Fink, L. D. Creating significant learning experiences. An integrated approach to designing college courses, San Francisco, 2003. [13] Rogers, C. R.. Freedom to learn, Ohio, 1969. [14] Bethere, D., Pavitola, L., Ulmane-Ozolina, L. Importance of positive pedagogical relationships in the context of nowaday`s teacher education, European Scientific Journal February, vol.1, pp. 528-536, 2014. [15] Doyle, T. Helping students learn in a learner-centered environment. A guide to facilitating learning in higher education, Sterling, Virginia, 2008.     4th International Multidisciplinary Scientific Conferences on Social Sciences & Arts SGEM 2017  HYPERLINK "http://www.sgemsocial.org" www.sgemsocial.org Section Name zst=X]^fhrwy{|~˘#01346™Ù ͱͱ͇jhJnUhjthTCJOJQJaJhjth1CJOJQJaJh1CJOJQJaJhjthCJOJQJaJhjthx/CJOJQJhjthmhCJOJQJhjth1CJOJQJh1CJOJQJUhjthCJOJQJ0 34FGÛěśƛǛțɛ赱xib^Z^ZKhjthTCJOJQJaJhfhrn h#h hp+h#CJOJQJaJ,hrnhrn0J>*B*CJOJQJaJphhrnhrnCJOJQJaJ%jhrnhrnCJOJQJUaJh 'hp+h 5CJOJQJaJmHsHhp+hp+CJOJQJaJhrnhrnCJH*OJQJaJhrnCJOJQJaJjhJnUhJn ›ÛěśƛǛțɛ $dxa$gdmhh]hgdB2gd#$ &dPa$gd# 6&P 1h:pZ. A!"#$%SS 9 0&P 1h:p. A!"#$%SS  !s666666666vvvvvvvvv66666>666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ OJPJQJ_HmHnHsHtHJ`J ~X0Normal dCJ_HaJmH sH tH ||O Heading 1.$$$ & F dP@&a$":CJOJPJQJaJmHnHurrO Heading 2 $$ & Fdx<@&%6CJOJPJQJ]aJmHnHunnO Heading 3$ & Fd@&a$%6CJOJPJQJ]aJmHnHurrO Heading 4 $ & Fd((@&a$%6CJOJPJQJ]aJmHnHuDA D Default Paragraph FontRiR 0 Table Normal4 l4a (k ( 0No List 6U`6 0 Hyperlink >*B*ph$$ Ostyle7T/T O Affiliation$a$OJPJQJ_HmH sH tH \^"\ ^ Normal (Web)ddd[$\$CJOJPJQJaJ*W 1*  ^`Strong5\HBH E List Paragraph ^m$PJ4 @R4 B2Footer  p#.)a. B2 Page Number4@r4 B2Header  p#ZBZ = Body Text$da$OJPJQJaJmH sH tH >> = reference^`.X . #h@Emphasis6]L/L rstyle531#5CJOJQJ\^JaJo(ph/ thps6/6 p+ Header CharCJaJ>> oM0 Footnote TextCJaJH/H oM0Footnote Text Char mH sH tH @& @ oM0Footnote ReferenceH*PK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭VvnB`2ǃ,!"E3p#9GQd; H xuv 0F[,F᚜K sO'3w #vfSVbsؠyX p5veuw 1z@ l,i!b I jZ2|9L$Z15xl.(zm${d:\@'23œln$^-@^i?D&|#td!6lġB"&63yy@t!HjpU*yeXry3~{s:FXI O5Y[Y!}S˪.7bd|n]671. tn/w/+[t6}PsںsL. J;̊iN $AI)t2 Lmx:(}\-i*xQCJuWl'QyI@ھ m2DBAR4 w¢naQ`ԲɁ W=0#xBdT/.3-F>bYL%׭˓KK 6HhfPQ=h)GBms]_Ԡ'CZѨys v@c])h7Jهic?FS.NP$ e&\Ӏ+I "'%QÕ@c![paAV.9Hd<ӮHVX*%A{Yr Aբ pxSL9":3U5U NC(p%u@;[d`4)]t#9M4W=P5*f̰lk<_X-C wT%Ժ}B% Y,] A̠&oʰŨ; \lc`|,bUvPK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!R%theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] Jj8 l "$&(((((((+ \z%,.6BRi^mzsɛ:<=>?ABCDEGHINO Gjn ɛ;@FJPl+X@ @H 0(  0(  B S  ?m-v-y-~-T`[`a`h`aaaaaaaaaaaaaaaaaab b%b/b0b9b:bCbDbNbPbYbZb`bbbbbbbbbncwc}ccccddeeKfUfgggggg(h1h i"i#i%i&i(i)i+i,iHjKjt~NNbbgg i"i#i%i&i(i)i+i,iHjKj3333R$S$&&&&''((`)a)w-x-d<e<_@e@QQU9UUWZW]]ffffff g gigjgygzg~g~gggggggggggggggChDh}hhhhhhhhiiiiiiii i"i#i%i&i(i)i+i,iiiii1j>jDjHjKjR$S$&&''((`)a)w-x-d<e<_@e@QQU9UUWZW]]ffffff g gigjgygzg~g~gggggggggggggggChDh}hhhhhhhhiiiiiiii i i"i#i#i%i&i(i)i+i,iiiii>j?j?j@j@jBjBjDjHjKj|j ]}x ~T޴>8J@d|b8"7dp!&rrPxip#P_@K*_>NS\>@@q>`Aj-\JȀL<_S(^`.^`.^`.^`. ^`OJQJo( ^`OJQJo( ^`OJQJo( ^`OJQJo(hh^h`. hh^h`OJQJo(^`OJPJQJ^Jo(-^`OJQJ^Jo(hHop^p`OJQJo(hH@ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoP^P`OJQJo(hH^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.^`5CJOJPJQJo(. ^`hH. pL^p`LhH. @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PL^P`LhH.h^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hH ^`5PJo(.hhhhhhhhh^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hHh^`56hH.h ^`hH.h pL^p`LhH.h @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PL^P`LhH.;@`789;<B*CJH*OJQJS*TX^JaJo(ph.G h^ `56789;<B*CJH*OJQJS*TX\]^JaJo(ph.G`56789;<B*CJH*OJQJS*TX\]^JaJo(ph)#h`h56CJOJQJ\]^JaJo()@  ^@ o(x^o(()H^o(()^o(()^o(()^`OJPJQJ^Jo(^`OJQJ^Jo(hHop^p`OJQJo(hH@ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hHi@K*>`A&rr7d~}|\>-\J_>_S#:D        T}/                  L|Jq WHb*(&5Id         6Q                  & Y;wY& Y;QP+,^99HF#pyH?4BVfgUE e- [ W >  x E aR3J  B{Lp}V\3 M?s6v+Z1/hEUv-*GEzP? K!6,!p!# #$=$B%I%+Q%'6'r' u'{'eS(@;*(+ ,5,x/F//l0I80~X0/1:1[22B23}v3`5,6Wr78e8Np8$9F<B<2=H@MS@d@#@AFAJBepC0EF; GfGfHbJ4$L2MXMoMOoO] ^O6`a}ebs=fRg"hmhGNiXk\n$no p1pvDpBqUq{rwir4 s>EsLIs4psst?*txt-u~v'vN6v=vVv wb]wx"xxx@y ky' {Q|,~ZTF;mLyV b]*JWW.ut>"a8&Z1s%>lw +ek=RH;DcA[uPR'xPd[[k\C8| 1rn]76bui~ w0{>#*N/b#hrNuk_^o{ iYB+v]BtJn~1rBNkDr/P{ sczT,\jt#I.  hsb)Vpb#OjmFUZLcWOFw ^w?0@p !Omup+:G eqwMd-Un?K%.5kJ0Zp^ (+@-f?zU i"i@iiiidabcdefJj@jl@pr0@Unknown G.Cx Times New Roman5Symbol3. *Cx Arial7.@Calibri5. .[`)Tahoma?= *Cx Courier New;WingdingsG=  jMS Mincho-3 fgA$BCambria Math#qhafg'ĆpY5pY5!24hh 3qHP $PF2!xx  SGEM 2016 Social Sciences & Artspaper templateSGEM Organizing TeamKorisnik\               Oh+'0H\ p|    $SGEM 2016 Social Sciences & Artspaper templateSGEM Organizing Team0http://www.sgemsocial.org sgem@sgemsocial.org Normal.dotm Korisnik26Microsoft Office Word@VP@@>S @6ApY՜.+,D՜.+,L hp|  5h !SGEM 2016 Social Sciences & Arts Title 8@ _PID_HLINKSAp8?http://www.sgemsocial.org/  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxy{|}~Root Entry F0ZA1TableR?OWordDocument sSummaryInformation(zDocumentSummaryInformation8MsoDataStorep|ZA@ZAUJE2WSECYL33==2p|ZA@ZAItem PropertiesUCompObj r   F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q