Professional development of kindergarten teachers in Croatia – a personal choice or an obligation     

Ivana Visković 《Early Years: An International Journal of Research and Development》2018,38(3):286-297

The quality of educational processes with children of preschool age and long-term educational outcomes are largely related to the work quality of teachers. Lifelong learning and professional development, as predictors of quality, need to be regarded as an ongoing task for kindergarten teachers. Findings of an empirical study of Croatian kindergarten teachers’ views (N = 388) on professional development point to a link between teachers’ intrinsic motivation and their professional development. Motivation explains 46.87% of the variance Personal commitment to professional development. A slight positive correlation was found between the level of formal education and the frequency of professional development (r = .216, p < .01). Although the level of education of kindergarten teachers is not a good independent predictor, it affects readiness to self-fund professional development (p < .01). As for the significance of conferences as a form of professional development, participants of the study identified them as an effective opportunity (M = 4.68, SD = .52), promoting both quality practices (M = 4.69, SD = .54) and exchange of experiences (M = 4.68, SD = .56). The length of participants’ professional work experience affects their assessment of the significance of practitioners’ networking as a way of improving the quality of everyday practices (F = 1.43, p < .05).  相似文献   

Activity of metalloproteinases and adiponectin in obese patients— a possible factor of incisional hernias after bariatric procedures     

Wojciech Szczęsny  Magdalena Kuligowska-Prusińska  Stanisław Dąbrowiecki  Jakub Szmytkowski  Adrian Reśliński  Maciej Słupski 《Journal of Zhejiang University. Science. B》2018,19(1):65-70

  相似文献   

How students perceive teachers’ nonverbal and verbal communication at agricultural universities in Austria,Slovenia and Albania     

Marija Klopčič  Renata Bažok  Helena Virić Gašparić  Karmen Erjavec 《The Journal of Agricultural Education and Extension》2018,24(5):473-483

Purpose: This study attempts to close the research gap created by the fact that existing studies neglect the problem of how effectively agricultural professors from different European countries communicate. The aim is to identify similarities and differences in the numbers of agricultural professors perceived by students as engaging in verbal and nonverbal immediacy communication.

Methodology: An online survey was conducted among students of agricultural universities from Austria, Slovenia and Albania.

Findings: The results show that professors of agriculture from Austria, Slovenia and Albania should generally not be satisfied with their own communication patterns and should thus try to improve their communication. The result also reveals cultural differences in the shares of agriculture professors employing different communication patterns in Austria, Slovenia and Albania. Compared to Austrian and Slovenian students, their Albanian peers perceive that most of their professors use nonverbal immediacy communication. According to Austrian students, the majority of their professors use verbal immediacy. On the contrary, Albanian students assessed that some of their professors employ verbal immediacy.

Practical Implications: The results show the professors of agriculture should improve the way they communicate to students. In particular, the Albanian professors should improve their verbal communication especially in terms of providing timely and quality feedback to students.

Theoretical implications: The study reveals differences in immediacy communication among countries (Austria, Slovenia and Albania) which the scientific literature considers to have a high-context culture.

Originality/Value: Given that no study has yet examined how students perceive professors’ communication in different European countries, this research helps understand the characteristics of agricultural professors’ communication.  相似文献   

Religious discrimination discourse in the mono-cultural school: the case of Poland     

Adam Anczyk  Joanna Grzymała-Moszczyńska 《British Journal of Religious Education》2018,40(2):182-193

The article forms an analysis of the religious discrimination discourse in Polish public schools, with special attention paid to the culturally specific, Polish understanding of the notion of religious discrimination. The introductory part presents the concept of religious discrimination as present in anti-discriminatory policies. The following part outlines the Polish system of religious education and its relation to the religious discrimination. Studies on religious discrimination in Poland are presented and discussed. Important context is supplied by a presentation of two recent cases of religious discrimination in Polish public schools, and the actions undertaken by the Freedom from Religion Foundation. Authors of the article point out the important influence of cultural context on the perception of religious discrimination. The attention is drawn to the seemingly homogenous environment of the Polish school and of the discriminative discourse used in political and social debates. The analysis shows that the presence of religion as a subject in Polish schools remains a cause of conflict between the religious and atheist citizens, a conflict in which concepts of religious discrimination and religious freedom are used as arguments by both sides.  相似文献   

Serbia and Montenegro: the catalytic effects of higher education     

Gordana Zindović‐Vukadinović 《Higher Education in Europe》2004,29(3):329-341

Brain drain has been a long‐lasting phenomenon. It existed in the former Yugoslavia, and was affected by various factors, from political through economic ones to the attractive offers for advanced studies and work in scientific institutions or firms in developed countries. Some ad‐hoc analyses were made concerning individual groups or periods, but there was no systematic monitoring and no complete and all‐inclusive data. It is however possible to draw a picture showing trends in the – mostly one‐way – movement towards highly developed countries.

Therefore, the current study has a mosaic character, which – we hope – shall throw some light and try to explain brain drain in the academic circles of Serbia and Montenegro (former SFRY). As the Republic of Serbia represents the largest component part (about 90 percent), most of the data is about Serbia.  相似文献   

Work-related burnout syndrome in special education teachers working with children with developmental disorders – possible correlations with some socio-demographic aspects and assertiveness     

Vesna Jovanović  Jasmina Karić  Goran Mihajlović  Tamara Džamonja-Ignjatović 《欧洲特需教育杂志》2013,28(5):692-701

ABSTRACT

The aim of this research was to examine the levels of burnout syndrome dimensions in special education teachers and correlations with some socio-demographic characteristics, job characteristics, and levels of assertiveness. The research included 225 special education teachers from Serbia (82% were women, 18% were men, with the average age of 42.51 ± 9.23 years). Research instruments included Maslach Burnout Inventory, Rathus Assertiveness Schedule, and a socio-demographic questionnaire. There were differences in all burnout dimensions in relation to types of students’ special needs. Higher levels of burnout symptoms were observed in teachers working with children with motor skill disorders. The assertiveness scores had a significant negative correlation with emotional exhaustion and depersonalisation, and a positive correlation with a lack of accomplishment. The results obtained may help in the planning of the adequate preventative measures for improving the mental health of those professionals.  相似文献   

The science(s) of adult education     

Nikola Pastuović 《International Journal of Lifelong Education》2013,32(4):273-291

This article deals with the problems of forming a scientific system for adult education. The first part contains different concepts of sciences of education in developed countries, with a special emphasis on the difference between pedagogy as ‘practical theory’ and the sciences of education than can withstand meta‐scientific criteria. This is followed by a survey of the educological system of the knowledge of education, and the scientific and non‐scientific knowledge of adult education are contrasted. To enable us to distinguish unambiguously between scientific and non‐scientific knowledge the survey contains some major criteria for determining whether a discipline is a science or not. In this context andragogy, as well as pedagogy, are defined as ‘technological’ disciplines with the task of applying the principles discovered by the sciences of adult education: the educational psychology of adults, the sociology of adult education, the economics of adult education and the educational anthropology. In other words, andragogy is the ‘praxiology of adult education’, i.e. the science of applying scientific knowledge about adult education in the practice of that education. Andragogy could become ‘the general science of adult education’ and acquire a supra‐technological character if it grew into a science of the effectiveness of systems of adult education. In that case andragogy would study the interaction between the elements of the system as well as the interaction between these elements and the subsystems of the educational environment.  相似文献   

The influence of educational research on education in Poland     

Wincenty Okoń 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1981,27(2):163-177

There is no need nowadays to convince people that modern education cannot function properly without the help of scientific research, and especially of pedagogical research. It is true that there still appear many pedagogical works inflated by wind, as Comenius expressed it more than three hundred years ago, and these publications may even acquire a temporary popularity. But the general trend towards the development of pedagogy as a discipline based on research has been established for quite some time and is constantly gaining strength in the developed countries. Concurrently, pedagogical disciplines have had increasing influence on the development of education.The question of how these disciplines have developed in Poland and how they have influenced the educational system calls for a broader review, such as to allow one to draw conclusions on how to harmonise more effectively the domain of educational research with that of education. Such a review is the aim of the present paper. The following issues are considered: the functions of educational research, the kinds of educational investigations conducted in Poland, ways of disseminating their findings, and the organisation of research in Poland. The paper ends with a discussion of some of the more important conclusions reached.

---

Zusammenfassung Heutzutage ist es nicht mehr nötig, viele Worte darüber zu verlieren, daß ein modernes Bildungswesen ohne Unterstützung durch wissenschaftliche, insbesondere pädagogische Forschung nicht richtig funktionieren kann. Zwar erscheinen immer noch viele pädagogische Arbeiten, die vom Wind aufgeblasen sind, wie sich Comenius vor über 300 Jahren ausdrückte, und diese können sogar zeitweilig grossen Anklang finden. Aber der allgemeine Trend, die Pädagogik als eine auf Forschung beruhende Disziplin anzusehen, besteht seit längerer Zeit und verstärkt sich in den Industrieländern ständig. Gleichzeitig üben pädagogische Disziplinen zunehmenden Einfluß auf die Entwicklung des Bildungswesens aus.Die Frage, wie sich diese Disziplinen in Polen entwickelt und wie sie das Bildungssystem beeinflußt haben, erfordert eine umfassendere Übersicht, die es ermöglicht, Schlußfolgerungen darüber zu ziehen, wie die pädagogische Forschung am besten mit dem Bildungswesen harmonisiert werden kann. Eine solche übersicht versucht der vorliegende Artikel zu geben. Er behandelt die folgenden Themen: die Funktionen der pädagogischen Forschung; die Art der in Polen angestellten Untersuchungen; die Verbreitungsmöglichkeiten ihrer Ergebnisse; und die Organisation der Forschung in Polen. Abschließend werden einige der wichtigeren Schlußfolgerungen besprochen.

---

Résumé De nos jours il n'est plus nécessaire de convaincre les gens que l'éducation moderne ne peut fonctionner de façon satisfaisante sans l'aide de la recherche scientifique, et plus spécialement de la recherche pédagogique. Il est vrai que l'on voit encore paraître de nombreux ouvrages pédagogiques gonflés de vent comme le disait déjà Comenius il y a plus de trois siècles, et ces publications peuvent éventuellement connaître une popularité passagère. Mais le courant général selon lequel la pédagogie est une discipline en developpement basée sur la recherche est désormais irréversible et il prend sans cesse plus d'importance dans les pays développés. Concurrement, les disciplines pédagogiques exercent une influence croissante sur le développement de l'éducation.Comment ces disciplines se sont-elles développées en Pologne et comment y ontelles influencé le système de l'éducation, sont deux questions qui demandent une étude approfondie si l'on veut en tirer des conclusions permettant d'harmoniser plus efficacement le domaine de la recherche en éducation et celui de l'éducation. C'est là l'objet de cet article. L'auteur considère les fonctions de la recherche en éducation, les différentes sortes d'enquêtes éducationnelles menées en Pologne, les moyens de diffusion des résultats et l'organisation de la recherche dans ce pays. Il termine par une discussion des conclusions les plus importantes auxquelles les Polonais sont parvenus.

  相似文献   

Constructing development,civil society and literacy in a time of globalization     

Witold Tulasiewicz 《Compare》2012,42(4):665-666

  相似文献   

Self-management in Yugoslav universities     

Branko Pribiévić Ph.D.  Jovan Ghgorijević Ph.D. 《Prospects》1973,3(4):515-521

  相似文献