Nasilje je pojav, ki je skozi različne oblike in vrste prisoten v celotni zgodovini, le da se je njegovo pojmovanje skozi čas spreminjalo, kar vključuje tudi nasilje v kontekstu vzgoje in izobraževanja. Medtem ko se veliko raziskav osredinja na nasilje med otroki, torej na medvrstniško nasilje, ali nasilje odraslega nad otroki, je nasilje staršev nad vzgojitelji predšolskih otrok le redko obravnavano. Ker vzgojitelji na vsakodnevni ravni vstopajo v različne interakcije s starši, je pomembno, da prepoznajo različne vrste nasilja in se nanje tudi ustrezno odzovejo. Analiza različnih raziskav kaže, da pedagoški delavci s strani staršev najpogosteje zaznavajo verbalne oblike nasilja, kar dodatno opozarja na pomen poznavanja različnih vrst nasilja, možnosti odziva in zakonodajnih okvirov, ki jih ščitijo ob njegovi zaznavi. Raziskovalni del projekta temelji na delavnici z več projektnimi aktivnostmi, prek katerih smo pridobivali pisni in ustni material, ki smo ga kasneje analizirali ter interpretirali glede na teoretična izhodišča. Skozi raziskovalni del projekta smo ugotovili, da sodelujoče vzgojiteljice nasilje razumejo na različne načine, v delovnem okolju pa najpogosteje zaznavajo verbalne oblike nasilja, predvsem relacijsko. Kot dejavnosti z največjim tveganjem za pojav nasilja s strani staršev opredeljujejo tiste, ki temeljijo na neposrednem stiku in potekajo v osami. Ugotovili smo še, da sodelujoče vzgojiteljice sicer poznajo osnovno zakonodajo, manj pa interne dokumente zavodov, kjer so zaposlene. Ob pojavu nasilja pa se najpogosteje odzovejo pasivno, medtem ko jim največ težav povzroča asertivno odzivanje.
The dialectical relationship between body and mind in learning requires a re-examination of both teaching practices and the broader aims of education. Although studies have consistently demonstrated the benefits of embodied approaches for deeper and more sustainable learning, these approaches remain insufficiently integrated into educational practice. This gap highlights the need to consider how future pedagogues (and teachers) can be supported in developing these approaches during their initial education. The aim of this study was to gain insight into how students double majoring in pedagogy understand embodied learning within the context of initial teacher and pedagogue education in Croatia. Three methods were employed: analysis of study programmes, a student-led classroom tour, and a focus group with eight undergraduate students double majoring in pedagogy. Data sources included recordings, notes, and photographs from the tour, as well as transcriptions of the focus group discussion, all of which were subjected to thematic analysis. The findings revealed that students recognised embodied learning as valuable but continued to perceive the classroom space as sedentary. The study also identified challenges related to students’ bodily self-perception in relation to learning and movement, which may influence their ability to apply embodied learning approaches in practice. Particular attention should therefore be given to preparing future pedagogues and teachers through experiential learning situated within their sociocultural context as a necessary foundation for meaningful changes in practice.
V besedilu obravnavamo triangulacijo kot pomembno raziskovalno strategijo v pedagoškem raziskovanju. Na podlagi zgodovinskega pregleda razvoja pojma pokažemo, kako se je njena vloga s premikom od pozitivistične h konstruktivistični in pragmatični paradigmi razširila v smeri celovitega razumevanja kompleksnih družbenih pojavov. V nadaljevanju analiziramo Denzinovo tipologijo triangulacije, pri čemer predstavimo in kritično ovrednotimo metodološko, teoretsko, raziskovalno in podatkovno triangulacijo ter njihovo uporabnost v pedagoških raziskavah. Razpravo dopolnimo z analizo triangulacije znanstvenih disciplin in multiple triangulacije. Poudarimo, da vključevanje triangulacijskih strategij zahteva refleksijo raziskovalčevih epistemoloških izhodišč in skrbno utemeljitev v skladu z naravo raziskovalnega vprašanja. Obravnavo zaključimo z razmislekom, da triangulacija v sodobnem pedagoškem raziskovanju deluje predvsem kot način razpiranja večplastnosti raziskovalnega problema in ne le kot univerzalno sredstvo potrjevanja znanstvene resnice.
Parental involvement in their children’s education is an important factor in learning and social development and is widely recognised as a principle of effective educational practice. However, little research has focused on the involvement of immigrant parents in supporting their children with schoolwork, particularly in the context of the linguistic, social, and cultural circumstances of immigration. This paper examines parents who have immigrated from Kosovo (N = 246) with children attending Slovenian primary schools, analysing the frequency and methods of their assistance with schoolwork. The data analysis shows that in immigrant families from Kosovo, assisting with schoolwork is primarily the responsibility of mothers. Regarding the frequency of assistance, the results indicate that children receive help from parents only a few times a month, from siblings a few times a year, even less often from classmates and professionals outside school, and almost never from an instructor. In terms of the ways parents help their children with schoolwork, the analysis shows that parents often supervise, remind, and encourage their children to learn but rarely become directly involved in the learning process itself (e.g. studying together, checking the child’s knowledge, or reading with the child). The academic success of children who had received numerical grades was reported by parents to be relatively low (M = 2.64), with approximately one-fifth of parents stating that their child had repeated a school grade. When interpreting the results, it is important to consider the broader structural and sociocultural circumstances that may affect parents’ opportunities to be involved in their children’s schoolwork.
Podatkovna pismenost je ena od ključnih kompetenc, ki jih morajo usvojiti učenci, da bodo pripravljeni na svoje prihodnje poklice in tudi na sprejemanje odločitev v osebnem življenju. V projektu Pouk s ščepcem umetne inteligence (Pumice) raziskujemo možnosti za poučevanje umetne inteligence in z njo povezanih področij v okviru obstoječih kurikulov. Mnogi od razvitih učnih scenarijev so osredotočeni predvsem na analizo podatkov. Prispevek obravnava vrednotenje aktivnosti Priimkoslovje, ki temelji na eni od takšnih učnih ur. Aktivnost je zasnovana kot problemsko učenje, pri katerem učenci s pomočjo orodja za podatkovno analitiko Orange spoznavajo delo s podatki, njihovo vizualizacijo in metode gručenja. V testni izvedbi aktivnosti je sodelovalo 905 učencev in 49 učiteljev z 28 slovenskih šol. Rezultati kažejo, da so učenci uspešno opravili izziv, medtem ko so učitelji ocenili, da je metoda učinkovita pri motiviranju učencev in izboljšanju njihove podatkovne pismenosti. Učitelji izražajo potrebo po dodatnem gradivu, usposabljanju in tehnični podpori. Prispevek postavlja v ospredje izzive pri poučevanju podatkovne pismenosti in predlaga smernice za nadaljnje raziskave in izboljšave.
Prispevek predstavlja delne rezultate eksplorativne pilotne študije o usposabljanju učiteljev za delo z učenci priseljenci v dveh slovenskih regijah, na Primorskem in v Zasavju. Izhajajoč iz sociokulturnega pristopa Vigotskega ter Cumminsove diferenciacije med osnovnimi komunikacijskimi in akademskimi jezikovnimi zmožnostmi, sta avtorici kot vrednotno izhodišče uporabili inkluzivno medkulturno izobraževanje, ki spodbuja spoštovanje in sprejemanje različnosti ter promovira vrednost kulturne raznolikosti. S kvantitativno in kvalitativno študijo med 105 učitelji razrednega pouka šestih izbranih šol na Primorskem in v Zasavju sta avtorici ugotavljali, v kolikšni meri učitelji poznajo smernice in pristope za učinkovito podporo učencem priseljencem in ali obstajajo pri usposabljanju učiteljev razlike med obravnavanima regijama. Avtorici rezultate interpretirata ob upoštevanju omejitev eksplorativne pilotne študije in ugotavljata, da imajo učitelji v vzorcu praviloma dobro izhodiščno poznavanje smernic in ustreznih pristopov za delo z učenci priseljenci, vendar da so za naprednejše, res vključujoče medkulturne prakse potrebna poglobljeno razumevanje konceptov ter ciljna usposabljanja, zlasti na področju poučevanja slovenščine kot drugega jezika; večja aktivnost učiteljev na Primorskem pri usposabljanju pa kaže na potrebo po spremljanju morebitnih razlik pri usposabljanju in usposobljenosti učiteljev.
This study aimed to describe and evaluate a newly developed self-experiential seminar designed for students of special education at higher education institutions. The seminar was developed in response to the longstanding underrepresentation of men in special education programmes at Charles University and Jan Evangelista Purkyně University. It combined field-based learning, mentoring and guided reflection on professional identity, with particular emphasis on gender-sensitive approaches and enhancing the appeal of the field for male students. A mixed-methods design was employed, comprising a questionnaire (N = 115) and focus groups with male participants (N = 11). The results indicated that perceived teaching professionalism, pedagogical responsiveness and course attractiveness were positively associated with students’ confidence in their career choices. Male students reported heightened visibility and pressure linked to their minority status, while valuing support from lecturers and peers. The findings suggest that the methods employed in the seminar strengthen professional identity, motivation and self-efficacy while providing a transferable model that integrates theory with practice and supports diversity in educational professions.
Avtorja v prispevku raziskujeta pojavnost in način kodifikacije etike v slovenskem izobraževalnem prostoru. Metodološki pristop temelji na kvalitativni analizi besedil, v okviru katere je bilo analiziranih 84 notranjih aktov, kodeksov etike in nekaterih normativnih predpisov na področju izobraževanja. Raziskava je pokazala, da poleg redkih kodeksov etike, eksplicitno poimenovanih s tem imenom, obstajajo tudi drugačni načini kodificiranja etike v šolskih dokumentih ter da je kodifikacija etike v izobraževanju večinoma oblikovana na način seznamov vrednot, katerih aplikacija je nadalje predpisana s seznamom podrobnejših navodil za ravnanje. Iz kodeksov etike, ki imajo pretežno takšno predpisovalno (preskriptivno) funkcijo, izhajajo določene težave, hkrati pa je takšna predpisovalna oblika kodeksov etike v nasprotju s konceptom avtonomije učitelja in izobraževalne stroke. Prispevek podaja tudi priporočila v smeri bolj procesnega pristopa, kjer je kot akter kodeksov etike prepoznan avtonomni subjekt in kot njegova ključna moč veščina kritičnega etiškega presojanja, kodeks etike pa ne nastopa kot seznam navodil za ravnanje, temveč prej kot vadnica za etiško delo.
This theoretical paper discusses the purpose and aims of education in the era of consumerism. We argue that pedagogy, understood as an autonomous descriptive-normative science, is the only discipline entitled to define the purpose and aims of education. This argument is developed in three steps. First, we ground the question of educational purpose in the ontological status of the human being. Education is understood as a formative process (Bildung) through which human beings understand, realise and transcend themselves; therefore, its aim should not be set externally by economic or political demands but should arise from the idea of the human as a free, moral and self-transcending subject. Second, we reaffirm the epistemological autonomy of pedagogy. Pedagogy is not a value-neutral practical field but a science that unites descriptive analyses of educational reality with normative guidance about what education should achieve. On this basis, it possesses both the right and the responsibility to articulate educational purpose and aims. Third, we offer a theoretical analysis of consumerism as a pedagogical problem. We argue that consumerism displaces pedagogical teleology by redefining education as a market service focused on performance, employability and competitiveness. This educational reality replaces value-led reason with instrumental rationality and reduces education to adaptation and production. We claim that this represents not only a crisis in education but also a crisis of education itself. This theoretical paper thus provides a pedagogical-theoretical view of consumerism as a force that undermines the very conditions of education as human formation.
Migration is changing education systems worldwide. Due to its geographical location, Slovenia serves as a crossroads of different cultures, attracting immigrants, especially from countries of the former Yugoslavia. Despite the linguistic similarities among South Slavic languages, learning Slovenian can be challenging. International and national education policies emphasise the importance of multilingualism and inclusion; however, implementation is often complex in practice. For example, Slovenian legislation supports learning Slovenian for students and third-country adults but not for adult European Union (EU) citizens, while the preservation of immigrants’ mother tongue depends on local school practices and teachers’ qualifications and social attitudes towards immigrants. To address these differences in access and support, and in line with the Common European Framework of Reference for Languages, we developed the Slovify application to improve access and enable initial Slovenian learning for students and other adult Croatian speakers. Besides language learning, Slovify also includes content that familiarises users with Slovenian culture, social norms, and the integration process in a new environment. By combining digital innovations and linguistic and cultural adaptability and by considering global pedagogical standards, the Slovify application is an example of good practice in how educational technology can support inclusion, overcome intercultural barriers, and encourage cooperation.
The paper presents partial results of an exploratory pilot study on teacher training for the effective support of immigrant students in two Slovenian regions, Primorska and Zasavje. Drawing on Vygotsky's sociocultural approach and Cummins' distinction between basic interpersonal communication skills and academic language proficiency, the authors adopt inclusive intercultural education as their value framework, promoting respect for and acceptance of diversity and emphasizing the value of cultural diversity. Using a mixed-methods (quantitative and qualitative) design, the study involved 105 primary school teachers from six selected schools in Primorska and Zasavje. The authors examined the extent to which the teachers were familiar with guidelines and approaches for the effective support of immigrant students and whether there were differences in teacher training between the two regions. The results are interpreted in light of the limitations inherent in an exploratory pilot study. The authors conclude that the teachers in the sample generally demonstrated a solid initial level of knowledge of relevant guidelines and appropriate approaches for working with immigrant students; however, more advanced and genuinely inclusive intercultural practices require a deeper understanding of key concepts and targeted training, especially in the area of teaching Slovene as a second language. The higher level of teacher engagement in training activities in Primorska also indicates the need to monitor potential differences in training opportunities and teacher competence across regions.
Widely promoted by international organisations and national governments and their brokers, the use of research evidence from studies modelled on medicine to inform education policymaking is now common throughout Europe. Increasingly, the use of research evidence by practitioners to support school development is also advocated. Yet, the track record of this evidence movement is patchy and, even in optimal environments, practitioners have difficulty mobilising research to improve student attainment. This paper explores some of the opportunities for and barriers that prevent successful research engagement, including the nature and limitations of the evidence movement itself, before proposing a pluralist and communitarian alternative.
Drawing upon a larger study, this paper explores how teacher educators in Poland, Portugal and Hungary navigate the barriers and facilitators involved in teaching research-informed practice (RIP) within master's-level initial teacher education (ITE), as well as what recommendations they would propose for strengthening this process. Thematic analysis of focus group data revealed a range of barriers: institutional fragmentation and 'policy silence', curricular and organisational constraints, limited student research literacy and underused opportunities within existing ITE curricula. Conversely, facilitators were found to stem largely from individual commitment and collaboration - teacher educators' identities as researchers and motivation for teaching RIP, collaborative microcultures and students' emerging curiosity towards research - as well as institutional openness and opportunities. Despite their contextual differences, the participants across all three countries emphasised the need for coherent support systems, professional learning opportunities for teacher educators and school-university partnerships. The study concludes that sustaining the teaching of RIP in ITE necessitates systemic support that aligns policy, institutional frameworks and professional cultures, moving beyond a reliance on isolated individual efforts.
The relation between children’s exposure to violent media content and the display of physically aggressive behaviour has been extensively examined, frequently via Bandura’s social learning theory. This study investigates media preferences among preschool and early elementary school children, focusing on sociodemographic differences and the association between exposure to violent media content and children’s physically aggressive behaviour. The research was carried out in three stages: (1) parents completed a survey to provide sociodemographic data about their children; (2) children were interviewed about their favourite media and peer assessments of their physically aggressive behaviour were collected; and (3) children’s preferred media content was analysed to evaluate the extent of the violent content it included. The findings indicate a significant association between exposure to violent media content and a higher incidence of physically aggressive behaviour on the part of children. Moreover, there are gender- and agerelated differences in children’s media preferences, with boys and older children more frequently preferring violent content. These findings highlight the importance of both media literacy and active parental mediation in shaping children’s media habits and provide valuable insights for preventing the negative impacts of exposure to violent media on young children’s social and behavioural development.
The purpose of this article is to conceptualise the essential synthesis of theory and practice, which can be pedagogically utilized. Otherwise, their conceptual separation enables their relation only by a posteriori means of generalisation from practice to theory, a hypothesis-empirical verification relationship, and the application of theory to practice. Aristotle's idea of praxis is activity that, firstly, has purpose, and secondly, has purpose within itself and not in its product. Following this, we enquire into theoretical nature of the idea of purpose, which constitutes a theoretical element of praxis. That praxis has a purpose within itself makes it pedagogically appropriate, since pedagogical practice should not aim to educate towards a pre-determined outcome (fixed theory), but so that it implicitly educates through its own activity. Pedagogical practice is not a means to an end outside itself. Implicit purpose as a theoretical element of praxis is then realised within pedagogical practice in a twofold way. Firstly, pedagogical practice takes place within a concrete pedagogical situation. In order for pedagogical practice to be able to (critically) recognise and analyse this situation, it must have a theoretical element which constitutes a framework for recognition/analysis. Secondly, it must have theoretical element in order to be able to produce a practical action that will lead the concrete situation towards the desired state. A further and connected question is that of pedagogical idea of theory. We will look into Aristotle's idea of theoria, which can be synthesised with the above idea of (pedagogical) practice. Finally, we will show this synthetical relation to have a founding conceptual significance for the pedagogical notion of pedagogical tact as a fundamental characteristic of pedagogical practice.
The teaching profession in the post-professional era confronts a paradox: the expectation to preserve pedagogical tradition while facing a challenging educational future. Fundamental pedagogical and didactic competencies are no longer sufficient; an enhancement with competencies for the digital age, globalisation and ecological crisis is imperative. This study combines a theoretical-analytical approach with a systematic literature review in accordance with Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines. The Web of Science, Scopus, ERIC, Google Scholar and Croatian Research Information System (CRORIS) databases were searched for the period 2014-2025 to identify contemporary competencies (n = 85) and for the period before 2014 to identify traditional competencies (n = 23), resulting in a total of 108 relevant sources. The literature review analyses existing competency models identifying pedagogical (personal, communicative, analytical, social, emotional, intercultural, developmental and problem-solving) and didactic dimensions (curricular, organisational, assessment, classroom climate and partnership with parents). The analysis identifies several key trends: the permanence of fundamental competencies alongside the need for reconceptualisation, the emergence of new competency domains (digital, AI, global, sustainability and metacognitive) and the need for integrative approaches. This study's scientific contribution is a new three-dimensional integrative model of teacher competencies (TRI-model) that unifies the permanent core, contextual layer and reflective axis, enabling synergy between tradition and innovation through continuous reflective practice.
Transformative pedagogy in contemporary educational discourse is becoming imperative for constructing school curricula, especially in the field of education for sustainable development (ESD). This paper presents research that examined the relationship between classroom and subject teachers’ self-assessments of professional competencies, ESD competencies (thinking and acting, communication and relationships, and didactic-methodical), and personality traits (extraversion, conscientiousness, agreeableness, emotional stability, and openness), and the assessment of their training: during formal education, professional development, and selfdirected learning. The research was conducted on a sample of classroom teachers (n = 335) and subject teachers (n = 537) in Croatia. The results indicate statistically significant differences in competencies between the two teacher groups. Correlation analysis results indicated predominantly positive associations between the variables. Multiregression analyses revealed that personality traits, forms of education, professional competencies, and teaching position contribute differently to the development of teachers’ ESD competencies. The findings of this study confirm multiple predictors of the development of teachers’ competencies in ESD while emphasising the importance of integrating personal predispositions and the necessity of lifelong professional development. In conclusion, further research and a deeper understanding of the conditions and factors that shape teachers’ competencies and their readiness for practices in the field of sustainable development are necessary.
Artificial intelligence (AI) provides numerous benefits for higher education, such as personalised learning, task automation and enhanced teaching methods. However, it also raises concerns regarding trust and acceptance among educators. Examining the factors that influence teachers’ trust and their attitudes towards adopting or rejecting AI technologies is essential for supporting the constructive and responsible integration of AI into higher education. This study explores the key determinants that shape university teachers’ trust in and attitudes regarding AI in academic instruction. Specifically, it investigates how general attitudes on AI, prior experience with AI tools, perceptions of AI’s role in academia and individual teacher characteristics affect teacher trust and acceptance. This study was conducted on a sample of 210 higher education teachers from the social sciences and humanities in the Republic of Croatia. Data for this work were collected using adapted versions of the Teacher Trust Scale (Nazaretsky, Cukurova and Alexandron 2022) and the Attitudes Towards AI Scale (Stein et al. 2024), along with additional relevant constructs. Factor analysis confirmed that teachers’ trust in AI is a multidimensional construct comprising three key dimensions: (1) perceived pedagogical values of AI, (2) familiarityand usefulness-based trust (experience-based reliance on AI) and (3) concerns and reasons for distrust in AI. The findings provide valuable insights into educators’ perceptions of AI, which are essential for understanding and shaping contemporary higher education teaching and for developing effective AI-supported teaching strategies.
Knowledge is a fundamental element of a teacher's professional identity and a key factor in the quality of education. This theoretical paper aims to explore the epistemological perspective of teacher knowledge and reflect on it from the perspective of professional development. It presents an integrative framework composed of six interconnected parts: empiricism (learning from experience and observation), rationalism (gaining knowledge through reasoning and theory), constructivism (building knowledge through interaction and context), pragmatism (using knowledge to solve problems), critical rationalism (seeing knowledge as a hypothesis tested in real life) and social epistemology (understanding knowledge as something shared and created socially). Thus, teacher knowledge is viewed as a dynamic synthesis of different epistemological traditions. Special attention is given to contemporary models of teacher knowledge-Shulman's pedagogical content knowledge and Mishra and Koehler's technological pedagogical content knowledge. These models are interpreted through a broader epistemological framework. It is concluded that teacher knowledge is not a static category but a multidimensional and adaptable construct. It emerges from the dialogue between theory and practice and develops through lifelong learning, reflection and professional collaboration. Such an understanding encourages innovative teacher professional development in the contemporary knowledge society.
An educational institution's mission is vital for creating shared understanding and guiding pedagogical practice. Grounded in democratic and humanistic values, the mission shapes pedagogical approaches, organisational culture and relationships within the institution. Privately founded early childhood education and care (ECEC) institutions often struggle to align such missions with market pressures. As such institutions operate outside the public funding system, they must balance visibility, competitiveness and parental expectations while safeguarding their pedagogical integrity. This study examined how directors of private ECEC institutions in Croatia define and communicate their pedagogical missions and adapt their institutional goals amid external demands. Grounded in critical theory and informed by Goffman's framework of impression management, the work conducted a qualitative thematic analysis of structured written interviews. Its findings show that the interviewed directors not only manage institutions but also construct public narratives shaped by neoliberal expectations of visibility and differentiation while striving to preserve pedagogical values. Aware of systemic inequalities, directors employ balancing as a conscious strategy to sustain professional integrity and children's well-being, identifying pedagogical values-not market logic-as their moral compass. The study's limitations include the constraints of written interviews and its reliance on thematic coding, which may overlook several linguistic nuances.
