| Naslov: | Perspectives from Croatia |
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| Avtorji: | ID Bakić, Hrvoje (Avtor)
ID Galić, Gordana (Avtor)
ID Štremfel, Urška (Avtor) |
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| Datoteke: |  URL - Izvorni URL, za dostop obiščite https://www.waxmann.com/waxmann-buecher/?no_cache=1&tx_p2waxmann_pi2%5Bbuch%5D=BUC129039&tx_p2waxmann_pi2%5Baction%5D=show&tx_p2waxmann_pi2%5Bcontroller%5D=Buch&cHash=b3a80f1b9dba90424fae8356cd576a54
 PDF - Predstavitvena datoteka, prenos (4,42 MB)
MD5: C0F263917C48BEC7672C0E509CB60308
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| Jezik: | Angleški jezik |
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| Tipologija: | 1.16 - Samostojni znanstveni sestavek ali poglavje v monografski publikaciji |
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| Organizacija: |  PI - Pedagoški inštitut
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| Povzetek: | The chapter provides a review of current policy frameworks supporting teachers’ social and emotional competencies and diversity awareness in Croatia. It shows that although these competencies of teachers are not explicitly addressed in educational legislation, strategies and other relevant policy documents, implicitly the need for healthy (social and emotional) development of students is implied. Despite teachers’ social and emotional competencies and diversity awareness not being systemically supported in initial and continuous professional development programmes in Croatia, several examples of such courses and programmes are identified. The integrated supervision for teachers and other professional staff conducted by the National Education and Teacher Training Agency addresses the development of both teachers’ social and emotional competencies and diversity awareness competencies and their needs in the field. In the National Plan for Development of the Education and Training System until 2027, the pressing challenges facing the teaching profession (teacher shortages, working conditions, professional status in society) are planned to be addressed with several measures for advancing teachers’ professional development. The research findings presented in the chapter hold several policy implications indicating that the development of teachers’ social and emotional competencies and diversity awareness should be incorporated into the planned renewal of teacher professional development and thereby be better systemically supported. |
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| Ključne besede: | education, teachers, social and emotional competencies, diversity awareness, professional development, policy, Croatia |
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| Status publikacije: | Objavljeno |
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| Verzija publikacije: | Objavljena publikacija |
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| Leto izida: | 2024 |
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| Št. strani: | Str. 81-105 |
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| PID: | 20.500.12556/DiRROS-21352  |
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| UDK: | 37.091(497.5) |
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| COBISS.SI-ID: | 206887427 |
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| Datum objave v DiRROS: | 27.01.2025 |
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| Število ogledov: | 722 |
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| Število prenosov: | 358 |
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| Metapodatki: |    |
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