Livazovic Buljubasic Didactica (original) (raw)
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PEDAGOŠKE IMPLIKACIJE SEKSUALNOG ZLOSTAVLJANJA DJECE I MLADIH U OBITELJI
Ka novim iskoracima u odgoju i obrazovanju - Zbornik Odsjeka za pedagogiju Filozofskog fakulteta Univerziteta u Sarajevu, 2020
Sexual abuse is a phenomenon that occurs in all societies, regardless of their stage of development, and implies a wide spectrum of relationships between an adult and a child, which basically has some of the elements of sexual intercourse at it basis. This relationship is difficult for the child to understand and can give mature consent to it. Namely, abuse occurs in different environments and comes from individuals, however, the kind that takes place within a family circle is rather specific. It contradicts sociological and commonly accepted stereotypes of family life as a place of safety and trust, but reality often shows the opposite: that family is a source of fear, pain and suffering for many children. The peculiarity of sexual abuse lies in the severe consequences in children and adolescents who experienced it, and it can be reflected in different segments of their professional and private lives. This question poses a great challenge to science and the expertise, and the research process is considerably hampered by the sensitivity and strong social prejudice of the problem itself, which is of course significant and influnetial for contemporary pedagogical science. This paper predominantly uses the meta-analysis method and includes 40 original scientific reports that sought to answer questions about what causes sexual abuse of children and young people in the family and what pedagogical implications in the family or school setting could arise from it. The results of this research show that it is necessary to to draw the public eye to the problem of sexual abuse and that educational institutions must take responsibility for protecting the rights and well-being of children and young people.
Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje
Initial education of future preschool teachers is discussed in the context of them being researchers of their own educational practice, who, on a daily basis, think about and discuss their work. Even at university level, students should be encouraged to develop competencies that will help them build their professional knowledge in interaction with other students. We will present the results of research on practical exercises for students as part of the course Integrated Curriculum of Early and Preschool Education within university undergraduate study Early and Preschool Education. The purpose of this research is to carry out an analysis of the frequency of situations from the social environment that influence the quality and direction of children's interactions. The instrument for data collection consisted of video recordings of children's and students' activities. The total material consisted of 660 video recordings, and 174 reflections and self-reflections of students. After their analysis, we designed a written protocol (a posteriori), which formed the basis of the content analysis. The research results show that, during their initial education, students perform exercises in kindergarten as a form of reflexive practice, and in that way they develop the skills of reflexive practitioners who continuously evaluate the effects of their own achievements.
La Resolución De Conflictos en La Práctica Deportiva Escolar
2005
The main purpose of this study is the analysis of 47 problem situations on the school that were recorded from the own accounts of the children during their physical education sessions. We also present an analysis of the use of the role-playing technique in this class as a factor that makes easy the resolution of conflicts. We offer a proposal of a system of categories made to analyse the situations told for the students and faced by the school sport. On the other hand, we present one adaptation to the resolution of conflicts to the sport at the schools.
Pedagogy of cooperation of the 1980s as an innovative practice
Perspektivy nauki i obrazovania – Perspectives of Science and Education, 2021
Introduction. The relevance of the research topic lies in the possibility of using the axiological and didactic potential of the pedagogy of cooperation in modern domestic educational practice. The purpose of the article is to give a scientific assessment of the movement of innovative teachers that arose in the second half of the 1980s in the USSR on the wave of "perestroika" and the reform of the domestic general educational and vocational schools. Materials and methods. The author uses an axiological approach that allows identifying the most valuable content in the studied phenomenon that can enter the main fund of science. Methods – a retrospective and comparative historical analysis of the works of innovative teachers, a method of analytical grouping of the studied material, as well as a historical and typological method that allows you to define the main content lines of the pedagogical phenomenon under consideration. Results. The socio-political reasons that led to the emergence of the movement of innovative teachers in the 1980s are characterized. The most important of them were state resolutions that proclaimed the mandatory nature of general secondary education, which, in turn, stimulated the research search of the best teachers in the country in the direction of finding new forms and methods of educational practice. The main ideas of the pedagogy of cooperation are briefly described. These include the ideas of the content of the child's personality and personal approach to him, the development of his creative and performing abilities, the ideas of a difficult goal, support in learning, quick assessment of student work, free choice of the type of task by the child. The innovative teachers attached great importance to the implementation in practice of their work of the ideas of "reincarnation of a child into a teacher", advance in the study of educational material, teaching in large blocks, as well as the ideas of the children's half of the day, the selection of the appropriate form of the lesson, introspection, creating an intellectual background of the class, collective creative education, creative productive work, creative self-management, self-respect and self-regulation, the uniqueness of each child, teacher-student dialogue, cooperation with parents and colleagues. Conclusion. The scientific and practical heritage of the founders of the pedagogy of cooperation is of considerable value for education and pedagogy, and deserves further study.
Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje, 2018
In ontogenetic development, the child is a unique and specific being. In addition to his/her personal biography, s/he is also defined by general social visions and values. Significant in this regard are Vygotsky's (1996) attempts to confirm the thesis on the close relationship between the cultural and historical context in which children live with someone, between the child and childhood, his/her activities, or the pace and the quality of progress. New social studies of childhood (be they from a historical or social perspective) and the prevailing concept of childhood show that children's lives are shaped by the social and cultural expectations of adults. The image of childhood should not be dismissed as a critical period which represents narrow "windows" of time in which a specific part of the body is most sensitive to the absence of stimuli (deprivation) or the impact of the environment (enriched environment). The paper will examine some of the contradictions and unacceptable tendencies that occur in the interpretation and implementation of a modern paradigm of early and preschool education, and education in the area of educational practice. In particular, the analysis will relate to the position of teachers in the process of children's activities from the perspective of their teaching and development. The evaluation of teachers' specific positioning within dynamic practical areas is a reflection of their current personal and professional competencies, as well as their overall professional habitus.
Rivista di storia dell’educazione, 1, pp. 331-342, 2018
The main intention of this article is to present an adult school that was launched within difficult political, economic, social, cultural and educational situation in Bosnia and Herzegovina promoting a kind of reform pedagogy approach. It was the first school of that kind in the Royal Yugoslavia (1918-1941). "The basis of our adult school in Sarajevo was adaptable to our national character because the pedagogy of this school was launched from inside, from belief that people's well-being is in the first place. This differs from ordinary schools which fill up pupils' heads with sentences and formulas" (Vidović 1925, 314-315). By reconstructing individual context of the school and its founder via published sources stored in the School Museum in Zagreb, Croatia, it permits me to assess the extent to which this school and its successful activities influence national education system and change the life of its students. Such an approach can help in tracing a history of this phenomenon that grew from the base attempting to create a new kind of person within the umbrella of Yugoslav national identity. Hence, the school was not only an educational institution but also a place for ideological activities that were promoted through textbooks, educational programs, and practices. L'intento principale di questo articolo è quello di presentare una scuola per adulti lanciata nell'ambito della difficile situazione politica, economica, sociale, culturale ed educativa in Bosnia-Erzegovina che promosse una sorta di approccio alla pedagogia delle riforme. Fu la prima scuola di quel tipo nella Jugoslavia monarchica (1918-1941). «La base della nostra scuola per adulti a Sarajevo era adattabile al nostro carattere nazionale perché la pedagogia di questa scuola fu lanciata dall'interno, nella convinzione che il benessere delle persone stesse al primo posto. In qeusto differisce dalle scuole ordinarie che riempiono le teste degli studenti con frasi e formule» (Vidović 1925, 314-315). Ricostruendo il contesto individuale della scuola e del suo fondatore tramite le fonti pubblicate conservate nel Museo della scuola di Zagabria, in Croazia, è stato possibile valutare fino a che punto questa scuola e le sue attività di successo influenzassero il sistema educativo nazionale e cambiassero la vita dei suoi studenti. Un simile approccio può aiutare a tracciare una storia di questo fenomeno che è cresciuto dalla base nel tentativo di creare un nuovo tipo di persona all'interno dell'ombrello dell'identità nazionale jugoslava. Quindi, la scuola non era solo un'istituzione educativa, ma anche un luogo per attività ideologiche che venivano promosse attraverso libri di testo, programmi educativi e pratiche.
The Report of Cooperation Between School and Family
European Journal of Education Studies, 2018
The purpose of this study is to provide a detailed analysis of parent-teacher-student communication relationships in school, as well as their importance during the educational process. The parent and the teacher are two partners that have the same goal in child education, having a mutual purpose. As such, they should cooperate, exchange information, discuss, and debate with each other. Both parties contribute to the development, growth, and advancement of the child. The parent the child's first teacher with a lifelong experience gained over the years; while the teacher is a professional educator who possesses a special preparation, training, and experience. He is a well-trained expert, trained on theoretical and practical scientific basis. They both know the child very well; first the parent and later the teacher also. Their knowledge must complement each other. They cannot be formal, general, and unified. Every child has his own individuality in development, formation, education, his psychological traits, his personality and dignity, and his social problems, and thus every child is a specific case. All children should be respected regardless of their gender, race, religion, and their needs. Integration into a new society requires maximum commitment of the whole society. Preparing the new generation to cope with the challenges of the unknown requires a reformed and quality education. An advanced and qualitative European-wide education is the main pillar of the empowerment of our new state. In this context, our society has seen the need for radical reforms in education at all levels. Reforms in education are focused on the whole society for the purpose of its progress.
El papel del profesorado en la prevención de la violencia en los centros educativos
2010
The observatory of violence in schools (OVE) bases its work on the consideration that the responsibility for analysing, interpreting and deciding upon educational activities to prevent violence in schools is that of all society but that it is teachers that have the ideal context for implementing systematic intervention as part of the professional commitment they have to the educational institution. This action requires teamwork in order to benefit a change of view that can shift the focus away from interpretations related to individual problems in order to analyse the relational dynamics of the group and modify them to benefit pupils as a whole (Comellas & Lojo 2008). This research study focuses its analysis on group relationships on the basis of the demands and perceptions of the pupils themselves in order to promote the participation of teachers in working to improve group cohesion. The difficulties and opportunities are analysed along with factors of relational vulnerability in order to generate the conditions in which all of the pupils can feel that they belong to the group and the school institution. The study also includes an evaluation by teachers of the methodology used and the opportunities for improving their teaching work in relation to the class group and the prevention of school violence through the leaning about coexistence that is so implicit in the processes being proposed, and that are more closely related to the everyday life of the school institution than to a specific programme.