The aim of this paper is to reconsider recent pan-European developments in teacher education and to discuss some aspects of its future. Teacher education across Europe has been largely ‘universitised’; therefore, both its present and future should be discussed within the context of the general changes in European higher education deeply marked by the Bologna Process and the emerging European Higher Education Area. The author relies on Goodlad’s and Clark’s discussion of teacher education from a higher education perspective and tries to continue in the context of European higher education reforms of the past decade. The central controversy of these reforms has concerned the length of traditional undergraduate courses at universities in most continental countries (4 to 5 years), particularly with regard to the relationship between ‘academic’ and ‘professional’ higher education. Until today, most teacher education institutions have adapted to the new system of two ‘Bologna’ cycles (Bachelor and Master). However, the reforms have led to different interpretations and their implementation has varied in different countries, thus opening new dilemmas about the future of European teacher education.
COBISS.SI-ID: 9727561
The aim of the article is twofold. First, it aims to overview current empirical methods in the area of first-person research. Such a review cannot overlook epistemological and ontological issues, but must at the same time keep in mind methodological and almost technical nature of the problem. Empirical experience research is positioned within the frame of cognitive science and the overview of approaches and techniques of empirical phenomenology is presented, together with epistemological considerations. The second aim of the paper is concerned with the future of research in the discussed area. It suggests that in-depth, existentially liable introspection and self-inquiry should be considered as serious scientific research tools.
COBISS.SI-ID: 9843529
This article deals with the past, present and future of higher education research from a regional perspective. South-East Europe has not been noticeable in this respect during the last two or three decades. However, development of higher education and the problems that are associated with it raise many questions that require a response from both researchers and policymakers. This is all the more necessary because of the great diversity of the region and the complexity of the issues raised. In comparison with other European countries, changes in higher education have been really dramatic. During the period of social and political ‘transition’ the impression was given that the region is completely lacking human resources as well as traditions in this area. This impression was strengthened under the influence of policy transfer from world ‘centres’ to ‘peripheral’ regions. However, the imported patterns and recommendations often do not work in local circumstances or are being interpreted and adapted in sometimes surprisingly idiosyncratic ways. In recent years, the number of specialized researchers on higher education is increasing gradually in South-East Europe, but is still relatively low. Without further development of a specialized sub-discipline in this area, it is hard to imagine a systemic approach to resolve problems in the area of higher education policy in the region.
COBISS.SI-ID: 9735497
When looking for answers to the question of academic (non)achievement of regular pupils and pupils with special needs, it is necessary to take into account the extraordinary complexity of factors, ranging from psychological across instructional to home environment variables. The academic achievement is not only a reflection of the pupil’s knowledge, but is also influenced by the pupil’s behaviour, the teacher’s expectations and finally the relationship established between the teacher and the pupil. This paper contributes answers to the question which of the traits, perceived by teachers, explain the academic achievements of regular pupils and pupils with special needs. Our analysis shows that perceived traits that explain the academic achievement of regular pupils refer to academic as well as social behaviour, disruptive behaviour and self-regulatory behaviour; therefore, they cover all areas of perceived traits we studied. In pupils with special needs as a whole and in particular groups of pupils with special needs, the factor which presents disruptive social behaviour proved as insignificant, which consequently means that the academic achievement of pupils with special needs depends more on academic and self-regulatory behaviour, task activity and social inclusion.
COBISS.SI-ID: 9841737
The research presented in this paper aims to challenge the belief held by some education professionals that Roma pupils do not value education. The research sample included groups of Roma pupils from two countries (Slovenia and Serbia) and from different socio-economic backgrounds. The results suggest that the majority of the pupils are aware of the importance of education. However, there are significant differences in their sense of identification with school. Roma pupils from families whose socio-economic background is comparable to that of the majority population are more appreciative of educational success, feel more accepted by teachers and classmates, and are better able to connect education with their own lives. Roma pupils from families of lower socio-economic background associate school with failure, discrimination and rejection by teachers and classmates. Barriers to these pupils’ learning and social participation may be related to their tendency to drop out of the compulsory education.
COBISS.SI-ID: 9669193