| Sažetak | Prema Mijatoviću (1999) škola je mjesto, institucija, ustanova i središte učenja, a čine ju određeni elementi pomoću kojih se ostvaruje odgojno-obrazovni proces. To su: učenici, učitelji/nastavnici, ravnatelj, nastavni plan i program, kurikulum, evaluacija i ocjenjivanje, učionice i školski prostori, školski materijali, roditelji i zajednica te administrativno osoblje. Danas u Republici Hrvatskoj razlikujemo formalni (tradicionalni) i alternativni tip škole. Tradicionalni tip je oblik škole u kojoj se provodi formalno obrazovanje. Ono se stječe u okviru formalnog školskog sustava koji se temelji na Nacionalnom okvirnom kurikulumu te se njime postiže određeni stupanj školovanosti i kvalifikacija (Mijatović, 1999). Nezadovoljstvo određenim karakteristikama formalnog obrazovanja kao što je razredno-predmetno-satni sustav, rezultiralo je razvojem privatnog i alternativnog obrazovanja. Ovaj diplomski rad razmatra alternativne koncepte predviđene svima koji žele i imaju priliku iskusiti različit pristup učenju od onoga što nudi tradicionalni sustav. Takve alternativne škole u prvi plan stavljaju učenike kao aktivne sudionike odgojno-obrazovnog procesa, razvijaju partnerski pristup prema učenicima i uvažavaju njihove individualne percepcije (Kovačić, 2017; prema Milutinović i Zuković, 2012). Alternativne škole uglavnom u svome radu prate ideje pedagoga kao što su Freinet, Petersen, Maria Montessori, Steiner i dr., te se temelje na raznim internacionalnim kurikulumima. Kao svoje glavne karakteristike navode: individualni rad učenika, demokratizaciju, učenje istraživanjem, učenje iskustvom, praktično učenje i rad na projektima, slobodnu igru i kreativnost, interdisciplinarno učenje te pridavanje važnosti emocionalnom razvoju (Matijević, 1996). Svrha ovog istraživanja je ispitati iskustva učitelja nižih razreda osnovnog osmogodišnjeg obrazovanja u školama koji provode tradicionalni oblik nastave te u alternativnim školama. Nastoji se uočiti razlike u iskustvu učitelja, razlike između korištenih metoda i oblika rada u alternativnim i formalnim školama te usporediti u kojoj mjeri one zadržavaju svoje glavne karakteristike. Rezultati pokazuju da su glavne vrijednosti alternativnih škola zastupljene i u formalnim školama, no u manjoj mjeri. |
| Sažetak (engleski) | According to Mijatović (1999), a school is a place, institution, establishment, and centre of learning, consisting of specific elements that facilitate the educational process. These elements include students, teachers, principals, curriculum, evaluation and assessment, classrooms and school spaces, school materials, parents, the community, and administrative staff. In today's Republic of Croatia, we differentiate between formal (traditional) and alternative types of schools. The traditional type is a form of school where formal education is provided. It is obtained within the framework of the formal school system based on the National Curriculum Framework, leading to a specific level of education and qualifications (Mijatović, 1999). Dissatisfaction with certain characteristics of formal education, such as the grade-subject-hour system, has resulted in the development of private and alternative education. This graduate thesis explores alternative concepts designed for those who want and have the opportunity to experience a different approach to learning than what the traditional system offers. Such alternative schools place students at the forefront as active participants in the educational process, develop a collaborative approach to students, and respect their individual perceptions (Kovačić, 2017; according to Milutinović and Zuković, 2012). Alternative schools generally follow the ideas of educators such as Freinet, Petersen, Maria Montessori, and Steiner, and others, and therefore are based on various international curricula. Their main characteristics include individual student work, democratization, learning through exploration and experience, practical learning and project work, free play and creativity, interdisciplinary learning, and an emphasis on emotional development (Matijević, 1996). The purpose of this research is to examine the experiences of lower primary school teachers in schools that follow a traditional teaching approach and those in alternative schools. The aim is to identify differences in teachers' experiences, differences in the methods and approaches used in alternative and formal schools, and to compare the extent to which they retain their main characteristics. The results show that the main values of alternative schools are present in formal schools as well, but to a lesser extent. |
