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master's thesis
SKRIVENI KURIKULUM SREDNJOŠKOLSKIH NASTAVNIKA
2019. urn:nbn:hr:172:030510
Vrdoljak, Ella
University of Split
Faculty of Humanities and Social Sciences
Department of Pedagogy

Cite this document

Vrdoljak, E. (2019). SKRIVENI KURIKULUM SREDNJOŠKOLSKIH NASTAVNIKA (Master's thesis). Split: University of Split, Faculty of Humanities and Social Sciences. Retrieved from https://urn.nsk.hr/urn:nbn:hr:172:030510

Vrdoljak, Ella. "SKRIVENI KURIKULUM SREDNJOŠKOLSKIH NASTAVNIKA." Master's thesis, University of Split, Faculty of Humanities and Social Sciences, 2019. https://urn.nsk.hr/urn:nbn:hr:172:030510

Vrdoljak, Ella. "SKRIVENI KURIKULUM SREDNJOŠKOLSKIH NASTAVNIKA." Master's thesis, University of Split, Faculty of Humanities and Social Sciences, 2019. https://urn.nsk.hr/urn:nbn:hr:172:030510

Vrdoljak, E. (2019). 'SKRIVENI KURIKULUM SREDNJOŠKOLSKIH NASTAVNIKA', Master's thesis, University of Split, Faculty of Humanities and Social Sciences, accessed 27 November 2024, https://urn.nsk.hr/urn:nbn:hr:172:030510

Vrdoljak E. SKRIVENI KURIKULUM SREDNJOŠKOLSKIH NASTAVNIKA [Master's thesis]. Split: University of Split, Faculty of Humanities and Social Sciences; 2019 [cited 2024 November 27] Available at: https://urn.nsk.hr/urn:nbn:hr:172:030510

E. Vrdoljak, "SKRIVENI KURIKULUM SREDNJOŠKOLSKIH NASTAVNIKA", Master's thesis, University of Split, Faculty of Humanities and Social Sciences, Split, 2019. Available at: https://urn.nsk.hr/urn:nbn:hr:172:030510

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Metadata
TitleSKRIVENI KURIKULUM SREDNJOŠKOLSKIH NASTAVNIKA
Title (english)EVALUATING HIGHSCHOOL TEACHERS ON THE HIDDEN CURRICULUM
AuthorElla Vrdoljak
MentorMorana Koludrović (mentor)
Committee memberMaja Ljubetić (predsjednik povjerenstva)
Committee memberIna Reić-Ercegovac (član povjerenstva)
Committee memberMorana Koludrović (član povjerenstva)
GranterUniversity of Split
Faculty of Humanities and Social Sciences
(Department of Pedagogy)
Split
Defense date and country2019-09-11, Croatia
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Pedagogy
Abstract
Glavni cilj ovog istraživanja je bio istražiti znanja i stavove srednjoškolskih nastavnika o skrivenom kurikulumu s posebnim naglaskom na vrijednostima u nastavnom okruženju, samoprocjenu nastavnika o važnosti njihove uloge u oblikovanju vrijednosnog sustava svojih učenika kao i elemenata skrivenog kurikuluma koje nastavnici implementiraju u nastavnom procesu. U svrhu provedbe istraživanja upotrebljen je polustrukturirani intervju u kojem je sudjelovalo ukupno sedam ispitanika/-ca srednjoškolskih nastavnika: pet iz Republike Hrvatske i dvoje iz Texasa. Istraživanjem se pokazalo kako je koncept skrivenog kurikuluma nedovoljno poznat među ispitanim srednjoškolskim nastavnicima iako oni isti provode u svom odgojno – obrazovnom radu. Naime, pojava ovog pedagoškog fenomena predstavlja neizostavan dio svakog razrednog okruženja, a nastavnici, iako nedovoljno upoznati s terminologijom skrivenog kurikuluma, unose elemente skrivenog kurikuluma u odgojno-obrazovni proces. Temeljne nastavnikove životne vrijednosti, odgojno-obrazovne vrijednosti, te pravila koja unose u razredno okruženje predstavljaju elemente skrivenog kurikuluma koji su sveprisutni u učionicama dvadeset i prvog stoljeća.
Abstract (english)
The main aim of this research was to investigate the knowledge and attitudes of high school teachers about the hidden curriculum with special emphasis on values in the teaching environment, the self-assessment of teachers about the importance of their role in shaping the value system of their students as well as the elements of the hidden curriculum that teachers implement in the teaching process. For the purpose of the research, a semi-structured interview was used in which a total of seven high school teachers were interviewed: five from the Republic of Croatia and two from Texas. The research has shown that the concept of hidden curriculum is not well known among the examined high school teachers, although they implement it in their classrooms. Namely, the emergence of this pedagogical phenomenon is an indispensable part of every classroom environment. Despite the fact that teachers are not sufficiently familiar with the terminology of the hidden curriculum, they introduce elements of the hidden curriculum into the educational process. Teachers' core life values, educational values, and the rules they bring to the classroom environment are elements of the hidden curriculum that are omnipresent in the twenty-first century classrooms.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:172:030510
Study programmeTitle: Pedagogy
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra pedagogije (magistar/magistra pedagogije)
Type of resourceText
File originBorn digital
Access conditionsAccess restricted to students and staff of home institution
Terms of useLicence In copyright icon
Created on2019-09-19 12:39:05