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V tokratni reviji si lahko preberete veliko zanimivega o naravoslovnem izobraževanju.

Vzgoja in izobraževanje otrok s posebnimi potrebami zahteva obsežno znanje in skupek različnih veščin, izvajalci le-te pa morajo biti odprti za sodelovanje s strokovnjaki različnih poklicev, da bi lahko zagotovili kar se da celosten in vključujoč izobraževalni proces. V zadnjih dveh desetletjih je v mednarodnem prostoru moč prepoznati potrebo po oblikovanju inkluzivnega izobraževanja za vse otroke. Raziskuje in prepoznava se pomembna vloga interprofesionalnega sodelovanja strokovnjakov različnih poklicev pri tem. Specialni in rehabilitacijski pedagogi so strokovnjaki, ki so v šolskem prostoru v Sloveniji pomembni nosilci vzgojno izobraževalnih programov za otroke s posebnimi potrebami. Sodelujejo tako s starši, učitelji, vzgojitelji kot z drugimi strokovnjaki. Mednarodne raziskave in teoretične utemeljitve izpostavljajo delovnega terapevta kot enega izmed ključnih članov v medpoklicnem sodelovanju za zagotavljanje kakovostne obravnave otrok s posebnimi potrebami v šolskem okolju. V tujini se delovni terapevti pogosto že vključujejo v šolski prostor in sodelujejo tudi s specialnimi in rehabilitacijskimi pedagogi. Pri nas za pravo interprofesionalno sodelovanje strokovnjakov omenjenih strok še ni ustrezne zakonodajne ureditve in drugih spodbud. Specialni in rehabilitacijski pedagogi in delovni terapevti se v šolskem okolju pri nas srečujejo v ustanovah, ki izvajajo prilagojene programe vzgoje in izobraževanja, zato smo v magistrskem delu želeli preveriti, na katerih področjih dela sodelujejo. Zanimalo nas je, kje si želijo več sodelovanja in na kakšen način ter kakšne spodbude potrebujejo za izboljšanje sodelovanja. Preverili smo, katere prednosti in ovire prepoznavajo v takšnem sodelovalnem odnosu. Za raziskovanje smo oblikovali dva vprašalnika, za specialne in rehabilitacijske pedagoge ter delovne terapevte, in pridobljene podatke s pomočjo vsebinske analize kvalitativno obdelali. Ugotovili smo, da udeleženci raziskave medsebojno pogosto sodelujejo in svoje sodelovanje ocenjujejo kot dobro. Največ sodelujejo na področjih izbire ustreznih prostorskih prilagoditev, spodbujanja razvoja vsakodnevnih veščin in načrtovanja individualiziranega programa. Želijo si več sodelovanja na področju uvajanja podporne tehnologije ter uporabe senzoričnih metod in pristopov dela. Prednosti takšnega sodelovanja prepoznavajo tako v dobrobiti za razvoj učenca s posebnimi potrebami kot tudi za lasten profesionalni razvoj. Kot največjo oviro prepoznavamo pomanjkanje časa za sodelovanje in preveliko obremenjenost strokovnjakov z delovnimi obveznostmi. V zaključku našega dela smo oblikovali skupne točke uspešnega sodelovanja specialnih in rehabilitacijskih pedagogov in delovnih terapevtov, ki lahko služijo kot smernice za uspešno sodelovanje in zagotavljanje celovitejšega in vključujočega izobraževalnega sistema za vse otroke. Education of children with special needs requires extensive knowledge and a diverse set of skills, therefore its practitioners must be open to cooperation with experts from various professions to offer as comprehensive and inclusive educational process as possible. In the last two decades, the need to create inclusive education for all children has been recognized internationally. The importance of interprofessional cooperation of experts from different professions is being researched and recognised. Special education teachers are experts who play a primary role in education for children with special needs in schools in Slovenia. They collaborate with parents, teachers, educators as well as other experts. International research and theoretical argumentation points towards the occupational therapist being one of the key members in the interprofessional cooperation for ensuring quality treatment of children with special needs in the school environment. Abroad, occupational therapists are often already included in the school environment and cooperate with special educators. At present, our nation lacks adequate legislative measures and other incentives for true interprofessional cooperation of experts in the aforementioned fields. In Slovenia special education teachers and occupational therapists working in the school environment meet in institutions with special education programs, which is why in this master's thesis we investigated the areas of work they cooperate in. We were interested in which field they want more cooperation and in what way, and what incentives they need to improve the cooperation. We investigated which advantages and obstacles they recognize in such a collaborative relationship. We designed two questionnaires for the research, one for special education teachers and the other for occupational therapists. We qualitatively processed the obtained data with the help of content analysis. We concluded that the research participants often cooperate with each other and rate their cooperation as good. They most often participate in the areas of choosing appropriate spatial adaptations, encouraging the development of everyday skills and individualized program planning. They want more cooperation in the field of introducing assistive technology and the use of sensory methods. They recognize the advantages of such cooperation both in terms of benefits for the development of a student with special needs, as well as for their own professional development. We observe the lack of time for cooperation and excessive workload as the biggest obstacles. At the conclusion of our work, we identified key elements of successful cooperation of special education teachers and occupational therapists, which can serve as guidelines for successful cooperation in ensuring a more comprehensive and inclusive education system for all children.

In mid-March 2020, Slovenia declared the COVID-19 epidemic, which led to the closure of schools and the transition to remote education. This article presents the findings of a study conducted during the lockdown among school heads in primary and secondary schools. The authors identify the challenges and issues the school heads faced in the first weeks of the epidemic and examine the positive experiences that may represent examples of good practice for dealing with similar problems in the future. The study was carried out through an online questionnaire containing 12 single-answer and multiple-choice questions and one Likert-type scale. The school heads were free to write their answers to two open-ended questions. The findings show that schools responded quickly to the changed circumstances and continued to deliver education to their students without interruption, although their approaches differed significantly. A great deal of improvisation was observed, as was to be expected, as the state did not have a pre-prepared plan and was not able to provide a quick and adequate response.

Adolescents present a relevant stakeholder in international migrations since they comprise a large share of all migrants. Previous studies show that migration processes significantly affect the well-being of migrant adolescents. This article investigates how the school environment, with its pedagogical practices and interpersonal relationships established between migrant adolescents, their classmates, and teachers, affect migrant adolescents’ well-being. Our research draws on quantitative data collected as part of the MiCREATE project. The sample of migrant adolescents (N = 700) was surveyed in 46 schools in six countries: Austria, Denmark, Slovenia, Spain, Poland, and the United Kingdom. Results indicate that migrant adolescents like school and feel safe there, however, they tend to be more satisfied with relationships established with teachers than with peers. Furthermore, differences in self-perceived school well-being emerge when comparing countries with a longer tradition of high migration flows (Spain, Denmark, and the United Kingdom) and those less experienced (Poland and Slovenia), although slight exceptions were detected. The results lead to the conclusion that schools that foster intercultural education and fulfilling interpersonal relationships are essential for school well-being of migrant adolescents and present an important step toward successful integration of migrant youth. Nasl. z nasl. zaslona. Opis vira z dne 30. 1. 2023. Bibliografija: str. 10-11. Abstract. EU, Horizon 2020 research and innovation programme, Micreate project - Migrant Children and Communities in a Transforming Europe, MiCREATE ARRS, Raziskovalni programi, SI, Mejna področja: območja kulturnega in družbenega sobivanja v dobi tveganja in ranljivosti

In this scientific article, the historical counterculture of Nature Worshippers in Western Slovenia is explained with emphasis on social functions of their oral tradition i.e. tales. The latter, recorded and published primarily by Pavel Medvešček – Klančar, were an important part of Nature Worshippers’ educational concept. Cosmogonic myths, etiological explanations, animal tales and anecdotes introduced young children to the ethical norms and spiritual life of the community and played an important role in preserving the identity of Nature Worshippers. Detailed contextual and sociological analysis of Nature Worshippers’ tales focuses on Pavel Medvešček’s 1991 collection On a Red Cloud a Vineyard Grows and his 2015 book From the Invisible Side of the Sky. Revealed Secrets of the Old Belief In questo articolo scientifico si analizza la controcultura storica dei naturalisti religiosi nella Slovenia occidentale, approfondendo specialmente le pratiche sociali legate alla narrativa di tradizione orale come riportata e pubblicata soprattutto da Pavel Medvešček – Klančar. I racconti, in dialetto pravce (sost. fem.), costituivano una parte importante del concetto educativo dei naturalisti religiosi. I miti cosmogonici, le interpretazioni eziologiche, i racconti di animali e gli aneddoti introducevano i bambini già da piccoli alle norme etiche e alla vita spirituale della comunità, contribuendo così a conservarne in modo significativo l’identità naturalistica religiosa. Una dettagliata analisi contestuale e sociologica delle pravce (naturalistico-religiose) è incentrata su due lavori di Pavel Medvešček: la collezione di racconti popolari Na rdečem oblaku vinograd rase [Su una nuvola rossa cresce un vigneto] pubblicata nel 1991 e il libro Iz nevidne strani neba. Razkrite skrivnosti staroverstva [Dal punto cardinale invisibile. I segreti dell’antica fede svelati] del 2015.Avtorica znanstvenega članka uvodoma predstavi in opiše historično kontrakulturo naravovercev v zahodni Sloveniji. Jedro besedila je osredinjeno na naravoverske vzgojne in izobraževalne koncepte s poudarkom na družbenih funkcijah naravoverskih pravc oz. pripovednega izročila. Zgodbe in pripovedi, namenjene otrokom in odraslim, ki so jih posredovali različni člani skupnosti, so prispevale k ohranjanju naravoverske identitete in k razlikovanju od katoliške večine v lokalnem okolju. Sledi podrobna analiza (naravoverskih) pravc v zbirki Pavla Medveščka – Klančarja Na rdečem oblaku vinograd rase iz leta 1991 in knjigi istega avtorja Iz nevidne strani neba. Razkrite skrivnosti staroverstva iz leta 2015. Slednja šele omogoča odkrivanje značilnih vsebinskih elementov naravoverstva v Na rdečem oblaku vinograd rase. To zbirko, objavljeno leta 1991, je mogoče celovito interpretirati torej šele desetletja po izdaji, katere motiv je morda bil osamosvojitveni proces Slovenije. Vendar pa avtorica glede na razpoložljive vire in rezultate kontekstualne in sociološke analize ugotavlja, da je Na rdečem oblaku vinograd rase subjektivno sestavljena zbirka, ki daje uvid v lokalno kulturo odročnega mejnega območja reke Idrije in skoraj nedvomno zajema naravoversko izročilo, a slednje ni izključna vsebina zbirke.

Nasl. z nasl. zaslona. Opis vira z dne 13. 1. 2023. Bibliografija: str. 109. EU, Horizon 2020 research and innovation programme, Migrant children and communities in a transforming Europe, MiCREATE

Živimo v obdobju, ko se zavedamo, da je glede okoljskih vprašanj, globalnega segrevanja in podnebnih sprememb nujno ukrepanje. V sodobnem svetu je razvoj usmerjen v alternative konvencionalnim oblikam energije, pri čemer je poudarek na rabi obnovljivih virov energije. V ospredju okoljskih politik je trajnostni razvoj in prehod na brezogljično družbo. Obenem pa je na svetu veliko ljudi, ki nimajo dostopa niti do konvencionalnih oblik energije in osnovnih možnosti za pripravo kuhane hrane, dostopa do pitne vode in medicinske oskrbe.

V Naravoslovni solnici smo v prispevku Spremembe v ozračju in zmešnjava v glavah (Krnel, 2017) že pisali o napačnih predstavah, povezanih z globalnim segrevanjem. V tokratnem prispevku želimo na kratko orisati, kaj so podnebne spremembe, zakaj do njih sploh prihaja, kako jih zaznavamo v okolju ter kakšna bi morala biti vzgoja in izobraževanje o podnebnih spremembah.

Based on field research in Slovenian schools, the article examines the role of the family in the integration process of migrant children. While migrant children perceive the family as the most important factor influencing their overall well-being and life satisfaction, research shows that parents of migrant children are often not involved in school activities and life. The article explores how the role of parents in the integration process of migrant children in the school environment is understood at the policy level and how it is perceived by migrant children and the educational community. It also explores what are the main barriers to the involvement of migrant parents in schools and what are the existing practices and experiences in Slovenian schools. The analysis is based on qualitative research in Slovenian schools with children and the educational community conducted as part of the Migrant Children and Communities in a Transforming Europe (MiCREATE) project. Nasl. z nasl. zaslona. Opis vira z dne 13.12. 2022. Bibliografija: str. 11-12. Abstract. EU, Horizon 2020 research and innovation programme, Micreate project - Migrant Children and Communities in a Transforming Europe, MiCREATE ARRS, Raziskovalni programi, SI, Mejna področja: območja kulturnega in družbenega sobivanja v dobi tveganja in ranljivosti

The Chain Experiment competition has been held successfully for 6 years in Poland and is attracting growing interest. The competition provides participants with a task that involves designing and constructing a contraption that is an element in a chain of events that are based on various physical phenomena. The contraptions are then linked together in a chain and made to run consecutively. The operation of a contraption starts when it receives a ball from the preceding contraption and ends when it releases another ball to the next contraption. The process of constructing the contraptions includes elements of design education. This paper examines whether participating in the competition has a positive impact on the soft skills, social abilities and motivation of the participants, as well as their learning performance, mainly in physics. Questionnaires completed after the fifth running of the competition suggest that active participation in the Chain Experiment could have a positive impact on participants’ soft skills and their abilities to solve problems, and it might also increase scientific knowledge, general interest in physics and science and motivation to be involved in similar challenges. The claim is that the format of the competition can stimulate versatile development of the participants and is a good way to arouse students’ interests in physics and engineering, even in the very early stages of their education.

V diplomskem delu smo raziskovali razvoj vzgojno-izobraževalnih ustanov v občini Radenci. Preučevali smo razvoj Osnovne šole Kapela, Osnovne šole Kajetana Koviča Radenci, Vrtca Radenci ter Srednje šole za gostinstvo in turizem Radenci. Najprej smo predstavili zgodovinski razvoj omenjenih ustanov. Prva izobraževalna ustanova v občini Radenci je bila Osnovna šola Kapela, katere začetki segajo v leto 1804. Leta 1931 je bila zgrajena še Osnovna šola Radenci, ki je bila zaradi svoje obmejne lege pomembna za izobraževanje tamkajšnjega prebivalstva. Po drugi svetovni vojni je nastal še vrtec, ki se je kmalu razširil na več enot. Kot zadnja je leta 1961 nastala Srednja šola za gostinstvo in turizem Radenci, ki je do danes ostala edina srednja šola v tej občini. Pri vsakem obdobju smo predstavili še osnovne značilnosti vzgoje in izobraževanja tistega časa, pomembne spremembe ter zakone, ki so vplivali na oblikovanje šolstva. V drugem delu diplomskega dela smo ugotavljali spoprijemanje teh ustanov z izbruhom epidemije covid-19, vpetost vzgojno-izobraževalnih ustanov v lokalno okolje, preučevali smo izobrazbeno strukturo občanov Radencev, raziskali pa smo tudi možnosti izobraževanja za odrasle. Diplomsko delo smo zaključili z intervjujem z ravnateljico Osnovne šole Kapela, Andrejo Strmšek. In the bachelor thesis we studied the development of educational institutions in the municipality of Radenci. We examined the development of Kapela Elementary School, Kajetan Kovič Elementary School of Radenci, Radenci Kindergarten and Radenci High School of Hospitality and Tourism. We first presented the historical development of the mentioned institutions. The first educational institution in the municipality of Radenci was Kapela Elementary School, the beginnings of which date back to 1804. This was followed by the establishment of the Radenci Elementary School in 1931. The proximity to the national border was important for the education of the local population. After the Second World War another kindergarten was established, which was soon expanded to several units. Finally, in 1961, the High School of Hospitality and Tourism was established in Radenci, which is still the only high school in the municipality. For each period, the basic characteristics of education of the respective era were also presented, as well as important changes and laws that helped shape the educational system. In the second part of the thesis, we evaluated how these institutions responded to the public safety measures of the Covid 19 pandemic, examined the institutions' engagement in their local environment, studied the educational structure of Radenci residents, and evaluated educational opportunities for adults. We concluded the thesis with an interview with the principal of Kapela Elementary School, Andreja Strmšek.

The theme of this issue of the CEPS Journal is the role of textbooks in teaching and learning processes. Nowadays, a range of learning resources are used to support students in their learning process, among which textbooks are the most notable. Textbooks play an important role in almost every school system in the world, representing a useful resource for both teachers as course designers and students acquiring knowledge. However, the use of commercially published textbooks and other teaching and learning resources has advantages and disadvantages, and it is this aspect that we initially wanted to explore in this focus issue. We aimed to investigate the advantages and disadvantages of using a textbook, as well as ways of adapting textbooks that provide teachers with an opportunity to personalise teaching material and enable students to be more actively involved in the learning process.

Nasl. z nasl. zaslona. Opis vira z dne 20. 7. 2022. Bibliografija: str. 17-19. EC, INTERREG V-A Italija-Slovenija 2014-2020, EU, Tržišče ekosistemskih storitev za napredno politiko zaščite območij NATURA 2000, ECO-SMART

Nasl. z nasl. zaslona. Opis vira z dne 20. 7. 2022. EC, INTERREG V-A Italija-Slovenija 2014-2020, EU, Tržišče ekosistemskih storitev za napredno politiko zaščite območij NATURA 2000, ECO-SMART

Ukrepi za zajezitev pandemije covida-19 so zaznamovali način študija v številnih državah po svetu. Fakultete zaradi nenadnega prehoda na izobraževanje na daljavo niso imele časa pripraviti strategije izvedbe študijskega procesa, učitelji so pristope, kako izvajati predmete, iskali sami, pri čemer se je izkazalo, da številni med njimi zaradi pomanjkanja znanja za prehod niso bili ustrezno usposobljeni. Slednje so zagotovo občutili tudi študenti, zato se v prispevku ukvarjamo z vprašanjem, kako so spremembe v obliki študija doživljali študenti Filozofske fakultete Univerze v Ljubljani. Rezultati raziskave kažejo, da med študenti obstajajo razlike v njihovi oceni ustreznosti različnih pristopov poučevanja glede na različne dejavnike, vključno s študijskimi pogoji. Ti so pomembno vplivali tudi na ocene študentov o lastni usposobljenosti za sodelovanje v tej obliki študija ter na stališča, da so skozi omenjeno obliko dela pridobili več znanja kot pri izvedbi v živo. Ob tem je študij na daljavo v času pandemije pri študentih pomembno vplival tudi na občutek preobremenjenosti in motivacijo za študij ter povečal zaskrbljenost glede ocenjevanja znanja. Rezultati raziskave pa so obenem pokazali na potencial, ki ga študij na daljavo lahko ima, a je tega mogoče izkoristiti le, če so vsem udeležencem v procesu zagotovljeni ustrezni pogoji. Prispevek končujemo s štirimi priporočili, ki jih je pri razmisleku o uvajanju tovrstne oblike študija nujno upoštevati.

This special issue of the CEPS Journal aims to make room for new expe-riences and insights, to define challenges and exchange experiences, and to ana-lyse the factors that have influenced education and the ways – coping strategies – for dealing with “educational stress” in the given circumstances. The aim of the special issue is to analyse the experiences of different countries, different so-cio-cultural contexts and different subjects, as well as the different perceptions of teachers, students, parents and institutions, in order to gain insights into and better understand the process of education in crisis circumstances. However, we are well aware that after the pandemic subsides, nothing will be exactly the same as in pre-pandemic education.

Adolescence is considered to be the most important period for the prevention of substance use and misuse (SUM). The aim of this study was to investigate the problem of SUM and to establish potentially important factors associated with SUM in Kosovar adolescents. Multi-stage simple random sampling was used to select participants. At the end of their high school education, 980 adolescents (623 females) ages 17 to 19 years old were enrolled in the study. The prevalence of smoking, alcohol consumption (measured by Alcohol Use Disorder Identification Test–AUDIT), and illegal drug use (dependent variables), as well as socio-demographic, scholastic, familial, and sports-related factors (independent variables), were assessed. Boys smoke cigarettes more often than girls with daily-smoking prevalence of 16% among boys and 9% among girls (OR = 1.85, 95% CI= 1.25–2.75). The prevalence of harmful drinking (i.e., AUDIT scores of >10) is found to be alarming (41% and 37% for boys and girls, respectively OR = 1.13, 95% CI = 0.87–1.48), while 17% of boys and 9% of girls used illegal drugs (OR = 2.01, 95% CI = 1.35–2.95). The behavioral grade (observed as: excellent–average-poor) is the factor that was most significantly correlated with SUM both in boys and girls, with lower behavioral grades among those adolescents who consume substances. In girls, lower maternal education levels were associated with a decreased likelihood of SUM, whereas sports achievement was negatively associated with risky drinking. In boys, sports achievement decreased the likelihood of daily smoking. Information on the factors associated with SUM should be disseminated among sports and school authorities.

The present issue of the CEPS Journal invites us to consider the emerging world of the simultaneous functioning of human and artificial intelligence in the field of education. The articles published in the focus section cover a wide spectrum of considerations related to the triangle human intelligence–artificial intelligence– teaching and learning, a triangle that is itself related to the changes in society that are taking place in parallel.

Doktorska naloga se osredotoča na razvoj oblikovanja profila glasbenih učiteljev v osnovnih šolah na Hrvaškem in v Sloveniji, in sicer skozi zgodovinski razvoj do sedanjosti, ter ugotavlja razlike in podobnosti v profilu učiteljev v obeh državah. Poklic učiteljev glasbe se je na Hrvaškem in v Sloveniji skozi zgodovino razvijal počasi in oteženo, na njegovo oblikovanje pa so vplivali različni dejavniki, kot so splošne smernice poučevanja in posebnosti pouka glasbe, pedagoške teorije pomembnih evropskih pedagogov, (ne)primerne politične, družbene, izobraževalne in eksistencialne okoliščine, različni splošni in šolski zakoni idr. Na Hrvaškem in v Sloveniji so bili vse do 18. stoletja učitelji glasbe duhovniki (na Hrvaškem so posebej izpostavljeni popovi glagoljaši), ki so bili polivalentni oziroma (oz.) so hkrati opravljali več služb: duhovniško/župniško in/ali redovniško, lahko so bili tudi v notarski in sodniški službi ali pa so bili učitelji laiki. Učitelji, ki niso bili kleriki, so bili angažirani kot pevci v cerkvenih zborih, organisti, kantorji ali potujoči pevci in člani piskačev oz. deželnih trobentačev, kar je posebej značilno za Slovenijo. Konec 18. stoletja se na ozemlju obeh držav v večjem številu pojavijo učitelji laiki različnih poklicev, ki so poleg učiteljske službe opravljali tudi službo organistov in cerkovnikov. V 19. stoletju je na razvoj profila učitelja glasbe vplivala predvsem različna politična razdelitev, podoba osnovnošolskega učitelja oz. učitelja glasbe pa je bila na Slovenskem podobna kot na Hrvaškem v Vojni krajini. V tem obdobju so se pojavile večje zahteve po zmanjšanju vpliva Cerkve na šolstvo, pa tudi po ločitvi učiteljske službe od postranskih služb oz. od notarske, orglarske in cerkovniške. V obdobju Avstro-Ogrske je podoba učitelja glasbe v obeh državah postajala podobna. V 20. stoletju je bil profil učitelja pod vplivom različnih političnih ideologij, ki so posledično pripeljale do nazadovanja učiteljskega poklica. Zaradi različnih vplivov tudi učitelj glasbe ni mogel razviti kakovostnega glasbenega dela. Med II. svetovno vojno so se ideološki vplivi še stopnjevali (ustaški, fašistični, nacistični ali komunistični), zato je bilo celotno glasbeno delo učiteljev usmerjeno k le enemu cilju – vzgojiti človeka, ki bo poslušen določeni ideologiji. Po vojni je prišlo do delitve na razredne in predmetne učitelje, s čimer je postala polivalentnost vzporedna. Z reformo osnovnošolskega izobraževanja (1958) in izobraževanja učiteljev (1960) se je začelo novo obdobje pedagoške stroke in oblikovanja podobe učitelja glasbe, v katerem so še posebej poudarjali, da mora biti učitelj navdušen nad glasbo, ustvarjalen, da zna učence motivirati oz. spodbujati, sistematično razvijati posameznikove glasbene sposobnosti ter vzgajati za umetnost in za življenjski poklic učitelja glasbe. Po letu 1991 se je v obeh samostojnih državah profil učitelja glasbe oblikoval v podobne in različne lastnosti, kar je značilno še danes. Učitelji glasbe imajo v obeh državah vse več pravic in obveznosti, ki zahtevajo odgovornost pri delu in v odnosu z vsemi dejavniki vzgojno-izobraževalnega procesa v šoli in zunaj nje. Pedagoška naravnanost učitelja glasbe zahteva ustvarjalnost, vedno nova iskanja, predvsem pa razvijanje kompetenc (poklicnih, socialnih, osebnostnih ...), ki zagotavljajo boljše in kakovostnejše delo učiteljev glasbe in razvoj glasbene umetnosti v šoli in zunaj nje. The doctoral thesis focuses on the development of the formation of the profile of music teachers in primary schools in Croatia and Slovenia, namely through the historical development until the present time, and establishes the differences and similarities in the teacher profile in both countries. Through history the profession of music teachers in Croatia and Slovenia developed slowly and with difficulty, its formation influenced by various factors, such as general teaching guidelines and the peculiarities of music lessons, the pedagogical theories of important European pedagogues, (in)appropriate political, social, educational and existential circumstances, various general and school laws etc. Until the 18th century the role of music teachers in Croatia and Slovenia was held by priests (in Croatia popovi glagoljaši are emphasised in particular), who were polyvalent or performed several functions simultaneously: a priest/parochial and/or monastic one they could have also had a notarial or judicial function or were lay teachers. Teachers who were not clerics were employed as singers in church choirs, as organists, cantors or travelling singers and members of the pipers or provincial trumpeters, which is particularly characteristic of Slovenia. At the end of the 18th century, the territory of both countries witnessed an increased number of lay teachers of different professions, who, in addition to teaching, also performed the function of organist or sexton. In the 19th century the development of the music teacher profile was mostly influenced by the different political division, with the image of the primary school teacher or music teacher in Slovenia similar that of the Military Frontier in Croatia. This period experienced greater demands for reducing the influence of the Church on education and for separating the function of teacher from secondary occupations or from the notarial, organist, and sexton function. At the time of Austria-Hungary the image of the music teacher started to become similar in both countries. In the 20th century the profile of teacher was influenced by various political ideologies, which consequently led to a regression of the teaching profession. Due to various influences, the music teacher could not develop quality musical work. During World War II the ideological influences increased further (the Ustashi, Fascist, Nazi or Communist influences), which is why the entire musical work of teachers was directed towards one goal alone – educating a person who will be obedient to a particular ideology. After the war, teachers were divided into class teachers and subject teachers, which polyvalence has become parallel. With the reform of primary school education (1958) and teacher education (1960) began a new era of the pedagogical field and of the formation of the image of the music teacher, in which it was especially emphasised that the teacher must love music, be creative, must know how to motivate or encourage pupils, systematically develop the musical ability of individuals, and educate for art and for the life’s vocation of music teacher. After 1991 both independent states saw the formation of the music teacher profile into similar and different qualities, which is still characteristic today. In both countries music teachers have a growing number of rights and obligations, which demand responsibility in their work and in their interaction with all the factors of the educational process within the school and outside it. The pedagogical orientation of a music teacher demands creativity, the continuous searching for and, above all, developing of different types of competence (professional, social, personal ...) that ensure better and higher quality work of music teachers and the development of the art of music within the school and outside it.

Generacije učečih se bistveno spremenijo vsakih 20 let. Smo sposobni slediti spremembam tudi v izobraževanju? Projekt Unteachables ponuja nekaj odgovorov.