This paper analyzes and problematises the so-called "Bologna" or "Principles of the European Higher Education Area" (EHEA). A decade of the Bologna process has created the impression that there are some fundamental principles inherent in its objectives. These principles should not be confused with the principles of higher education in general: "EHEA principle« are based in the special European context of the past decade. At the same time in the most direct and best known way they are recognised as 'the objectives of the Bologna agreement defined ", but a detailed look shows that they are mainly procedural principles. But the concept of the principle can also be understood in the context of values - not least as a responsibility that someone has in relation to a particular matter (in our case to EHEA). In this sense, the principles should be seen as a reason and basic operating rules, such as what enables action and what justify its results as a valuable, realistic and durable. The aim of this paper therefore is that from the perspective of "the history of (policy) ideas" shows the existence of different horizons and interpretation of "principles of EHEA", but that explanation and understanding are not necessarily consistent. In doing so, the analysis of strategic documents shows that there exist current and potential conflicts in the interpretation of "principles EHEA" in this decade.
COBISS.SI-ID: 9239881
This paper deals with quality assurance system of initial teacher education in Slovenia and places it in an international comparison. The concept of quality assurance follows the general criteria assurance system in higher education: criteria of university self-evaluation and external evaluation of institutions and programs are therefore the only defining quality assurance framework in the field of teacher education. Specific criteria to measure the specific aspects of quality in teacher education as a separate field of study, have not yet been developed. As in most other European countries, the education of teachers in Slovenia is a national regulated profession, and in this area there are some specific national criteria, which primarily provide basic compatibility of qualifications in this field. In the recent period in this area we are seeing rapid internationalization (eg joint curricula), which already indicates the need for additional international criteria to ensure the quality of initial teacher education, in excess of established national and institutional paradigms. In connection with some other areas of study at the end the article justifies the need to develop a European initiative for quality assurance in teacher education, which would have resulted from the specific requirements of this field.
COBISS.SI-ID: 9357641
In the ongoing trend towards inclusive education, initial teacher education programs must ensure that prospective teachers are prepared to teach all pupils effectively. The study presented in this paper aimed to explore the attitudes of teacher candidates in Serbia and Slovenia towards responsibility for the teaching and learning of vulnerable pupils in mainstream elementary schools. Using a quantitative approach, the study sought to elicit teacher candidates’ views about division of responsibility for the academic achievement and additional support of vulnerable pupils and their views on the factors that most affect learning difficulties in those pupils. Our findings indicate that teacher candidates’ feelings of responsibility are unlikely to help when instructing vulnerable pupils. The implications of these findings are discussed, and we suggest several ways to improve teacher education programs to promote inclusive education based on the concept of quality education for all.
COBISS.SI-ID: 9232201
The article explores the experiential side of the phenomenon of thinking. It tries to show how – under the common and familiar term –many very different modalities of experience are hidden. The article also attempts to illustrate the importance of systematic study of experience and addresses some open questions emerging from such an enterprise.
COBISS.SI-ID: 9544009
The article is based on empirical analyzes made within research "Problems of inclusive treatment of pupils with outstanding behavior, and socially and culturally depriviliged pupils." In this paper we collect and analyze qualitative data relevant to the ways teachers responses to the outstanding behavior of pupils in primary schools. We have found that educators have developed various models of responses to outstanding behavior, behind which one can - as the rule – find other difficult problems of lives of young people. The results show that the most successful models of respoding are those which develop supportive and protective network around such individuals through a team approach and active participation of pupils.
COBISS.SI-ID: 9446473