Bibliographic Details
| Title: |
Učitelj u hrvatskoj nastavi u inozemstvu: između zajednice i učionice -- studija slučaja. |
| Alternate Title: |
Teacher in Croatian Education Abroad: Between Community and Classroom -- A Case Study. |
| Authors: |
Bajčić, Petra1 petra.bajcic@gmail.com |
| Source: |
Napredak. 2025, Vol. 166 Issue 3/4, p227-245. 19p. |
| Subject Terms: |
*Language maintenance, *Cultural identity, *Transnational education, *Community involvement, *Teaching methods, Emigration & immigration, Croatian language |
| Geographic Terms: |
Zurich (Switzerland), Montenegro, Croatia |
| Abstract (English): |
The Republic of Croatia is recognized as a country with a long-standing trend of emigration, which led to the organization of Croatian language education abroad as a key means of preserving Croatian identity and cultural heritage among Croats outside Croatia. This case study reconstructs the experiences of two teachers in Croatian language classes in Switzerland and Montenegro. Semi-structured interviews were conducted, and thematic analysis was applied within a social constructivist framework. Motivation, pedagogical approaches, and teacher interactions with students, parents, and colleagues were analyzed. Findings highlight the multifaceted role of teachers shaped by the unique challenges of teaching Croatian abroad, involving engagement both in the classroom and the community. The study contributes to understanding the transnational educational context and informing policies supporting Croatian language education abroad. [ABSTRACT FROM AUTHOR] |
| Abstract (Croatian): |
Republika Hrvatska prepoznata je kao zemlja s dugotrajnim trendom iseljavanja, što je potaknulo organizaciju hrvatske nastave u inozemstvu kao važnog oblika očuvanja hrvatskog identiteta i kulturne baštine među Hrvatima izvan Republike Hrvatske. Ova studija slučaja rekonstruira iskustva dviju učiteljica u hrvatskoj nastavi u Švicarskoj i Crnoj Gori. Provedeni su polustrukturirani intervjui i primijenjena tematska analiza unutar socijalno konstruktivističkog okvira. Analizirani su motivacija, pedagoški pristupi i interakcije učiteljica s učenicima, roditeljima i kolegama. Rezultati ukazuju na višestruku ulogu učitelja koja proizlazi iz specifičnih izazova rada u hrvatskoj nastavi u inozemstvu, a oblikovana je angažmanom u učionici, ali i zajednici. Nalazi ove studije pridonose boljem razumijevanju transnacionalnog obrazovnog konteksta te mogu doprinijeti unaprjeđenju obrazovnih politika usmjerenih na hrvatsku nastavu u inozemstvu. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
