Stručni ispit za nastavnike cheat sheet

Croatian primary and secondary education is regulated by the Zakon o odgoju i obrazovanju u osnovnoj i srednjoj školi; preschool education by the Zakon o predškolskom odgoju i obrazovanju.

Compulsory schooling in Croatia covers primary education (osnovna škola, grades 1-8) and begins in the calendar year in which the child turns six, subject to a school-readiness assessment.

The school year runs from early September to mid/late June, organised in two polugodišta (semesters) separated by winter and spring breaks plus summer vacation.

Osnovna škola is divided into razredna nastava (grades 1-4, one class teacher) and predmetna nastava (grades 5-8, subject teachers).

The national curriculum framework is the Okvir nacionalnog kurikuluma, implemented through subject curricula (predmetni kurikulumi) and cross-curricular topics.

Teacher employment status, qualifications and promotion (mentor, savjetnik, izvrstan savjetnik) are governed by the Zakon o odgoju i obrazovanju and the Pravilnik o napredovanju učitelja i nastavnika.

The Hrvatski kvalifikacijski okvir (HKO) links educational qualifications to levels 1-8, aligned with the European Qualifications Framework.

Grading in primary and secondary schools uses numerical scales (1-5, where 1 is nedovoljan/fail); conduct (vladanje) is graded separately as exemplary, good or poor.

Didactic triangle: teacher (nastavnik) - student (učenik) - content (nastavni sadržaj); each pair forms a relationship the teacher must balance.

Curriculum planning levels: national curriculum (macro), school curriculum (mezzo), and teaching/lesson plan (mikro).

Bloom's revised taxonomy orders cognitive objectives: remember, understand, apply, analyse, evaluate, create.

A teaching objective must be measurable and expressed as observable student behaviour (operationalised), not as teacher activity.

Lesson structure commonly follows: introduction/motivation, announcement of objective, new content, practice, consolidation, assessment, homework.

Didactic principles include: očiglednost (visual clarity), sustavnost i postupnost (systematic sequencing), svjesna aktivnost (conscious activity), individualisation, and primjerenost (age appropriateness).

Formative assessment informs ongoing teaching; summative assessment (e.g. written tests) certifies achievement at the end of a unit.

Teaching methods divide into verbal/textual, demonstrative/visual, and practical/laboratory; social forms into frontal, group, pair and individual work.

Piaget's stages: sensorimotor (0-2), preoperational (2-7), concrete operational (7-11), formal operational (11+); development proceeds through assimilation and accommodation.

Vygotsky's Zone of Proximal Development (ZOP) is the gap between what a learner can do alone and with adult or peer support; scaffolding bridges it.

Classical conditioning (Pavlov) pairs a neutral stimulus with an unconditioned one; operant conditioning (Skinner) shapes behaviour through reinforcement and punishment.

Bandura's social learning theory: learning occurs through observation, imitation and modelling, mediated by attention, retention, reproduction and motivation.

Information-processing model: sensory memory, working/short-term memory (limited capacity ~7±2 items), long-term memory; rehearsal and elaboration support transfer.

Maslow's hierarchy orders needs from physiological and safety up through belonging, esteem, to self-actualisation; unmet lower needs impede learning.

Erikson's psychosocial stages: industry vs inferiority (school age) and identity vs role confusion (adolescence) are directly relevant to classrooms.

Intrinsic motivation arises from interest and satisfaction; extrinsic from rewards and grades; over-reliance on extrinsic rewards can reduce intrinsic motivation.

Inclusive education means adapting the environment, methods and materials so all students learn together in the least restrictive setting.

The Zakon o odgoju i obrazovanju defines children with special educational needs (djeca s teškoćama) and requires an individualised approach.

A student with SEN receives an individualised curriculum (individualizirani program) or an adjusted programme (prilagođeni program), decided by a professional team.

The professional team typically includes the class teacher, subject teachers, school pedagogue, psychologist, speech therapist and parents.

Reasonable accommodations include extended time, larger print, preferential seating, oral testing, reduced workload and assistive technology.

Universal Design for Learning (UDL) offers multiple means of representation, engagement and expression to reach diverse learners.

Gifted students (daroviti učenici) also fall under differentiated support: enrichment, acceleration and individual projects.

Diagnostic assessment identifies the nature of difficulty; formative monitoring evaluates whether support measures are working and should be revised.

Preventive management relies on clear rules, routines, physical arrangement, engaging tasks and predictable consequences.

Kounin's concepts: withitness (awareness of everything), overlapping (handling multiple events), smoothness and momentum in transitions.

Positive behaviour support emphasises specific praise for desired behaviour over general or punitive responses.

Active listening (Rogers): reflect content and feeling, paraphrase, avoid immediate judgement or advice.

I-messages describe behaviour, its effect and the speaker's feeling without blaming the student.

Conflict resolution steps: cool down, describe the problem from both sides, generate options, agree a solution, follow up.

Group dynamics: roles, norms and cohesion develop in classes; scapegoating and bullying require early, structured intervention.

Nonverbal communication (proximity, eye contact, tone) often regulates behaviour more quickly than verbal reprimands.

The Code of Ethics for teachers (Etički kodeks) sets principles: respect for the child's dignity, fairness, confidentiality, and professional integrity.

Confidentiality covers student data, grades and family circumstances; disclosure is limited to the professional team and legal obligations.

Teachers must avoid conflicts of interest, including private tutoring of their own students for payment and accepting gifts that could influence grading.

Professional development is continuous: formal education, professional training (stručno usavršavanje), and reflective practice.

Career advancement in Croatia follows mentor, savjetnik and izvrstan savjetnik titles, based on documented professional achievements and years of service.

Reflective practice uses tools such as teaching journals, peer observation, video analysis and feedback from students.

Action research: identify a problem, plan an intervention, act, observe, reflect, then revise.

Ethical reporting: suspected abuse or neglect must be reported to the school's professional service and relevant authorities.

Metodika studies the goals, content, methods and organisation of teaching a specific subject, distinct from general didactics.

Each subject curriculum defines outcomes (ishodi učenja), content, cross-curricular links and assessment criteria.

Subject methodology selects representations: models, experiments, primary sources, texts or problems appropriate to the discipline.

Practical work and laboratory teaching in science subjects require safety planning, clear instructions and structured reporting.

Language teaching methodology distinguishes receptive (listening, reading) and productive (speaking, writing) skills and integrates them.

Mathematics methodology moves from concrete to pictorial to abstract representation (C-P-A sequence) and emphasises problem-solving and reasoning.

Assessment in a subject should align with its outcomes, using varied formats: oral, written, practical, project and portfolio.

Interdisciplinary and project-based approaches connect subject content to real-world contexts and cross-curricular topics.

Metodika studies the goals, content, methods and organisation of teaching a specific subject, distinct from general didactics.

Each subject curriculum defines outcomes (ishodi učenja), content, cross-curricular links and assessment criteria.

Subject methodology selects representations: models, experiments, primary sources, texts or problems appropriate to the discipline.

Practical work and laboratory teaching in science subjects require safety planning, clear instructions and structured reporting.

Language teaching methodology distinguishes receptive (listening, reading) and productive (speaking, writing) skills and integrates them.

Mathematics methodology moves from concrete to pictorial to abstract representation (C-P-A sequence) and emphasises problem-solving and reasoning.

Assessment in a subject should align with its outcomes, using varied formats: oral, written, practical, project and portfolio.

Interdisciplinary and project-based approaches connect subject content to real-world contexts and cross-curricular topics.

Metodika studies the goals, content, methods and organisation of teaching a specific subject, distinct from general didactics.

Each subject curriculum defines outcomes (ishodi učenja), content, cross-curricular links and assessment criteria.

Subject methodology selects representations: models, experiments, primary sources, texts or problems appropriate to the discipline.

Practical work and laboratory teaching in science subjects require safety planning, clear instructions and structured reporting.

Language teaching methodology distinguishes receptive (listening, reading) and productive (speaking, writing) skills and integrates them.

Mathematics methodology moves from concrete to pictorial to abstract representation (C-P-A sequence) and emphasises problem-solving and reasoning.

Assessment in a subject should align with its outcomes, using varied formats: oral, written, practical, project and portfolio.

Interdisciplinary and project-based approaches connect subject content to real-world contexts and cross-curricular topics.

Metodika studies the goals, content, methods and organisation of teaching a specific subject, distinct from general didactics.

Each subject curriculum defines outcomes (ishodi učenja), content, cross-curricular links and assessment criteria.

Subject methodology selects representations: models, experiments, primary sources, texts or problems appropriate to the discipline.

Practical work and laboratory teaching in science subjects require safety planning, clear instructions and structured reporting.

Language teaching methodology distinguishes receptive (listening, reading) and productive (speaking, writing) skills and integrates them.

Mathematics methodology moves from concrete to pictorial to abstract representation (C-P-A sequence) and emphasises problem-solving and reasoning.

Assessment in a subject should align with its outcomes, using varied formats: oral, written, practical, project and portfolio.

Interdisciplinary and project-based approaches connect subject content to real-world contexts and cross-curricular topics.

Metodika studies the goals, content, methods and organisation of teaching a specific subject, distinct from general didactics.

Each subject curriculum defines outcomes (ishodi učenja), content, cross-curricular links and assessment criteria.

Subject methodology selects representations: models, experiments, primary sources, texts or problems appropriate to the discipline.

Practical work and laboratory teaching in science subjects require safety planning, clear instructions and structured reporting.

Language teaching methodology distinguishes receptive (listening, reading) and productive (speaking, writing) skills and integrates them.

Mathematics methodology moves from concrete to pictorial to abstract representation (C-P-A sequence) and emphasises problem-solving and reasoning.

Assessment in a subject should align with its outcomes, using varied formats: oral, written, practical, project and portfolio.

Interdisciplinary and project-based approaches connect subject content to real-world contexts and cross-curricular topics.

Metodika studies the goals, content, methods and organisation of teaching a specific subject, distinct from general didactics.

Each subject curriculum defines outcomes (ishodi učenja), content, cross-curricular links and assessment criteria.

Subject methodology selects representations: models, experiments, primary sources, texts or problems appropriate to the discipline.

Practical work and laboratory teaching in science subjects require safety planning, clear instructions and structured reporting.

Language teaching methodology distinguishes receptive (listening, reading) and productive (speaking, writing) skills and integrates them.

Mathematics methodology moves from concrete to pictorial to abstract representation (C-P-A sequence) and emphasises problem-solving and reasoning.

Assessment in a subject should align with its outcomes, using varied formats: oral, written, practical, project and portfolio.

Interdisciplinary and project-based approaches connect subject content to real-world contexts and cross-curricular topics.

Metodika studies the goals, content, methods and organisation of teaching a specific subject, distinct from general didactics.

Each subject curriculum defines outcomes (ishodi učenja), content, cross-curricular links and assessment criteria.

Subject methodology selects representations: models, experiments, primary sources, texts or problems appropriate to the discipline.

Practical work and laboratory teaching in science subjects require safety planning, clear instructions and structured reporting.

Language teaching methodology distinguishes receptive (listening, reading) and productive (speaking, writing) skills and integrates them.

Mathematics methodology moves from concrete to pictorial to abstract representation (C-P-A sequence) and emphasises problem-solving and reasoning.

Assessment in a subject should align with its outcomes, using varied formats: oral, written, practical, project and portfolio.

Interdisciplinary and project-based approaches connect subject content to real-world contexts and cross-curricular topics.

Metodika studies the goals, content, methods and organisation of teaching a specific subject, distinct from general didactics.

Each subject curriculum defines outcomes (ishodi učenja), content, cross-curricular links and assessment criteria.

Subject methodology selects representations: models, experiments, primary sources, texts or problems appropriate to the discipline.

Practical work and laboratory teaching in science subjects require safety planning, clear instructions and structured reporting.

Language teaching methodology distinguishes receptive (listening, reading) and productive (speaking, writing) skills and integrates them.

Mathematics methodology moves from concrete to pictorial to abstract representation (C-P-A sequence) and emphasises problem-solving and reasoning.

Assessment in a subject should align with its outcomes, using varied formats: oral, written, practical, project and portfolio.

Interdisciplinary and project-based approaches connect subject content to real-world contexts and cross-curricular topics.

Metodika studies the goals, content, methods and organisation of teaching a specific subject, distinct from general didactics.

Each subject curriculum defines outcomes (ishodi učenja), content, cross-curricular links and assessment criteria.

Subject methodology selects representations: models, experiments, primary sources, texts or problems appropriate to the discipline.

Practical work and laboratory teaching in science subjects require safety planning, clear instructions and structured reporting.

Language teaching methodology distinguishes receptive (listening, reading) and productive (speaking, writing) skills and integrates them.

Mathematics methodology moves from concrete to pictorial to abstract representation (C-P-A sequence) and emphasises problem-solving and reasoning.

Assessment in a subject should align with its outcomes, using varied formats: oral, written, practical, project and portfolio.

Interdisciplinary and project-based approaches connect subject content to real-world contexts and cross-curricular topics.

Metodika studies the goals, content, methods and organisation of teaching a specific subject, distinct from general didactics.

Each subject curriculum defines outcomes (ishodi učenja), content, cross-curricular links and assessment criteria.

Subject methodology selects representations: models, experiments, primary sources, texts or problems appropriate to the discipline.

Practical work and laboratory teaching in science subjects require safety planning, clear instructions and structured reporting.

Language teaching methodology distinguishes receptive (listening, reading) and productive (speaking, writing) skills and integrates them.

Mathematics methodology moves from concrete to pictorial to abstract representation (C-P-A sequence) and emphasises problem-solving and reasoning.

Assessment in a subject should align with its outcomes, using varied formats: oral, written, practical, project and portfolio.

Interdisciplinary and project-based approaches connect subject content to real-world contexts and cross-curricular topics.

Metodika studies the goals, content, methods and organisation of teaching a specific subject, distinct from general didactics.

Each subject curriculum defines outcomes (ishodi učenja), content, cross-curricular links and assessment criteria.

Subject methodology selects representations: models, experiments, primary sources, texts or problems appropriate to the discipline.

Practical work and laboratory teaching in science subjects require safety planning, clear instructions and structured reporting.

Language teaching methodology distinguishes receptive (listening, reading) and productive (speaking, writing) skills and integrates them.

Mathematics methodology moves from concrete to pictorial to abstract representation (C-P-A sequence) and emphasises problem-solving and reasoning.

Assessment in a subject should align with its outcomes, using varied formats: oral, written, practical, project and portfolio.

Interdisciplinary and project-based approaches connect subject content to real-world contexts and cross-curricular topics.

Metodika studies the goals, content, methods and organisation of teaching a specific subject, distinct from general didactics.

Each subject curriculum defines outcomes (ishodi učenja), content, cross-curricular links and assessment criteria.

Subject methodology selects representations: models, experiments, primary sources, texts or problems appropriate to the discipline.

Practical work and laboratory teaching in science subjects require safety planning, clear instructions and structured reporting.

Language teaching methodology distinguishes receptive (listening, reading) and productive (speaking, writing) skills and integrates them.

Mathematics methodology moves from concrete to pictorial to abstract representation (C-P-A sequence) and emphasises problem-solving and reasoning.

Assessment in a subject should align with its outcomes, using varied formats: oral, written, practical, project and portfolio.

Interdisciplinary and project-based approaches connect subject content to real-world contexts and cross-curricular topics.

Metodika studies the goals, content, methods and organisation of teaching a specific subject, distinct from general didactics.

Each subject curriculum defines outcomes (ishodi učenja), content, cross-curricular links and assessment criteria.

Subject methodology selects representations: models, experiments, primary sources, texts or problems appropriate to the discipline.

Practical work and laboratory teaching in science subjects require safety planning, clear instructions and structured reporting.

Language teaching methodology distinguishes receptive (listening, reading) and productive (speaking, writing) skills and integrates them.

Mathematics methodology moves from concrete to pictorial to abstract representation (C-P-A sequence) and emphasises problem-solving and reasoning.

Assessment in a subject should align with its outcomes, using varied formats: oral, written, practical, project and portfolio.

Interdisciplinary and project-based approaches connect subject content to real-world contexts and cross-curricular topics.

Metodika studies the goals, content, methods and organisation of teaching a specific subject, distinct from general didactics.

Each subject curriculum defines outcomes (ishodi učenja), content, cross-curricular links and assessment criteria.

Subject methodology selects representations: models, experiments, primary sources, texts or problems appropriate to the discipline.

Practical work and laboratory teaching in science subjects require safety planning, clear instructions and structured reporting.

Language teaching methodology distinguishes receptive (listening, reading) and productive (speaking, writing) skills and integrates them.

Mathematics methodology moves from concrete to pictorial to abstract representation (C-P-A sequence) and emphasises problem-solving and reasoning.

Assessment in a subject should align with its outcomes, using varied formats: oral, written, practical, project and portfolio.

Interdisciplinary and project-based approaches connect subject content to real-world contexts and cross-curricular topics.

Metodika studies the goals, content, methods and organisation of teaching a specific subject, distinct from general didactics.

Each subject curriculum defines outcomes (ishodi učenja), content, cross-curricular links and assessment criteria.

Subject methodology selects representations: models, experiments, primary sources, texts or problems appropriate to the discipline.

Practical work and laboratory teaching in science subjects require safety planning, clear instructions and structured reporting.

Language teaching methodology distinguishes receptive (listening, reading) and productive (speaking, writing) skills and integrates them.

Mathematics methodology moves from concrete to pictorial to abstract representation (C-P-A sequence) and emphasises problem-solving and reasoning.

Assessment in a subject should align with its outcomes, using varied formats: oral, written, practical, project and portfolio.

Interdisciplinary and project-based approaches connect subject content to real-world contexts and cross-curricular topics.

Metodika studies the goals, content, methods and organisation of teaching a specific subject, distinct from general didactics.

Each subject curriculum defines outcomes (ishodi učenja), content, cross-curricular links and assessment criteria.

Subject methodology selects representations: models, experiments, primary sources, texts or problems appropriate to the discipline.

Practical work and laboratory teaching in science subjects require safety planning, clear instructions and structured reporting.

Language teaching methodology distinguishes receptive (listening, reading) and productive (speaking, writing) skills and integrates them.

Mathematics methodology moves from concrete to pictorial to abstract representation (C-P-A sequence) and emphasises problem-solving and reasoning.

Assessment in a subject should align with its outcomes, using varied formats: oral, written, practical, project and portfolio.

Interdisciplinary and project-based approaches connect subject content to real-world contexts and cross-curricular topics.

Metodika studies the goals, content, methods and organisation of teaching a specific subject, distinct from general didactics.

Each subject curriculum defines outcomes (ishodi učenja), content, cross-curricular links and assessment criteria.

Subject methodology selects representations: models, experiments, primary sources, texts or problems appropriate to the discipline.

Practical work and laboratory teaching in science subjects require safety planning, clear instructions and structured reporting.

Language teaching methodology distinguishes receptive (listening, reading) and productive (speaking, writing) skills and integrates them.

Mathematics methodology moves from concrete to pictorial to abstract representation (C-P-A sequence) and emphasises problem-solving and reasoning.

Assessment in a subject should align with its outcomes, using varied formats: oral, written, practical, project and portfolio.

Interdisciplinary and project-based approaches connect subject content to real-world contexts and cross-curricular topics.

Metodika studies the goals, content, methods and organisation of teaching a specific subject, distinct from general didactics.

Each subject curriculum defines outcomes (ishodi učenja), content, cross-curricular links and assessment criteria.

Subject methodology selects representations: models, experiments, primary sources, texts or problems appropriate to the discipline.

Practical work and laboratory teaching in science subjects require safety planning, clear instructions and structured reporting.

Language teaching methodology distinguishes receptive (listening, reading) and productive (speaking, writing) skills and integrates them.

Mathematics methodology moves from concrete to pictorial to abstract representation (C-P-A sequence) and emphasises problem-solving and reasoning.

Assessment in a subject should align with its outcomes, using varied formats: oral, written, practical, project and portfolio.

Interdisciplinary and project-based approaches connect subject content to real-world contexts and cross-curricular topics.

Metodika studies the goals, content, methods and organisation of teaching a specific subject, distinct from general didactics.

Each subject curriculum defines outcomes (ishodi učenja), content, cross-curricular links and assessment criteria.

Subject methodology selects representations: models, experiments, primary sources, texts or problems appropriate to the discipline.

Practical work and laboratory teaching in science subjects require safety planning, clear instructions and structured reporting.

Language teaching methodology distinguishes receptive (listening, reading) and productive (speaking, writing) skills and integrates them.

Mathematics methodology moves from concrete to pictorial to abstract representation (C-P-A sequence) and emphasises problem-solving and reasoning.

Assessment in a subject should align with its outcomes, using varied formats: oral, written, practical, project and portfolio.

Interdisciplinary and project-based approaches connect subject content to real-world contexts and cross-curricular topics.

Metodika studies the goals, content, methods and organisation of teaching a specific subject, distinct from general didactics.

Each subject curriculum defines outcomes (ishodi učenja), content, cross-curricular links and assessment criteria.

Subject methodology selects representations: models, experiments, primary sources, texts or problems appropriate to the discipline.

Practical work and laboratory teaching in science subjects require safety planning, clear instructions and structured reporting.

Language teaching methodology distinguishes receptive (listening, reading) and productive (speaking, writing) skills and integrates them.

Mathematics methodology moves from concrete to pictorial to abstract representation (C-P-A sequence) and emphasises problem-solving and reasoning.

Assessment in a subject should align with its outcomes, using varied formats: oral, written, practical, project and portfolio.

Interdisciplinary and project-based approaches connect subject content to real-world contexts and cross-curricular topics.

Metodika studies the goals, content, methods and organisation of teaching a specific subject, distinct from general didactics.

Each subject curriculum defines outcomes (ishodi učenja), content, cross-curricular links and assessment criteria.

Subject methodology selects representations: models, experiments, primary sources, texts or problems appropriate to the discipline.

Practical work and laboratory teaching in science subjects require safety planning, clear instructions and structured reporting.

Language teaching methodology distinguishes receptive (listening, reading) and productive (speaking, writing) skills and integrates them.

Mathematics methodology moves from concrete to pictorial to abstract representation (C-P-A sequence) and emphasises problem-solving and reasoning.

Assessment in a subject should align with its outcomes, using varied formats: oral, written, practical, project and portfolio.

Interdisciplinary and project-based approaches connect subject content to real-world contexts and cross-curricular topics.

Metodika studies the goals, content, methods and organisation of teaching a specific subject, distinct from general didactics.

Each subject curriculum defines outcomes (ishodi učenja), content, cross-curricular links and assessment criteria.

Subject methodology selects representations: models, experiments, primary sources, texts or problems appropriate to the discipline.

Practical work and laboratory teaching in science subjects require safety planning, clear instructions and structured reporting.

Language teaching methodology distinguishes receptive (listening, reading) and productive (speaking, writing) skills and integrates them.

Mathematics methodology moves from concrete to pictorial to abstract representation (C-P-A sequence) and emphasises problem-solving and reasoning.

Assessment in a subject should align with its outcomes, using varied formats: oral, written, practical, project and portfolio.

Interdisciplinary and project-based approaches connect subject content to real-world contexts and cross-curricular topics.

Metodika studies the goals, content, methods and organisation of teaching a specific subject, distinct from general didactics.

Each subject curriculum defines outcomes (ishodi učenja), content, cross-curricular links and assessment criteria.

Subject methodology selects representations: models, experiments, primary sources, texts or problems appropriate to the discipline.

Practical work and laboratory teaching in science subjects require safety planning, clear instructions and structured reporting.

Language teaching methodology distinguishes receptive (listening, reading) and productive (speaking, writing) skills and integrates them.

Mathematics methodology moves from concrete to pictorial to abstract representation (C-P-A sequence) and emphasises problem-solving and reasoning.

Assessment in a subject should align with its outcomes, using varied formats: oral, written, practical, project and portfolio.

Interdisciplinary and project-based approaches connect subject content to real-world contexts and cross-curricular topics.

Metodika studies the goals, content, methods and organisation of teaching a specific subject, distinct from general didactics.

Each subject curriculum defines outcomes (ishodi učenja), content, cross-curricular links and assessment criteria.

Subject methodology selects representations: models, experiments, primary sources, texts or problems appropriate to the discipline.

Practical work and laboratory teaching in science subjects require safety planning, clear instructions and structured reporting.

Language teaching methodology distinguishes receptive (listening, reading) and productive (speaking, writing) skills and integrates them.

Mathematics methodology moves from concrete to pictorial to abstract representation (C-P-A sequence) and emphasises problem-solving and reasoning.

Assessment in a subject should align with its outcomes, using varied formats: oral, written, practical, project and portfolio.

Interdisciplinary and project-based approaches connect subject content to real-world contexts and cross-curricular topics.