Stručni ispit za nastavnike flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Okvir nacionalnog kurikuluma

Croatian national curriculum framework that sets educational goals, values and competence areas; subject curricula and school curricula must be aligned with it.

Compulsory schooling start

In Croatia, compulsory primary education begins in the calendar year in which the child turns six, following a school-readiness assessment.

Hrvatski kvalifikacijski okvir

Croatian Qualifications Framework linking educational qualifications to eight levels, aligned with the European Qualifications Framework to support mobility and recognition.

Didactic triangle

Model of teaching as the relationship among teacher, student and content; the teacher must balance all three relationships to support learning.

Bloom's revised taxonomy

Hierarchical classification of cognitive objectives: remember, understand, apply, analyse, evaluate, create; used to design and sequence learning outcomes.

Formative assessment

Ongoing assessment during teaching that provides feedback to adjust instruction and help students improve, as opposed to summative grading at the end.

Didactic principle of očiglednost

Principle requiring concrete, visual and sensory-supported presentation of content so that abstract ideas are grounded in observable examples.

Zone of Proximal Development

Vygotsky's concept: the gap between what a learner can do independently and what they can do with adult or peer guidance; instruction targets this zone.

Operant conditioning

Skinner's theory that behaviour is shaped by its consequences: reinforcement increases behaviour, punishment decreases it, and schedules affect persistence.

Piaget's concrete operational stage

Stage roughly ages 7 to 11, when children reason logically about concrete objects and events but struggle with abstract and hypothetical thinking.

Working memory capacity

Short-term store of limited capacity, often cited as about seven plus or minus two items, requiring chunking and rehearsal for retention.

Intrinsic motivation

Motivation driven by interest, curiosity and satisfaction in the activity itself, rather than by external rewards such as grades or prizes.

Maslow's hierarchy of needs

Model ordering needs from physiological and safety through belonging and esteem to self-actualisation; lower needs must be met before higher ones.

Individualised curriculum

A programme for students with special educational needs that adapts content, methods and assessment to the student's abilities, decided by a professional team.

Reasonable accommodations

Adjustments such as extended time, larger print, preferential seating or oral testing that remove barriers without changing the learning standards.

Universal Design for Learning

Framework offering multiple means of representation, engagement and expression so that curricula reach diverse learners from the outset.

Gifted students support

Educational provision for daroviti učenici through enrichment, acceleration and individual projects, differentiated from regular classroom work.

Kounin's withitness

Teacher's awareness of everything happening in the classroom, communicated so students know misbehaviour will be noticed promptly.

Active listening

Communication technique of reflecting content and feeling, paraphrasing and withholding judgement so the speaker feels understood.

I-message

Statement describing a behaviour, its effect and the speaker's feeling without blaming, reducing defensiveness in conflict situations.

Preventive classroom management

Approach based on clear rules, routines, engaging tasks and predictable consequences that prevents misbehaviour before it occurs.

Confidentiality in teaching

Ethical duty to protect student data, grades and family circumstances, disclosing only to the professional team or as legally required.

Teacher career advancement

Croatian promotion system with titles mentor, savjetnik and izvrstan savjetnik, awarded on documented professional achievements and years of service.

Action research

Cyclical professional inquiry: identify a problem, plan an intervention, act, observe, reflect, then revise practice based on evidence.

Reflective practice

Teachers examining their own practice through journals, peer observation, video analysis and student feedback to improve instruction.

Metodika nastavnog predmeta

Discipline studying goals, content, methods and organisation of teaching a specific subject, distinct from general didactics.

Learning outcomes

Statements of what students should know or be able to do by the end of a unit; they drive content selection, activities and assessment.

C-P-A sequence

Mathematics teaching sequence moving from concrete manipulatives to pictorial representations to abstract symbols, supporting conceptual understanding.

Receptive and productive skills

Language teaching distinction between listening and reading (receptive) and speaking and writing (productive), which should be integrated in instruction.

Project-based learning

Instruction organised around extended student projects that integrate subject content with real-world contexts and cross-curricular topics.

Alignment of assessment

Principle that assessment formats and tasks must match the stated learning outcomes and the teaching methods used in the subject.

Laboratory safety planning

Requirement in practical science teaching for risk assessment, clear instructions and structured reporting before students conduct experiments.