Sanja Spanja

Followers

Following

Co-author

Mentions

Public Views

doc. dr. sc. Sanja Španja, Assistant professorCurrently working at Department of PedagogyFaculty of Humanities and Social Sciences, Osijek, CroatiaJ. J. Strossmayer University of Osijek, CroatiaA: Lorenza Jägera 9, 31000 Osijek, Hrvatska / CroatiaM: 385 31 494 718 | E: [email protected] | W: ffos.unios.hr

less

Interests

Uploads

Papers by Sanja Spanja

Schulwesen in den multiethnischen Gebieten von Ostslawonien und Baranya

Pedagogijska istraživanja, Dec 20, 2006

Download

Školovanje u multietničkim područjima istočne Slavonije i Baranje

Pedagogijska istraživanja, Dec 20, 2006

U tekstu se analizira pisanje lokalnih medija o problemima skolstva u multietnickim podrucjima is... more

Evaluacija kao pedagoški fenomen

Školski vjesnik : časopis za pedagogijsku teoriju i praksu, Jun 29, 2019

Evaluacija je rezultat kontinuiranog, rekurzivnog i divergentnog razvojnoga procesa svih dionika ... more Evaluacija je rezultat kontinuiranog, rekurzivnog i divergentnog razvojnoga procesa svih dionika odgojno-obrazovnog sustava koji uključuju brojne interakcijske utjecaje. Kroz povijest, evaluacija je reflektirala ono što su učitelji vjerovali da je obrazovanje tog vremena. U stručnoj i znanstvenoj literaturi mogu se pronaći brojne definicije evaluacije te je teško iznjedriti jedinstveno određenje tog pojma koje bi vrijedilo u različitim društvenim i znanstvenim krugovima. Ipak, u radu ćemo evaluaciju definirati kao procjenu određenih odgojno-obrazovnih aktivnosti i rezultata te učinkovitosti intervencija kao i odgovara na pitanje jesu li ti ciljevi i u kojoj mjeri dostignuti. Dalje, bavit ćemo se evaluacijom odgojnoobrazovnog sustava i dionicima u evaluaciji te ćemo dati pregled evaluacijskih modela koji određuju razlike u evaluacijskim procesima. Budući da odgoj i obrazovanje predstavljaju istovremeno proces i rezultat toga procesa, postavlja se pitanje treba li evaluacija biti predodređena ciljevima ili biti otvorena i za neočekivane rezultate i ishode.

Download

Creating transformative practice through coteaching

Assessing the relation between intercultural sensitives and personality traits in high school teachers in the city of Vukovar, Croatia

The educational programZajedno Jači(Stronger Together) in Croatia

Intercultural Education, Aug 1, 2011

In this paper, we explore intercultural learning undertaken through the educational program Stron... more In this paper, we explore intercultural learning undertaken through the educational program Stronger Together. The program Stronger Together was created in 1998 in order to support and educate teachers working with children in post-war regions of Croatia using intercultural education and cooperative learning as tools for addressing problems among school children as well as teachers and parents relating to such issues as intolerance, nationalism, and discrimination. These were magnified by the devastating civil war which took place in the Republic of Croatia from 1991 to 1995. The program focused on communication and conflict-resolution methodologies based on the principles of interculturalism, as well as human rights and children’s rights to education.

Forum Syd Balkan Project. Best practice. PRONI/FSBP education model university course: leadership and developmental community youth work

Intercultural Education, Dec 1, 2008

IAIE Zagreb conference 2013: Unity and disunity, connections and separations: intercultural education as a movement for promoting multiple identities, social inclusion and transformation. Conference proceedings

Intercultural Education, Sep 3, 2014

Evaluacija kao pedagoški fenomen

Personal stories and intercultural dialogue as a part of teacher's professional development- Swedish, Northern Ireland and Croatian perspective

by Peter Mc Kee and Sanja Spanja

This qualitative, comparative case study from Sweden, Northern Ireland and Croatia will attempt t... more This qualitative, comparative case study from Sweden, Northern Ireland and Croatia will attempt to argue importance of recognition and acknowledgment the existence of multiple narratives and at the same time understandings of single identities and academic identity in globalized societies as well as the importance of mobility of academic, mutual and joint creation and implementation of University programmes.

Assessing the relation between intercultural sensitives and personality traits in high school teachers in the city of Vukovar, Croatia

The Proni Center for Social Education: Effective Youthwork Practice in Contested Space

Work with Youth in Divided and Contested Societies, 2007

In partnership with the University of Education and Communication in Sweden and the PRONI Center ... more In partnership with the University of Education and Communication in Sweden and the PRONI Center for Social Education, PRONI provides University level education in Leadership and developmental youthwork, and it supports a network of youth organizations and youth clubs. The key principles of education in youthwork are based on social and informal education, including preparation for life by learning from experience, participation in making decisions as well as acceptance and understanding of others.

The educational program Zajedno Jači (Stronger Together) in Croatia

Intercultural Education, 2011

[image omitted]Forum Syd Balkan Project. Best practice. PRONI/FSBP education model university course: leadership and developmental community youth work

Intercultural Education, 2008

Intercultural Education, Sep 1, 2014

Personal stories and intercultural dialogue as a part of teacher

by Sanja Spanja and Peter Mc Kee

This qualitative, comparative case study from Sweden, Northern Ireland and Croatia argues for the... more This qualitative, comparative case study from Sweden, Northern Ireland and Croatia argues for therecognition and acknowledgment of the existence of multiple narratives together with developing understandings of single identities and academic identity in globalized societies. It also considers the importance of mobility of academic from different socio-cultural backgrounds, mutual and joint creation and implementation of syllabus of University programmes. Teacher/academic identities are explored using thenarrative inquiry of three teachers/academics from Sweden, Northern Ireland and Croatia, who workedtogether for a number of years as colleagues during that time built relationships, earned mutual respect, gained confidence and exchanged experiences. Their collaboration had a strong influence in the joint creation of interdisciplinary and intercultural contexts and professional development in the implementation of the syllabus of a Community Youth Work Programme. In this paper, these three authors take into account the role of teachers/academics derived from their work in Sweden, Northern Ireland and Croatia. They also consider how globalisation is conceived, and the role one assigns to the teacher in relation to it. " Narrative inquiry, according to Clanidin and Connelly is a way of understanding experience. It is collaboration between research and participants, over time in the place, or series of places, and in social interactions with milieus. An inquirer enters this matrix in the minds of living and telling, reliving and retelling, the stories and experiences that makes people's lives, both individual and social. Simply stated... narrative inquiry is stories lived and told ". (Clanidin & Connelly, 2000. P. 20) In today's world, there are strong debates and complex and nuanced views aroundculture, civilisation, and identity. In public discourse, simplistic views are common and these are often followed by fear and uncertainty, exaggerated arguments and reactions that lead to extreme and polarized positions. Sociocultural and political milieus feel the impact of these positions. Universities are no exception. The authors of this paper experiencedthis social polarization during their multicultural and cross-cultural course Community Youth Work. Oftentheir students were from different socio-cultural backgrounds and they were holding these polarized ideological positions quite strongly on a daily basis during the course. Faced with this problem as educators they cautiously structured teaching in such a way that narrative inquiry became a suitable tool for the creation of distinctive national and cultural environments.

Download

Schulwesen in den multiethnischen Gebieten von Ostslawonien und Baranya

Pedagogijska istraživanja, Dec 20, 2006

Download

Školovanje u multietničkim područjima istočne Slavonije i Baranje

Pedagogijska istraživanja, Dec 20, 2006

U tekstu se analizira pisanje lokalnih medija o problemima skolstva u multietnickim podrucjima is... more