APA 6th Edition Pažin-Ilakovac, R. (2012). Školski pedagog u kurikulumu usmjerenome prema učeniku. Školski vjesnik, 61 (1.-2.), 27-40. Preuzeto s https://hrcak.srce.hr/81008
MLA 8th Edition Pažin-Ilakovac, Ružica. "Školski pedagog u kurikulumu usmjerenome prema učeniku." Školski vjesnik, vol. 61, br. 1.-2., 2012, str. 27-40. https://hrcak.srce.hr/81008. Citirano 16.10.2021.
Chicago 17th Edition Pažin-Ilakovac, Ružica. "Školski pedagog u kurikulumu usmjerenome prema učeniku." Školski vjesnik 61, br. 1.-2. (2012): 27-40. https://hrcak.srce.hr/81008
Harvard Pažin-Ilakovac, R. (2012). 'Školski pedagog u kurikulumu usmjerenome prema učeniku', Školski vjesnik, 61(1.-2.), str. 27-40. Preuzeto s: https://hrcak.srce.hr/81008 (Datum pristupa: 16.10.2021.)
Vancouver Pažin-Ilakovac R. Školski pedagog u kurikulumu usmjerenome prema učeniku. Školski vjesnik [Internet]. 2012 [pristupljeno 16.10.2021.];61(1.-2.):27-40. Dostupno na: https://hrcak.srce.hr/81008
IEEE R. Pažin-Ilakovac, "Školski pedagog u kurikulumu usmjerenome prema učeniku", Školski vjesnik, vol.61, br. 1.-2., str. 27-40, 2012. [Online]. Dostupno na: https://hrcak.srce.hr/81008. [Citirano: 16.10.2021.]
Sažetak The aim of this paper is the analysis of the legal, theoretical and practical guidelines that describe the role of a school pedagogue in the formation of the studentcentred curriculum. By analysing and comparing primary goals and tasks that some legal documents and selected authors point out, the contribution and the participation of student-directed pedagogues has been observed in detail. The fi rst part explains the goal and the general starting point, the second one deals with the determinants of the humanistic curriculum, the third one brings student-centred curriculum and the school pedagogues’ work, and the fourth part describes strategies and contents of their work with students, with emphasis on condition and evaluation. The analysis has shown visible but also concealed, not suffi ciently recognized opportunities for expansion and intensifi cation of immediate pedagogues’ action toward students, including the necessary questioning and restructuring of the overall, especially inside work of a school. The pedagogues’ participation is very important in searching and establishing new roles of all participants in the modern school curriculum; in their distinctive and innovative work in supporting students’ development with respect to the integration and partnership spirit of the curriculum. More research of the current practice relating to the theoretical and legal frames, and the development of pedagogues’ work evaluation would contribute to realizing these goals.