APA 6th Edition Peko, A. (2012). Nastava − stavovi učitelja i nastavnika. Školski vjesnik, 61. (4.), 461-479. Preuzeto s https://hrcak.srce.hr/94780
MLA 8th Edition Peko, Anđelka. "Nastava − stavovi učitelja i nastavnika." Školski vjesnik, vol. 61., br. 4., 2012, str. 461-479. https://hrcak.srce.hr/94780. Citirano 26.10.2021.
Chicago 17th Edition Peko, Anđelka. "Nastava − stavovi učitelja i nastavnika." Školski vjesnik 61., br. 4. (2012): 461-479. https://hrcak.srce.hr/94780
Harvard Peko, A. (2012). 'Nastava − stavovi učitelja i nastavnika', Školski vjesnik, 61.(4.), str. 461-479. Preuzeto s: https://hrcak.srce.hr/94780 (Datum pristupa: 26.10.2021.)
Vancouver Peko A. Nastava − stavovi učitelja i nastavnika. Školski vjesnik [Internet]. 2012 [pristupljeno 26.10.2021.];61.(4.):461-479. Dostupno na: https://hrcak.srce.hr/94780
IEEE A. Peko, "Nastava − stavovi učitelja i nastavnika", Školski vjesnik, vol.61., br. 4., str. 461-479, 2012. [Online]. Dostupno na: https://hrcak.srce.hr/94780. [Citirano: 26.10.2021.]
Sažetak The search for a new educational strategy in the Republic of Croatia has been evident for a decade. Numerous documents promote a switch from the teaching-learning paradigm to a different teaching concept. There is a great importance of teachers’ positive attitudes toward new teaching strategies.The research has been conducted in primary schools in order to analyse teachers’ attitudes and to detect possible reasons for the differences, such as the type of school (primary vs. secondary) and years of teaching experience. The participants (N=186) were teachers employed in primary and secondary schools in Osijek and Slavonski Brod. The results indicate that there are statistically significant differences between the primary and the secondary school teachers, measured by a questionnaire about teachers’ attitudes toward teaching. In addition, according to the questionnaire results, more experienced teachers are more inclined not to change the existing approach to teaching and see no need for changes, compared to their younger colleagues. All this implicates the need to involve teachers in different aspects of life- long learning in order for them to be ready to accept the challenge of integrating various concepts in the teaching process.