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Bologna Declaration as a New Paradigm of Higher (Quality) Education

Nedim Čirić ; Internacionalni centar za cjeloživotno obrazovanje, Tuzla, Bosna i Hercegovina

Puni tekst: hrvatski, pdf (29 MB) str. 53-61 preuzimanja: 227* citiraj
APA 6th Edition
Čirić, N. (2016). BOLONJSKA DEKLARACIJA KAO NOVA PARADIGMA (KVALITETNOG) VISOKOŠKOLSKOG OBRAZOVANJA. Život i škola, LXII (1), 53-61. Preuzeto s https://hrcak.srce.hr/165101
MLA 8th Edition
Čirić, Nedim. "BOLONJSKA DEKLARACIJA KAO NOVA PARADIGMA (KVALITETNOG) VISOKOŠKOLSKOG OBRAZOVANJA." Život i škola, vol. LXII, br. 1, 2016, str. 53-61. https://hrcak.srce.hr/165101. Citirano 13.11.2019.
Chicago 17th Edition
Čirić, Nedim. "BOLONJSKA DEKLARACIJA KAO NOVA PARADIGMA (KVALITETNOG) VISOKOŠKOLSKOG OBRAZOVANJA." Život i škola LXII, br. 1 (2016): 53-61. https://hrcak.srce.hr/165101
Harvard
Čirić, N. (2016). 'BOLONJSKA DEKLARACIJA KAO NOVA PARADIGMA (KVALITETNOG) VISOKOŠKOLSKOG OBRAZOVANJA', Život i škola, LXII(1), str. 53-61. Preuzeto s: https://hrcak.srce.hr/165101 (Datum pristupa: 13.11.2019.)
Vancouver
Čirić N. BOLONJSKA DEKLARACIJA KAO NOVA PARADIGMA (KVALITETNOG) VISOKOŠKOLSKOG OBRAZOVANJA. Život i škola [Internet]. 2016 [pristupljeno 13.11.2019.];LXII(1):53-61. Dostupno na: https://hrcak.srce.hr/165101
IEEE
N. Čirić, "BOLONJSKA DEKLARACIJA KAO NOVA PARADIGMA (KVALITETNOG) VISOKOŠKOLSKOG OBRAZOVANJA", Život i škola, vol.LXII, br. 1, str. 53-61, 2016. [Online]. Dostupno na: https://hrcak.srce.hr/165101. [Citirano: 13.11.2019.]

Sažetak
This paper presents the traditional and contemporary paradigm of high education in relation to its identifiability through Bologna Declaration in detail. The descriptive method and procedure of content analysis of the current postulations of the Bologna Declaration, paradigms of high education and contemporary didactic theories have been applied. Presuming the fact that paradigms of high education, according to their content and structure, mutually differ from each other, the results of our theoretical consideration indicate the same basic goals of institutional high education, but also the need for re-conceptualization from society of knowledge and paradigm of teaching into society that learns the paradigm of studying. Huge differences in reification of organization of university teaching regarding traditional and contemporary paradigm occur but at the same time, it is confirmed that through the current reforms in high education, there are tendencies for creating of assumptions for standardized space and quality of high education, and that orientation towards users’ needs and autonomy of scientific research have become the priority.

Ključne riječi
higher education; paradigms of higher education; university teaching; contemporary didactic theories

Hrčak ID: 165101

URI
https://hrcak.srce.hr/165101

[hrvatski] [njemački]

Posjeta: 540 *