APA 6th Edition Kalin, B. (2004). O NASTAVNIČKOJ KOMPETENCIJI SVEUČILIŠNIH NASTAVNIKA. Metodički ogledi, 11 (1), 43-62. Preuzeto s https://hrcak.srce.hr/6105
MLA 8th Edition Kalin, Boris. "O NASTAVNIČKOJ KOMPETENCIJI SVEUČILIŠNIH NASTAVNIKA." Metodički ogledi, vol. 11, br. 1, 2004, str. 43-62. https://hrcak.srce.hr/6105. Citirano 24.01.2021.
Chicago 17th Edition Kalin, Boris. "O NASTAVNIČKOJ KOMPETENCIJI SVEUČILIŠNIH NASTAVNIKA." Metodički ogledi 11, br. 1 (2004): 43-62. https://hrcak.srce.hr/6105
Harvard Kalin, B. (2004). 'O NASTAVNIČKOJ KOMPETENCIJI SVEUČILIŠNIH NASTAVNIKA', Metodički ogledi, 11(1), str. 43-62. Preuzeto s: https://hrcak.srce.hr/6105 (Datum pristupa: 24.01.2021.)
Vancouver Kalin B. O NASTAVNIČKOJ KOMPETENCIJI SVEUČILIŠNIH NASTAVNIKA. Metodički ogledi [Internet]. 2004 [pristupljeno 24.01.2021.];11(1):43-62. Dostupno na: https://hrcak.srce.hr/6105
IEEE B. Kalin, "O NASTAVNIČKOJ KOMPETENCIJI SVEUČILIŠNIH NASTAVNIKA", Metodički ogledi, vol.11, br. 1, str. 43-62, 2004. [Online]. Dostupno na: https://hrcak.srce.hr/6105. [Citirano: 24.01.2021.]
Sažetak The author’s intention is to conduct an unbiased and substantiated-by-documents analysis of the prescribed conditions of the teaching competence of university lecturers, and, following the analysis of the actual state of this matter in Croatia, to verify the recent announcements of positive shifts.
The conditions of the teaching competence required of teachers and lecturers in both primary and secondary schools are firmly defined and well articulated in statutory paragraphs. However, this is not the case with the conditions required for the appointment
of university lecturers. Moreover, the actual teaching competence of university lecturers is, as a rule, minimal or even non-existent! In addition, the predominant attitude on education, teaching and science in Croatia is slighting, and the prevailing attitudes of university lecturers concerning that on which the success of teaching depends
are naïve and prejudiced.
Appropriate legislative changes are discernible, announced and expected soon. Let us hope that with time these changes reflect on both the quality and success of university teaching. Education is absolutely the most important human activity in general. This
obliges us to take the most responsible systematic approach to »education for education«. In doing so, of course, we should always keep in mind that education escapes stereotyped schemes, since as an eminently human act it always includes creativity and freedom as its significant and indispensable components.