ROLE OF CROATIAN GEOGRAPHICAL SOCIETY IN TRAINING AND
PROFESSIONAL DEVELOPMENT OF TEACHERS OF GEOGRAPHY
Ružica Vuk, Department of Geography, Faculty of Science, University of Zagreb
rvuk@geog.pmf.hr
Martina Jakovčić, Department of Geography, Faculty of Science, University of Zagreb,
mjakovci@geog.pmf.hr
Zoran Curić, Department of Geography, Faculty of Science, University of Zagreb,
zcuric@geog.pmf.hr
ABSTRACT
The paper analyses role of Croatian Geographical Society in organization of training of geography teachers
in primary schools in Republic of Croatia. Despite growing tendencies of Croatian Geographical Society, as
the leading geographical society in Croatia, to take a larger role and responsibility in the process of
professional development of teachers, professional training is still dominant method of life- long learning .
Data used in the paper was gathered from survey conducted in primary schools in Croatia, documents and
archive of Croatian Geographical Society and legal frames that represents the ground base for the system of
upbringing and education.
Key words: professional training, professional development, primary school, geography
teacher, geography
INTRODUCTION
Models and practice of professional training have been discussed by a large number of
authors, particularly in transition countries where this model is still prevailing in
comparison to the model of professional development. During the years number of topics
covered by trainings has been rising but organization and methodology has hardly changed
(Krnjaja, 2009; Zindović-Vukadinović, 2010; Stanković i Pavlović, 2010). On the contrary
to transition countries in developed Western European countries model of professional
development is predominating. The main characteristic of the model is constant evaluation
of the model with the aim of improving the efficiency of teaching and development of
teaching competencies (Fullan, 2001; Schön, 2002; Goodlad, 2004; Parr, 2005; Morales i
dr., 2006; Zgaga, 2006; Stoll i dr., 2006; Lumpe, 2007). So far, in Croatia, there has been
no survey dealing with the problem of professional training of geography teachers. The last
survey dealing with professional training of teachers was conducted in 1991 by the Agency
for the advancement of education.
The paper analyses role of Croatian Geographical Society in organization of training of
geography teachers in primary schools in Republic of Croatia. Starting point of discussion
are the following question: what models of professional training exists in Croatia; who is
responsible for organization of training; how often are trainings organized; what is the
strategy of the training; what competencies do teachers gain during their formal education;
in what extent are those competences in accordance with competences needed for
realization of curricula gaols and development of pupils competences; what do teachers
consider to be the most important themes that have to be covered in training; is there a
connection between working conditions (teaching utilities) and stated shortfalls; what is
the role of Croatian Geographical Society in teachers professional training and
development; can Croatian Geographical Society fulfil majority of teachers requirements
in the area of professional training?
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On the ground of the above stated research questions following hypothesis can be stated:
deficiency model is still the predominant model of professional development of geography
teachers in Croatia; professional training of geography teachers is characterized by lack of
any clear strategy, vision or continuity; in praxis a predominance of individual and group
training can be distinguished but without evaluation of implementation and effects of those
trainings in teaching practice; Croatian Geographical Society plays an important role in
professional training and professional development of teachers.
Methodology
In the first part of the paper qualitative (interpretive) paradigm was used with the purpose
of describing and understanding the professional training practice of geography teachers in
Croatia (Mužić, 1999; Cohen, Manion i Morison, 2007). With the purpose of establishing
connection between structure of requirements in professional training and equipment of
schools (external learning conditions) quantitative or causal paradigm was used. According
to educational – methodological or curricula theory, curricula system comprises four
segments: learning aims, learning content, learning and teaching conditions, learning
outputs tested at external and internal evaluation. Learning conditions can be sub-divided
into internal and external and can be studied form pupils or environmental perspective.
This paper deals with teacher as one of the segments of external learning conditions and
their capability of successful teaching (Bežen, 2009).
Multidimensional matrix which provides general frame for evaluation of present and future
praxis of professional development was used. Matrix comprise the following dimensions:
number of participants (individual and group), professional training – professional
development, continuity – discontinuity, and requirements structure. So far twodimensional matrix was used by Stanković and Pavlović (2010) in the analysis of the
model and practice of professional development in Serbia.
Models and practice of professional training of geography teachers in eight counties and
city of Zagreb were analysed. Time frame of the research was a four-year period between
the years 2007 and 2010. For the purpose of research a survey was conducted. Survey was
conducted in September and October 2010 in County Professional Councils in eight
counties of Central Croatia and City of Zagreb. Survey was conducted in 281 out of 370
state schools (75,9%) in the studied area with the exceptions of special education
institutions and private and art schools. Participation in the survey was voluntary and
sample was targeted. Sample was created based on data from Statistical documentation
8.1.2 . Survey contained open-type questions. First part of the survey collected data on sex
and age of interviewees; place of birth, education, work and residence; level of education;
years of work. Second part of the survey collected data on structure of weekly
responsibilities, equipment of schools or material and technical conditions in classrooms,
structure of requirements for professional training and teachers’ attitudes about organizers
of training. Finally teachers were asked about their readiness to participate in the projects
carried out by Croatian Geographical Society. In total 325 geography teachers (98 male
and 227 female) were questioned. Share of schools participating in the survey varied
between 70 per cent in Međimurje County and 88.6 per cent in Sisak-Moslavina County.
Furthermore, documentation of Croatian Geographical Society, Department of Geography
Faculty of Science, Agency for Education and Training and legal framework models,
practice and strategies of professional training of teachers in Croatia were analyzed. Those
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documents contained data on frequency of the training and competencies gained during the
formal education.
MODELS OF PROFESSIONAL TRAINING IN CROATIA
Professional training is a right and obligation of every employee in the educational system
in Republic of Croatia and is defined by law, regulations, National pedagogical standard
and Strategy of professional training of teachers. Professional training for geography
teachers is organized by Croatian Geographical Society, Agency for Education and
Training, Geographical County Councils, private individuals or institutions. Training is
usually conducted at the school level. Besides group trainings every employee in the
educational system has an obligation of individual professional training which has to be
planned on a yearly base. Every teacher bares a full responsibility and autonomy in the
matters of individual professional training. Frequency of participation at the trainings is
one of the prerequisites for the professional advancement. Since, in Croatia, process of
accreditation of teachers is still in preparation participation in training is still not evaluated
as a criterion for reaccreditation.
During the year Croatian Geographical Society organizes two seminars at the state level.
According to legal regulations seminars can be organized only during school breaks and
are therefore usually referred to as winter and summer seminars. Agency for Education and
Training organizes seminars during spring and summer breaks. In addition filed seminars
are organized once a year and national congress of geographers every four years. Finally,
every spring and autumn Croatian Geographical Society organizes a set of public lectures
titled Geographical Monday. Above stated trainings, lectures and activities contribute to
the popularity of geography and development of geography as a science and the subject.
Besides group training Croatian Geographical Society plays important role in the
individual training of teachers. The main projects conducted in the past couple of years are
educative internet site www.geografija.hr and e-school of geography. Internet site
www.geografija.hr plays an important role in the transfer of scientific knowledge through
professional and scientific papers and enables swift communication between all parties
participating in the educational system and wider society. E-school of geography presents
results of projects conducted by pupils.
Conducted analysis of the teaching and training practice revealed a model of deficiency or
a shortfall. For the first time in the year 2010 a survey among teachers was conducted with
the purpose of establishing requirements of geography teachers in professional training.
Until 2010 training was conducted using the model of containers. Also training was
standardized regardless of teachers’ requirements, working experience, type of school etc.
Results of the survey were used in preparation of training in January 2011.Trainings are
organized in groups through seminars, lectures and workshops.
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3.8%
5.3%
Applied geography
10.6%
Kindred sciences
33.7%
Educational sciences
Physical geography
12.8%
Social geography
Regional geography
16.3%
Other topics or disciplines
17.4%
Figure. 1. Structure of the most required topics or disciplines among primary school
teacher in Central Croatia.
Source: survey
The survey conducted among 325 teachers revealed structure of requirements in
professional training of geography teachers. Figure 1 shows distribution of stated topics
revealing the largest share of requirements for topics from applied geography and kindred
sciences. Survey hasn’t revealed statistically relevant correlation between stated topics and
teaching conditions in schools. Afterwards teachers were asked to state several disciplines
and/or topic that in their opinion should be covered in training. Results are shown in Figure
2. Ten most stated topics represent 60 per cent of all teachers’ requisites.
Cartography and orientation
Methodics
13%
Astronomy
GIS
9%
Geology
41%
Geoinformmatics
8%
Geomorphology
6%
Climatology
5%
3%
3% 4% 4%
Regiona geography
Field work
4%
Other topics and disciplines
Figure 2. Ten the most stated topics regarded necessary by geography teachers
Source: survey
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Almost one third of all interviewees think that applied geography with the topics such as
cartography, orientation, methodology of geography and GIS should be covered in
training. This topics are followed by the topics such as astronomy, geology, history,
psychology, didactics of working with disabled pupils and pupils with special needs etc.
If we compare structure of requirements for professional training with curricula of formal
education of geography teacher we can conclude that the greatest shortfalls lie in the topics
and disciplines omitted during their formal education. Important factor in the survey is the
fact that the average age of male teacher participating in the survey was 39,4 years while
average age of a female teacher is 41,2 years with the standard deviation of male teachers
of 4,2 and female teachers of 2,4. This means that majority of teachers finished their
formal education prior to introduction of Bologna process in Croatia. In that period
studying programmes at the University was characterise by consecutive and integrated
model of the curricula or the model of technical rationality. Majority of the interviewees do
not recognize the necessity for professional development nor is this model asserted in
practice.
Two thirds of the interviewees think that professional trainings should be organized by
Agency for Education and Training, Croatian Geographical Society and Department of
Geography Faculty of Science.
Agency for Education and
Training
Croatian Geographiccal
Society
Department of
Geography
County councils
2.2%
6.6%
10.5%
31.0%
11.3%
Ministry of Science,
education and sports
Others
16.5%
21.9%
Figure 3. In your opinion who should organize professional trainings for geography
teachers
Source: survey
In the four years time frame Croatian Geographical Society organized eight trainings at the
state level (two trainings per year). In the same time Agency for education and training
organized 16 trainings (four per year, three of which were specialized for trainees, county
councils, mentors, councils, GIS and ICT workshops and one was organized at intercounty level). Every year, three group trainings and three individual trainings are
organized. Teachers recognize these trainings as useful and in line with their needs.
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However statistically significant variation in frequency of the trainings have been noticed
on the county level. Interestingly variation is not dependant on location of the training.
Majority of trainings takes place in Zagreb but this does not imply higher participation of
teachers from the City of Zagreb or Zagreb County. However statistically significant
correlation between age of participants and frequency of participation at the trainings for
the group between two and fifteen years of working experience has been recorded.
1.6
1.4
1.2
1.0
0.8
0.6
CENTRAL CROATIA
City of Zagreb
Međimurje County
Koprivnica-Križevac County
Bjelovar-Bilogora County
2009.
Vaaraždin County
0.0
Karlovac County
2008.
Sisak-Moslavina County
0.2
Krapina-Zagorje County
2007.
Zagreb County
0.4
2010.
Figure. 4. Average annual number of participations at professional trainings organized by
Croatian Geographical Society and Agency for Education and Training
In analyzed quadrennial time frame content of trainings organized by Croatian
Geographical Society is significantly correlating with topics and disciplines stated by
teachers participating in the survey. 40 per cent of the contents in the trainings were
disciplines or topics form applied geography, followed by 23 percent of topics from social
geography, 23 per cent of topics from regional geography and 14 per cent of disciplines or
topics form physical geography. Therefore we can conclude that Croatian Geographical
Society is capable of compensating or fulfilling majority of requirements concerning
professional training of geography teachers. However larger emphasis should be put on
development of means of implementation of contents into their teaching practice. By doing
so, Croatian Geographical Society could help teachers to start their transfer from
professional training towards professional development.
CONCLUSION
Process of professional training for geography teachers in Croatia is still dominated by
deficiency model. However teachers play small but noticeable role in definition of topics
of the trainings. For the time being process of professional development is still just
declaratively stated in documents concerning educational policy. Croatian Geographical
Society and Agency for Education and Training are the main organizers of professional
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training of geography teachers. Content of trainings organized by Croatian Geographical
Society is significantly correlating with topics and disciplines required by teachers.
Therefore it is expected that Croatian Geographical Society will continue to play important
role in the process of professional trfaining and the process of transfer towards professional
development.
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