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master's thesis
"Kultura i organizacija suvremene škole"
2015. urn:nbn:hr:142:251714
Janković, Boris
Josip Juraj Strossmayer University of Osijek
Faculty of Humanities and Social Sciences
Department of Pedagogy

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Janković, B. (2015). "Kultura i organizacija suvremene škole" (Master's thesis). Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences. Retrieved from https://urn.nsk.hr/urn:nbn:hr:142:251714

Janković, Boris. ""Kultura i organizacija suvremene škole"." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, 2015. https://urn.nsk.hr/urn:nbn:hr:142:251714

Janković, Boris. ""Kultura i organizacija suvremene škole"." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, 2015. https://urn.nsk.hr/urn:nbn:hr:142:251714

Janković, B. (2015). '"Kultura i organizacija suvremene škole"', Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, accessed 13 November 2024, https://urn.nsk.hr/urn:nbn:hr:142:251714

Janković B. "Kultura i organizacija suvremene škole" [Master's thesis]. Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences; 2015 [cited 2024 November 13] Available at: https://urn.nsk.hr/urn:nbn:hr:142:251714

B. Janković, ""Kultura i organizacija suvremene škole"", Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, Osijek, 2015. Available at: https://urn.nsk.hr/urn:nbn:hr:142:251714

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Metadata
Title"Kultura i organizacija suvremene škole"
Title (english)"Culture and organization of the modern school"
AuthorBoris Janković
MentorGoran Livazović (mentor)
Committee memberRenata Jukić (predsjednik povjerenstva)
Committee memberGoran Livazović (član povjerenstva)
Committee memberVesna Buljubašić-Kuzmanović (član povjerenstva)
GranterJosip Juraj Strossmayer University of Osijek
Faculty of Humanities and Social Sciences
(Department of Pedagogy)
Osijek
Defense date and country2015-12-21, Croatia
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Pedagogy
School Pedagogy
Abstract
Rad obrađuje kulturu i organizaciju suvremene škole kroz prizmu organizacijskog učenja kao objedinjavajućeg faktora. Prikazuje se pedagogijska perspektiva fenomena organizacijskog učenja kao relativno nove pojave u području teorija znanosti o odgoju. Ono predstavlja ključni konceptualni model u organizacijskog teoriji, koji je utemeljen na idejama bihevioralnih teoretičara organizacije predvođenih harvardskim profesorom Chrisom Argyrisom. Organizacijsko učenje se može definirati kao pojavu transformacije individualnog znanja i vještina pojedinaca u organizacijsko znanje i time se oslanja na učeću kulturu, fluidnu organizaciju i kolektivne spoznajne procese. U teorijskom dijelu rada se diskutira o teoretskim dimenzijama i pospješujućim činiteljima istoga, pri tome oslanjajući se na strukturalno-hijerarhijski pristup. Fenomen se pokušava omeđiti u pedagogijskoj znanosti i školskoj svakodnevici. U empirijskom dijelu se pokušava premostiti rastući jaz između teorije prakse i utvrditi u kakvom odnosu stoje dimenzije fenomena. Koristeći relevantnu literaturu načinjen je teoretski hodogram svih ključnih sastavnica fenomena te je ono daljnje analizirano deskriptivnom statistikom, t-testom i Pearsonovom korelacijom kako bi se ustvrdio odnos dobivenih dimenzija, te moguće razlike ovisno o sociodemografskim pokazateljima.
Abstract (english)
This paper analyses culture and organisation of modern school through the prism of organizational learning as aggregate factor. Using a pedagogical perspective of organizational learning, this new paradigm in theory of pedagogy is reviewed. It is a key concept in organisational theory, basing itself on the ideas of behavioral theoreticists of organisation and led by the works of Harvard professor Chris Argyris. According to behavioral theory of organisation, organizational learning is the transformation of individual knowledge and skills into organisational knowledge through learning culture, organisational fluidity and processes of collective cognition. Theoretical part discusses components and empowering factors of organizational learning in theory, while relying on structural-hierarchical approach. An attempt to pedagogically ground the phenomenon is made. Empirical part attempts to connect the dots 4 between the growing difference of theory and praxis and determine in what kind of relation are different components of the phenomenon. Using contemporary and relevant sources, a theoretical workflow of all key components mentioned in the literature was made and it is further analysed with descriptive statistics, t-test and Pearson correlation to determine the relationship of received components, and possible differences based upon sociodemographic variables.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:142:251714
Study programmeTitle: Pedagogy (double major)
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra pedagogije (magistar/magistra pedagogije)
Study programmeTitle: History (double major)
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra edukacije povijesti (magistar/magistra edukacije povijesti)
Type of resourceText
File originBorn digital
Access conditionsOpen access
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Created on2016-07-12 06:48:02