Abstract:

In this paper, the systems of initial education of subject teachers for secondary school level I and II in Switzerland and the system of initial education of subject teachers for primary and secondary school level in Croatia are compared with the aim of determining and analysing the similarities and differences between the two teacher education systems. The comparative analysis includes a comparison of the systems of initial education of subject teachers based on following six comparison criteria: structure of teacher education programs, teacher education models, duration of teacher education programs, requirements for enrollment in teacher education programs, content of teacher education programs and professional practice. For this purpose, teacher education programs were selected, which are performed at the Pedagogical College Bern, the Pedagogical College Nordwestschweiz, the Faculty of Philosophy, University of Zagreb and the University of Zadar.
The analysis showed many similarities in teacher education secondary school level II in Switzerland and subject teacher education in Croatia, such as the model of teacher education, enrollment requirements in teacher education, content of teacher education and duration of teacher education. The differences are visible in the structure of teacher education programs, since in Switzerland it is a dual teacher education program for primary and secondary school level, while in Croatia the teacher education program is unified for both school levels. The biggest difference between these three teacher education programs is evident in the professional practice with regard to student workload. In addition to the analysis, the research among Croatian teachers which indicate the need of separation of the teacher education program for primary school level from the teacher education program for secondary school level is expressed. Some teachers suggest the introduction of professional practice from the first year of study, which would require an integrated education model. On the other hand, although the Swiss model of teacher education includes a significantly number of practice hours, students express an insufficient relationship between the theoretical and practical part. The research results indicate that not only the amount of student workload is relevant for effective teacher education, but also the connection of theory and practice.

Keywords:

Comparative analysis, Croatia, initial teacher education, subject teaching, Switzerland.