Do We Equip Teachers to Deal with Global Crisis? Case of Initial Teacher Education in the Republic of Croatia

Abstract

Traditional teacher education focused on crisis teaching, crisis prevention and crisis management at the internal and external level changes require education to react to factors and contexts at meso and macro level. The aim of the research was to determine whether the learning outcomes of initial teacher education that prepare future teachers to deal with crises at meso level and macro level can be identified. Also, research aimed to identified learning outcomes with respect to the type of crisis they address and the level of revised Bloom’s taxonomy (Anderson & Kratwohl, 2001). Content analysis of initial teacher education curriculums on a national sample of the Republic of Croatia was conducted. Curricular content analysis identified learning outcomes in a broad field of society, education, ecology, technology, but there are no learning outcomes related to economy. Most learning outcomes in the area of crises in society were at the level of evaluation (27,3%), as well as the learning outcomes in the area of crisis in education (34%). Since there is no national standard for teacher education, significant differences were found in the scope and number of learning outcomes according to the year of study as well as the university. Given the results of this research, it is necessary to revise initial teacher education curriculums and develop lifelong learning programs that would provide future teachers with the development of competencies necessary to act in various situations of crisis.