The paper explains the phenomenon of creativity through various implicit and explicit definitions and three theories of education through the most important characteristics of the theories and their most significant representatives. With the aim of better familiarization with the concept of creativity, the „position" of creativity in the critical-rationalist empirical, critical and spiritual theory of education is explained, and the understanding of creativity through the areas of the aforementioned theories of education is presented. The paper presents the relationship between pedagogy and creativity and highlights the importance of creativity in the field of teaching work. The need for creativity in educational work and the importance of developing creativity in that context and in the teaching of foreign languages were especially discussed. Given that educational theories talk about the empirical justification of pedagogical facts through critical-rationalist empirical theory, then about the developmental aspects of society and the way society influences scientific knowledge through critical theory and the understanding of human activity through spiritual scientific theory, it is justified to talk about the representation of creativity in the areas of activity of all three educational theories.

Fokus rada je na motivaciji kao jednom od glavnih čimbenika u poučavanju i učenju stranih jezika, kao i na načinu na koji se učenici motiviraju za njihovo učenje. Kao potpora empirijskom istraživanju testirani su aspekti motivacije (intrinzične i ekstrinzične) kako bi se ispitao njihov doprinos tijekom online nastave izazvane Covidom-19 i nakon povratka u škole. U prilog dobivenim rezultatima dane su preporuke koje bi mogle poslužiti budućoj organizaciji online nastave, ali i poslužiti pedagoško-psihološkim i didaktičko-metodičkim kompetencijama nastavnika. Istraživanje je potvrdilo povećanje i intrinzične i ekstrinzične motivacije nakon povratka u školu, za razliku od razdoblja provedenoga u online nastavi s izuzetkom aspekta učenja njemačkoga jezika. Prisutna intrinzična motivacija za učenje njemačkoga jezika u predikciji učenja njemačkoga jezika daje bolje rezultate iz razdoblja 2019. u odnosu na razdoblje 2021. Zanimljivo je da su učenici 2019. više uživali u samostalnom učenju tijekom online nastave nego danas u učionicama. Utjecaj analiziranih aspekata ekstrinzične motivacije proveden je uz pomoć korištenih metoda i nastavnih oblika rada. Utvrđene vrijednosti pokazuju veću snagu u 2021. godini u odnosu na 2019. godinu. Implikacije nedostatka digitalnih kompetencija ozbiljno zahtijevaju restrukturiranje obrazovnoga rada učitelja.

Education reform that follows the needs of all students, parents and employees in educational institutions would imply goal-oriented action. The practice that promotes a concept focused on the teaching content and which does not even announce the learning outcomes in the pedagogical records confirms that the student is not a subject of the educational process and that there is a possible gap between theory and practice. However, what if we see this realization as a possibility? If we started the analysis of the quality of practice orientations and “from the end,” we would determine the factual role of all those involved in the educational process without, possibly unnecessary, polar orientations “for and against”. The aim of this paper is to examine the orientation of the curriculum present in the practice of educational institutions in order to conclude about the pedagogical discourse as the basis for change. The paper first operationalizes the concepts with regard to the types of curriculum present in educational practice, and then empirically verifies the testing of the set hypotheses. The obtained research results show that all curriculum orientations are equally represented in educational practice; classroom and subject teachers do not differ in the implementation of the educational process according to the type of curriculum and the orientation to learning outcomes and teaching goals contribute to the explanation of the open and closed curriculum. The last part of the paper explains and critically discusses pedagogical discourse as an agent for changes in the field of educational practice quality based on initial reflections on the current focus on competencies as a pedagogical standard. The contribution to the research was given by 113 educators employed in primary schools by providing answers to the created e-Instrument for the purpose of the research.

Obrazovno postignuće već nekoliko godina zaokuplja pažnju istraživača, što je rezultiralo velikim brojem istraživanja koja ispituju brojne faktore koji pridonose obrazovnom i akademskom postignuću učenika i studenata. Cilj rada je teorijska obrada pojmova osobina ličnosti i obrazovnog uspjeha, navođenje i analiziranje dostupnih definicija i uvid u pregled literature relevantnih autora koji su sa svojim radovima doprinijeli razumijevanju povezanosti i predikcije osobina ličnosti s obrazovnim, odnosno, akademskim uspjehom. U ovom preglednom radu iznesen je prikaz relevantnih naučnih radova, prikaz o mogućnostima objašnjavanja obrazovnog uspjeha učenika osnovne, srednje škole i akademskog uspjeha studenata na temelju različitih osobina ličnosti. Prikazan je doprinos svake od razmatrane osobine ličnosti u objašnjenju akademskog uspjeha. Prikazana dosadašnja istraživanja u ovom radu dala su određene podatke koji govore u prilog pozitivne povezanosti i predikcije osobina ličnosti Petofaktorskog modela ličnosti i akademskog uspjeha.