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the Visual Arts  \nZlata Tomljenović*1 and Svetlana Novaković2  \n• In visual arts education, specific competences pertain to having knowledge from the theory and praxis of visual arts and the teaching methodology of visual arts. The goal of this research was to examine the opinions of 231 students of graduate teacher studies and 143 in-service primary school teachers about the importance of specific competencesin the visual arts, as well as the level of achieving the stated competences during studies. The frequency of teachers attending various forms of professional training in the visual arts was also examined. Two questionnaires were designed for the research. The data obtained with the questionnaires were processed at the level of descriptive and inferential statistics. A Wilcoxon Signed Ranks Test was used to compare the differences in the arithmetic means between the perception of importance and the perception of possessing the competences between these two groups. The research has shown the existence of a statistically significant difference between the self-assessment about the importance of specific competences in the visual arts, and the self-assessment of having these competences, both with students of the Croatian faculties of teacher education and primary school teachers. The results also have shown the insufficient presence of teachers’ further professional training in the visual arts area.  \nKeywords: competence, primary school teachers, professional training, student-teachers, subject-specific competences, visual arts education  \n1 *Corresponding Author. Faculty of Teacher Education, University of Rijeka, Croatia; [zlata.tomljenovic@ufri.uniri.hr](zlata.tomljenovic@ufri.uniri.hr).  \n2 Faculty of Teacher Education, University of Zagreb, Croatia.  \nKompetence hrvaških študentov pedagoških smeri in osnovnošolskih učiteljev likovne vzgoje  \nZlata Tomljenović in Svetlana Novaković  \n• V likovni vzgoji se specifične kompetence nanašajo na znanje iz teorijein prakse likovne umetnosti ter na metodologijo poučevanja likovneumetnosti. Cilj raziskave je bil preučiti mnenja 231 študentov pedagoškesmeri in 143 osnovnošolskih učiteljev o pomembnosti specifičnih kompetenc v likovni umetnosti ter stopnjo doseganja navedenih kompetenc med študijem. Prav tako smo preučili, kako pogosto se učiteljiudeležujejo različnih oblik strokovnega usposabljanja na področju likovne umetnosti. Za namene raziskave sta bila sestavljena dva vprašalnika. Pridobljeni podatki so bili obdelani na ravni deskriptivne in inferenčne statistike. Za primerjavo razlik v aritmetičnih sredinah med zaznavanjem pomembnosti in dojemanjem posedovanja kompetenc med temaskupinama je bil uporabljen Wilcoxonov test vsote rangov. Raziskava je pokazala obstoj statistično pomembne razlike med samooceno opomembnosti specifičnih kompetenc v likovni umetnosti in samooceno posedovanja teh kompetenc pri študentih pedagoške smeri na Hrvaškem ter pri osnovnošolskih učiteljih.  \nKljučne besede: kompetence, osnovnošolski učitelji, strokovnousposabljanje, študentje pedagoške smeri, predmetno specifične kompetence, izobraževanje na področju likovne umetnosti  \nIntroduction  \nToday, formal education and teachers’ professional development are directed towards gaining competences, which pervades over the obsolete pedagogical paradigm of teaching as information transference. The teacher should possess competences that encompass not only routine knowledge transference, but also significantly more complex knowledge, abilities, and decision making. The aforementioned competences refer to the responsible designing of the teaching process, to seeking creative ways of its implementation, to quick and efficient adapting to dynamic and unforeseen teaching situations, to motivating the pupils’ independent and creative art expression, using new technologies and stimulating integral (cognitive, affect","cbCaisuVQL9vayn7","https://ap.wps.com/l/cbCaisuVQL9vayn7","pdf",203439,21,"English","# Introduction\n# Development of competences in visual arts in teacher education studies","[{\"question\":\"What competences are investigated in visual arts education?\",\"answer\":\"The study focuses on subject-specific competences that relate to visual arts theory and practice, and to visual arts teaching methodology and process-related competencies.\"},{\"question\":\"Who participated in the research?\",\"answer\":\"The research includes 231 graduate teacher-studies student-teachers and 143 in-service primary school teachers.\"},{\"question\":\"What key findings emerged from the comparisons?\",\"answer\":\"A statistically significant difference appears between self-assessed importance of visual arts competences and self-assessed possession of those competences, and teachers’ further professional training in visual arts is insufficient.\"}]","Competence of Croatian Student-Teachers and Primary School Teachers in the Visual Arts | PDF",1792086374,53]