Teaching is among other things an emotional endeavour. Being emotionally competent has tacitly become a prerequisite for the teaching profession, thus raising the question of teachers' actual emotional competence as well as manners of acquiring these skills. This paper aims to discuss how emotions relate to the teaching profession and also provides results of a small scale study conducted on a sample of 144 teachers from secondary schools in the City of Rijeka regarding the teachers' assessment of their emotional competence. The results of the study point to overall high assessments of teachers' emotional competence which is an encouraging result but could also point to the idea Hargreaves (2000) introduced, which entails the notion that expressing positive emotions and being emotionally competent has become a moral commitment and a professional standard for the teachers which makes them feel obliged to live up to those standards.

This article addresses the socio-organisational patterns and everyday functioning of disciplines in the Croatian academic system, as well as in the international context. In his influential work, Whitley (1985) observed that there was increasing convergence in the development of publishing practices and knowledge creation in all disciplines in a relatively short time span, which he interpreted as an intra-scientific development process of social and cognitive standardisation. Changes are heavily influenced by science policies. In the last two decades, there has been a growing concern about a culture of speed that produces growing heaps of publications, at the same time marginalising slow and creative thought and reflection (Müller, 2014). Central to all of the changes summarised

Croatia’s accession to the EU brought changes in educational policies by introducing the concept of the European Dimension in Education (EDE). EDE has successfully found its way into the new Croatian national curriculum, however, there has been no comprehensive analysis of whether it has been introduced into teaching materials (textbooks). Therefore, the aim of this paper is to determine if the European Dimension in Education is present in geography textbooks for primary schools, as well as to explore how it is represented in them. The results of research show that the idea of the European Dimension in Education is most commonly present in terms of factual knowledge about Europe, which does not motivate teachers and pupils to actively and critically discuss issues related to Europe and the European Union.