The paper presents the results of an investigation into the use of the European Portfolio for Student Teachers of Languages (EPOSTL) as part of the ELT methodology courses which are part of the Integrated Undergraduate and Graduate University Programme of Study of Primary Education and the English Language at the Faculty of Teacher Education in Zagreb. The EPOSTL is a self-assessment and reflection tool designed by the Council of Europe for students undergoing initial teacher education and thus includes teaching competences relevant for language teachers in the whole European area of education. Its use should contribute to raising awareness of both generic and specific teaching competences and of the necessity to link initial teacher education and continuous professional development. The EPOSTL has been applied in the Programme within the framework of ELT methodology courses since the 2009/10 academic year.The authors also present the findings of the analysis of students’ feedback on the use of the EPOSTL. The feedback revealed aspects of the EPOSTL which proved to be problematic for student. Having conducted such a study gives teachers involved the opportunity to modify and improve particular aspects of the use of the EPOSTL in order to reach the aims set.Key words: ELT methodology courses, reflection, self-assessment, teaching competences, the EPOSTL. --- SažetakRad prikazuje rezultate istraživanja upotrebe Europskog portfolija za obrazovanje nastavnika jezika (EPONAJ) kao dijela metodičkih kolegija poučavanja engleskog jezika u okviru Integriranog preddiplomskog i diplomskog sveučilišnog studija primarnog obrazovanja i engleskog jezika na Učiteljskom fakultetu u Zagrebu. EPONAJ je alat za samoprocjenu i promišljanje koji je Vijeće Europe osmislilo za studente buduće učitelje jezika pa stoga sadrži učiteljske kompetencije koje su važne za učitelje jezika u cjelokupnoj sferi obrazovanja u Europi. Njegova upotreba trebala bi pridonijeti ne samo razvijanju svijesti studenata o generičkim i specifičnim učiteljskim kompetencijama već i osvještavanju potrebe povezivanja početnog obrazovanja učitelja s trajnim stručnim usavršavanjem. EPONAJ se u studiju koristi u okviru metodičkih kolegija poučavanja engleskog jezika od 2009./2010. godine.Autorice nadalje prikazuju rezultate analize studentskih upitnika o upotrebi EPONAJ-a, koja je ukazala na neke njegove aspekte koji su se pokazali problematičnima za studente. Provođenje istraživanja pruža voditeljima kolegija priliku da promijene i poboljšaju određene aspekte upotrebe EPONAJ-a kako bi se u potpunosti ostvarili postavljeni ciljevi.Ključne riječi: metodički kolegiji poučavanja engleskog jezika; promišljanje; samoprocjena; Europski portfolio za obrazovanje nastavnika jezika; učiteljske kompetencije.

U radu se istražuju hrvatski prijevodi Pinokija od prvoga prijevoda 1943. do današnjih dana. Prvi prijevod uspoređuje se s njegovim kasnijim izdanjima te s ponovljenim prijevodima nastalima 1990-ih i kasnije. Izraz „ponovljeni prijevod“ odnosi se na novi prijevod u istom jeziku već ranije prevedenoga djela (Koskinen i Paloposki 2010). U ovom se radu ponovljeni prijevodi istražuju i u okviru teorijskih postavaka koje razumiju prijevod kao adaptaciju (Klingberg 1986). Dva su glavna cilja istraživanja: (1) utvrđuje se postoje li razlike između prvoga prijevoda iz 1943., njegovih ponovljenih izdanja nakon 1945. i triju ponovljenih prijevoda nastala tijekom 1990-ih i kasnije, s obzirom na različit sociopolitički kontekst u kojem su se pojavili i na utjecaj ideologije na prijevode (v. Pokorn 2012, Hameršak i Zima 2015); (2) na temelju usporedbe prijevoda kulturno specifičnih jedinica, kao što su osobna imena, nazivi za hranu, regionalni i dijalektalni izrazi, tuđice, arhaizmi i frazemi, uspoređuju se prevoditeljske strategije u različitim vremenskim razdobljima i društveno-kulturnim kontekstima te se primjenom hipoteze ponovljenoga prijevoda uz pomoć primjera odomaćivanja i otuđivanja kulturnih sadržaja razmatraju motivi za ponovno prevođenje.

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The authors present the results of continuous research of the influence of teaching methodology courses on the development of self-awareness and teaching competences of students of Primary Teacher Education with the English Language at the Faculty of Teacher Education, Zagreb, Croatia. The previous stages of the research focused primarily on the analysis of the aims and learning outcomes of the Teaching Practice Course: its impact on developing student self-awareness and the target competences of the Course, which would enable students to apply the acquired theory and successfully plan, prepare and teach English in primary schools. As the findings indicated that the student-teachers perceived the impact of the Course had been significant, the authors continued the research to establish the extent to which the Course had influenced the development of some generic and specific teaching competences, students' opinions regarding the significance of these competences and the theory acquired during their study. The comparative analysis of the questionnaires, which the fifth-year students in the two consecutive academic years, 2010/2011 and 2011/2012, had completed during the initial and final sessions of the Course, established that the Integrated Undergraduate and Graduate University Study for Primary Teacher Education with English raised students’ awareness of the significance of both sets of competences and of the theory acquired during the study. In addition, the Course itself had influenced in a positive way the students' opinions regarding these competences and the theory acquired. Moreover, during the Course students further developed all generic and specific competences, excepting the ability to use the European Language Portfolio.Key words: generic teaching competences; pre-service teacher education; specific teaching competences; Teaching Practice Course; teaching competences---SažetakAutorice će prikazati rezultate treće faze kontinuiranog istraživanja percepcije utjecaja metodičkih kolegija na razvoj samosvijesti i kompetencija studenata primarnog obrazovanja i engleskog jezika na Učiteljskom fakultetu u Zagrebu. Prethodne faze ovog istraživanja, započetog s prvom generacijom studenata koji studiraju prema bolonjskom procesu, bile su usredotočene uglavnom na analizu ostvarenih ciljeva i postignuća kolegija Metodičke vježbe nastave engleskog jezika, drugim riječima na utjecaj kolegija na razvoj samosvijesti studenata i, posljedično, na razvoj ciljnih kompetencija kolegija, koje će studentima omogućiti primjenu teorijskih znanja i uspješno planiranje, pripremu i izvedbu nastave engleskog jezika u osnovnoj školi. Kako su analize rezultata pokazale da je prema percepciji studenata-učitelja utjecaj kolegija bio značajan, autorice su potaknute tim rezultatima nastavile istraživanje s ciljem utvrđivanja stupnja do kojeg je kolegij utjecao na razvoj nekih od generičkih i specifičnih kompetencija važnih za učitelje engleskog jezika i na oblikovanje mišljenja studenata o važnosti tih kompetencija i pojedinih područja znanja stjecanih tijekom cjelokupnog studija. Usporedba rezultata analize upitnika koje su studenti pete godine dviju uzastopnih akademskih godina, 2010./2011. i 2011./2012., ispunili na početku i kraju kolegija Metodičke vježbe nastave engleskog jezika, pokazala je da je integrirani preddiplomski i diplomski sveučilišni Učiteljski studij s engleskim jezikom prema njihovoj procjeni utjecao na razvijanje svijesti studenata o važnosti generičkih i specifičnih kompetencija i područja znanja stjecanih tijekom studija. Nadalje, pokazalo se da je i sam kolegij pozitivno utjecao na mišljenja studenata o važnosti navedenih kompetencija i područja znanja. Isto tako, tijekom kolegija studenti su, prema vlastitom mišljenju, dodatno razvili sve generičke i specifične kompetencije (osim sposobnosti služenja Europskim jezičnim portfolijem). Ključne riječi: generičke kompetencije; obrazovanje učitelja engleskog jezika; specifične kompetencije; metodičke vježbe; učiteljske kompetencije

Adaptations and rewritings of children's literature are often determined by the prevalent ideology and attitudes in a particular society. Numerous scholars have supported this assertion, such as Zohar Shavit in Poetics of Children's Literature (1986), Göte Klingberg in Children's Fiction in the Hands of the Translators (1986) and Nike Kocijančić Pokorn in Post-Socialist Translation Practices (2012). Stories are adapted to fit the needs of readers in different contexts, and translators have the power to decide what should be adapted and for what purpose. Taking a broad view of adaptation in the specific field of children's literature, the volume under review tackles a variety of adaptation processes, such as transmediality, the orientation of adaptations towards the ideology associated with the pre-text, reverse adaptation, etc. The volume covers a variety of topics, ranging from fairy tale and story adaptations, through retellings of South African stories and ancient myths, to adaptations of comics.The volume contains a collection of essays presented at the 2011 "Adaptation of Canonical Texts in Children's Literature" Conference, held at Ghent University and aimed at bridging the gap between adaptation and canonisation studies. The preface is followed by an introductory chapter (both texts are written by the editors), which explains that many stories live on by means of adaptation. However, since stories are frequently adapted so as to correspond with the new context, they are constantly being reshaped in order to live on and suit new readers. Hence the title, inspired by Michael Ende's book Neverending Story, shows how adaptation allows canonical texts to develop into never-ending stories. Three fundamental concepts of adaptation -socio-political, socio-cultural and transmedial adaptation -are elaborated in three parts of the volume through a number of case studies.Part 1, dealing with the socio-political aspects of adaptation, contains three texts which illustrate the engagement of children's literature with social, political and ethical issues. The three case studies show how canonical texts (Tarzan, Shahnameh and the myth of Prometheus) can be employed to convey outspoken ideological messages. The first text (by Sanna Lehtonen) provides an analysis of a Finnish adaptation of the American classic Tarzan of the Apes, which places the main character, now called Tarsa, in the period during and after the war between Finland and Russia, attempting to create a national identity for Finland by constructing a heroic Finnish identity.The next text ("Adapting the Rebel" by Tahereh Rezaei and Mohsen Hanif) -about reading Shahnameh in Tehran -discusses how an original text can be adapted in different ways during a 20-year period to suit three different regimes, with each of the adaptations emphasising different aspects of the work. In the third text, Sylvia Warnecke tackles writing for children in the context of the German Democratic Republic, using the example of an adaptation of the myth of Prometheus, which diverges ...