Barica Marentič Požarnik, prof. emer., (
Faculty of Arts, Aškerčeva 2,
University of Ljubljana,

Born 1940 in Ljubljana, Slovenia;

B.A. 1(962) in Psychology and Education, Faculty of Arts, University of Ljubljana; Ph.D. in Psychology (Learning Strategies of Secondary School Pupils – 1971), Faculty of Arts,  University of Ljubljana;

Ph.D. in Education (Models of Staff Development to Improve University Teaching, 1994), Faculty of Arts, University of Zagreb, Croatia.

Studies  abroad:

  • ITDP  Fulbright, USA – 6 months (1966/67);
  • Institute of Education,  Norway (1965 – 2 months),
  • DAAD Germany  (1974 – 4 months).

Work experience:

  • from 1971 university teacher (full professor since 1989) at the Faculty of Arts, Ljubljana ( teaching Educational Psychology for undergraduate and graduate students of education and student teachers); prof. emer. in 2005.
  • research associate at the Institute of Education in Ljubljana (1965-1971)
  • research assistant at the Board of Education (1962-1965).


  • proficient in English, French, German, Croate;
  • reading proficiency: Russian, Italian

Areas of professional interest and activity:

New forms of  teaching and learning;  learning styles; experiential learning; conceptions of teaching and learning; teacher education and action research;  environmental education; staff development, improving university teaching.

Research and publications in Slovene and English:

(co) Author of 14 monographs, author of cca 270 articles

Training experiences:

Organiser and trainer in numerous inservice workshops for teachers (of different levels) and for university staff (yearly workshops,  organiser of 12 international summer schools  on Improving university teaching with international experts).

International activities:

  • national coordinator in  CEPES/UNESCO (European Network for Staff Development in Higher Education) -1985-1992,
  • national coordinator in OECD/CERI  project ENSI – Environment and School Initiatives  Project(1990-1995),
  • coordinator of the  TEMPUS project Improving teaching and learning in higher education (1990-1991).
  • coordinator of the project of European social fund: Partnership  between faculties and schools in teacher education (2004-2005).
  • national coordinator in the Socrates Erasmus project NETTLE (Network of European Tertiary Level Educators (2005-2008)

Publications in English:

Torn between action and reflection: some dilemmas of “pedagogical support persons” in the environmental and school initiatives project. Educ. action res., 1993, let. 1, št. 3, str. 469-486. (with M. Skerbinek)

Probing into pupils’ dilemmas: a basis for “teaching” values. Environmental Education Research, 1995, vol. 1, 1, str. 47-58.  (with M. Skerbinek)

Staff Development in Slovenian Higher Education. Zeitschrift fuer Hochschuldidaktik19, 1, 1995, 62-71.

From Green to Red Tomatoes or Is there a Shortcut by which to Change the Conceptions of Teaching and Learning of College Teachers? Higher Education inEurope, Vol. 23, N. 3, 1998, 331-338

The quality of teaching and learning in the context of Slovenian secondary school reform. In: Stronach I., N. Trunk Širca, N. Dimc, Eds., Ways towards Quality inEducation. Open Society Institute Slovenia, National leadership school Ljubljana, College of Management Koper, 2000, str.167-173 (with B. Šteh Kure)

The role of experiential learning in teacher educators’ professional development. V: Benton, N., Benton, R. (ur.). Selected papers from the seventh conference of the International consortium for experiential learning, Auckland, Aotearoa/New Zeland, December 4-8, 2000 : Volume 2. Auckland: James Maori research centre, University of Auckland, 2001, pp.. 95-102 (with M. Valenčič Zuljan).

Perceptions of quality and changes in teaching and learning by participants of university staff development courses. Horizons of Psychology, Vol. 11, N. 2, 2002, 71-79,  (with M. Puklek Levpušček)

The winding path between universitisation and professionalisation of the teacher education: the case of Slovenia. Metodika, 2002, letn. 3, št. 5, str. 195-210. (with M. Valenčič Zuljan).

Teachers’ perception of their professional autonomy in the environment of systemic change. V: SMIT, Ben H. (ed.). New directions in teachers’ working and learning environment.  Leiden: Universiteit: ICLON, 2003, (with B. Šteh).

What is actually happening in secondary clasrooms? The rhetoric and reality of curricular reform. V: Denicolo, P.. Kompf, M. (ur.) Connecting policy and practice: challenges for teaching and learning in schools and universities. London: Routledge, 2005, str. 99-106 (with B. Šteh)

Students’ perceptions of teaching/learning situation as a trigger for reflection in staff development courses. Pedagoš. obz., 2006, letn. 21, št. 3/4, str. [82]-94. (z B. Šteh)

Improving the quality of teaching and learning in higher education through supporting professional development of teaching staff. Napredak, srp.-pros. 2009, god. 150, br. 3/4, str. 341-359.

Slovenia: University of Ljubljana. V: KÁLMÁN, Anikó (ur.). Case studies in the development and qualification of university teachers in Europe. Debrecen, Hungary: NETTLE Thematic Network Project, 2008, str. 340-350.