|
PREVERJANJE REŠITEV MATEMATIČNEGA PROBLEMA PRI POUKU MATEMATIKE V PRVI TRIADI
| VALIDATION OF STRATEGIES USED FOR SOLVING MATHEMATICAL PROBLEMS IN THE FIRST TRIAD OF PRIMARY SCHOOL
|
| Pregledni znanstveni članek
| Review
|
| UDK 371.3:51
| UDC 371.3:51
|
DESKRIPTORJI: poučevanje matematike, začetno šolanje, preprosta aritmetika, seštevanje, odštevanje, množenje, deljenje, inverzne operacije, pouk, problemskost, hevristične metode
| DESCRIPTORS: mathematical lessons, initial education, simple arithmetic, addition, subtraction, inverse operations, problem situations, heuristic methods
|
| POVZETEK - Predstavili bi radi najpogostejše težave,
ki nastopijo pri uvajanju koncepta deljenja v osnovni šoli. V povezavi
s tem bi opozorili na mehanično izvajanje preverjanja in posledično
na premajhno stopnjo preverjanja matematičnega načina reševanja v
modeliranju problemov iz vsakdanjega življenja pri pouku matematike
na razredni stopnji osnovne šole.
| ABSTRACT - We would like to point out some difficulties
that appear when the concept of division is introduced in primary
schools. Teachers should be warned about the mechanical performance
of proofs, the consequence of which is insufficient validation of
mathematical strategies used for solving problems in modelling every
day situations in math lessons in lower classes of primary school.
|
|
TEŽAVE UČENCEV PRI RAZUMEVANJU NARAVOSLOVJA NA PREHODU IZ PRVE V DRUGO TRIADO OSNOVNE ŠOLE
| DIFFICULTIES OF PRIMARY SCHOOL STUDENTS WITH THE UNDERSTANDING OF NATURAL SCIENCE AS THEY TRANSFER FROM THE FIRST TO THE SECOND TRIAD
|
| Pregledni znanstveni članek
| Review
|
| UDK 372.85:37.037
| UDC 372.85:37.037
|
DESKRIPTORJI: naravoslovje, razredni pouk, učne težave, učenci
| DESCRIPTORS: natural science, classroom teaching, learning difficulties, students
|
| POVZETEK - Izhodišče prispevka predstavlja raziskava,
ki preučuje težave pri razumevanju naravoslovja na vzorcu učencev,
starih od osem do deset let. Tako je v prvem delu prispevka prikazano
učno delo in odnos učencev do šole, v nadaljevanju pa rezultati raziskave,
ki primerjajo razumevanje naravoslovnih pojmov med skupinama učno
težavnih učencev in drugih učencev v raziskovalnem vzorcu. Izsledki
nakazujejo, da je skupina učencev z učnimi težavami na preizkusu znanja
iz naravoslovja pri vseh nalogah dosegala nižje rezultate. Največ
težav so imeli učenci pri razumevanju navodil za delo ter pri nalogah
opisovanja, utemeljevanja in razlaganja. To nas usmerja v iskanje
odgovora na vprašanja, kje in zakaj prihaja do problemov na kognitivnem
področju. Da bodo tudi ti učenci dosegali boljše rezultate in ohranili
interes za učenje naravoslovja, bo potrebno z manjšimi prilagoditvami
tako organizirati pouk naravoslovja, da bodo tudi oni lahko uspešnejši.
| ABSTRACT - The article presents a research dealing
with the difficulties of eight to ten year old students in understanding
natural science. The first part discusses learning and the attitude
of students toward school. Then the research results are presented.
The understanding of natural science concepts by a group of learning
disabled students and the control students' group is compared. The
findings show that the former achieved lower scores in all the natural
science test items. Most of the difficulties were experienced in the
area of understanding instructions, and in the tasks requiring description,
justification and explanation. The results suggest we should find
answers to where and why problems in the cognitive area occur. In
order for these students to reach better results and keep their interest
for learning natural science, the natural science lessons will need
to be adjusted and organised in such a way as to provide them with
opportunities for positive experiences and success.
|
|
UČINKI UVAJANJA PEDAGOŠKIH VIDIKOV SPOZNAVANJA PRSTI V GEOGRAFIJI
| THE IMPACT OF THE IMPLEMENTATION OF TEACHING ASPECTS IN LEARNING ABOUT DIFFERENT TYPES OF SOIL WITHIN THE SUBJECT OF GEOGRAPHY
|
| Pregledni znanstveni članek
| Review
|
| UDK 372.891
| UDC 372.891
|
DESKRIPTORJI: geografija, pouk, prst, učni načrt
| DESCRIPTORS: geography, lessons, soil, curriculum
|
| POVZETEK - V geografski stroki spada preučevanje prsti
med vsebine fizične geografije, kamor spada tudi preučevanje vegetacije,
voda, površja in podnebja. Znanja o prsteh so do nedavna spadala med
"zahtevnejša", ni bilo ustreznih pripomočkov za delo na terenu, niti
za osnovno spoznavanje v razredu, zato so se tem vsebinam izogibali
učitelji, pa tudi dijaki in učenci. V učbenikih so bile tem vsebinam
dodeljene zadnje strani, tako da se jih pogosto pri pouku sploh niso
dotaknili. Toda v zadnjih petih letih je bil narejen velik korak naprej,
saj so vsebine geografije prsti povsem enakovredno zastopane (celo
nadpovrečno) tako pri pouku v razredu kot pri praktičnih oblikah (terensko
delo, tekmovanja in podobno). To spoznanje potrjujejo tudi izjave
učiteljev, da si "upajo" organizirati in izvajati spoznavanje prsti
v domači pokrajini. Zato želimo v prispevku pojasniti, kako se je
geografija prsti "preselila" iz znastvenih okvirov v pedagoško uporabne
vsebine. Kajti z uvajanjem pedagoških vidikov je geografija prsti
pridobila veliko zanimanje med mladimi (seminarske naloge, diplomska
dela ter magistrska in doktorska dela), kar vrednotimo kot izjemen
napredek v geografski stroki.
| ABSTRACT - The soil, water, climate, vegetation
and relief investigations belong to the contents of physical geography.
Knowledge about different kinds of soil was till recently rather pretentious
because there was neither any suitable help for fieldwork nor for
basic work in the classroom. This was also the reason why teachers,
pupils, and students avoided the mentioned contents. The textbooks
usually dedicate the last few pages to soil investigation, which are
usually not touched at in lessons. But during the last five years
a big step forward has been made so that the contents of soil geography
are now well-represented (even above average) in classroom work as
well as in the practical forms of work (fieldwork, competitions, etc.).
The changed situation has also been confirmed by geography teachers
who claim that now they "dare" organize and carry out soil investigations
in the local countryside. The article, therefore, tries to explain
how soil geography moved from scientific frames to the pedagogically
useful contents. With the introduction of pedagogical views, soil
geography has become interesting for young people (seminar papers,
diploma theses, master and doctoral theses), which can justly be considered
as an exceptional contribution to the geography profession.
|
|
STRUKTURA IN DEJAVNIKI UČNIH CILJEV
| STRUCTURE AND FACTORS OF PUPILS' LEARNING GOALS
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 159.9:37
| UDC 159.9:37
|
DESKRIPTORJI: učna motivacija, učni cilji, osnovna šola, intelektualna samopodoba, spol, šolski uspeh, izobrazbena raven staršev
| DESCRIPTORS: motivation for learning, learning goals, primary school, intellectual self-concept, sex, academic achievement, parents' educational level
|
| POVZETEK - V članku so predstavljeni rezultati raziskav
o učnih ciljih 319 učencev 6., 7. in 8. razreda beograjskih osnovnih
šol. Z namenom, da ugotovimo strukturo učnih ciljev, smo preučili
distribucijo dvanajstih učnih ciljev, ki smo jih razvrstili v štiri
kategorije. Nato smo analizirali distribucijo znotraj posamezne kategorije
kakor tudi korelacijo med njimi, da vidimo, ali so omenjene dimenzije
neodvisne, in sicer v kolikšni meri se medsebojno izključujejo. Raziskave
so se osredotočale na učenčev spol, šolski uspeh, izobrazbeno raven
staršev in učenčevo lastno dojemanje intelektualnih sposobnosti.
Učni cilji v najvišji kategoriji so usmerjeni v možnost vpisa na želeno
srednjo šolo, v zadovoljevanje inte-resov, zagotavljanje bodočega
materialnega statusa in v pridobivanje pozitivnega odziva staršev.
Rezultati kažejo, da so za učenje pomembne različne vrste ciljev,
zatorej moramo pri šolskem delu uporabiti tudi različne vrste spodbud.
Razvijanje pozitivnega dojemanja sebe je pomembno za razvoj notranjih
ciljev, večjo angažiranost pri učenju in za boljši učni uspeh.
| ABSTRACT - The article presents research findings
on learning goals of 319 students, 6th, 7th, and 8th graders
of Belgrade primary schools. To find out the structure of learning
goals, the distribution of twelve learning goals was investigated.
Thereafter, learning goals were arranged in four categories. The distribution
of each category was analyzed as well as the correlation between them,
in order to establish whether these dimensions are independent, i.e.
to which extent they are mutually exclusive. Investigations were conducted
particularly with respect to pupils' sex, academic achievement, parents'
educational level and pupils' self-perceptions of intellectual abilities.
Learning goals of highest distribution are oriented towa-rds
the possibility of enrolment in a desired secondary school, meeting
of interests, securing future material status, and gaining parents'
positive responses. Findings indicate that different types of goals
are important for learning therefore different ways of encouragement
sho-uld be employed in school work. Developing positive self-perception
in pupils is significant for encouraging intrinsic goals, increased
engagement in learning, and higher academic achievement.
|
|
MNENJA ŠTUDENTOV O USTREZNI IZBIRI ŠTUDIJA
| STUDENTS' VIEWS ON THE APPROPRIATENESS OF THEIR STUDY CHOICE
|
| Pregledni znanstveni članek
| Review
|
| UDK 378.637
| UDC 378.637
|
DESKRIPTORJI: izbira poklica, motivacija, učiteljski poklic
| DESCRIPTORS: choice of professions, motivation, teaching profession
|
| POVZETEK - Namen članka je prikazati razloge študentov
Pedagoške fakultete v Mariboru za izbiro pedagoške študijske smeri,
torej za poklic učitelja. V raziskavo je bilo vključenih 237 študentov
drugega letnika v študijskem letu 2003/2004 na Pedagoški fakulteti
v Mariboru. Od petih skupin razlogov za izbiro študija (altruistični,
materialni, samouresničitveni, alternativni razlogi ter razlogi iz
aspiracije in stereotipov) študenti največkrat navajajo samouresničitvene
razloge, kot so: poučevanje je koristno javno delo za celotno družbo,
kot učitelj(-ica) bom lahko zgled otrokom in mladim,v tem poklicu
imam možnost poklicnega razvoja za vse življenje ter poklic mi bo
omogočal uporabo vseh mojih sposobnosti (talentov, npr. glasbenih,
verbalnih, plesnih...). Vendar pa med študenti posameznih študijskih
smeri obstaja pomembna razlika.
| ABSTRACT - The purpose of the article is to show
why students of the Faculty of Education of Maribor decide for the
teaching profession. The research performed at the Faculty of
Education in Maribor during the academic year 2003/2004 included 237
sophomore students. Out of the five clusters of reasons for the choice
of study (altruistic, material, self-realisation, alternative reasons
and those of aspirations and stereotypes), the students most frequently
mentioned the self-realisation ones, such as: teaching is a public
job useful to society, as a teacher I can be an example to the children
and youth, in this profession I have the possibility to develop professionally
throughout my life, the profession will enable me to develop and apply
all my abilities (talents such as music, verbal skills, dance...).
However, there exist big differences among the students of different
study programmes.
|
|
IZOBRAŽEVALNA TEHNOLOGIJA IN SOCIALIZACIJA UČENCEV
| EDUCATIONAL TECHNOLOGY AND STUDENT SOCIALISATION
|
| Referat na znanstvenem posvetovanju
| Conference paper
|
| UDK 316.6:371.68
| UDC 316.6:371.68
|
DESKRIPTORJI: izobraževalna tehnologija, knjiga, televizija, računalnik, komunikacija
| DESCRIPTORS: educational technology, communication, socialisation
|
| POVZETEK - V prispevku avtorja predstavljata
rezultate svojega raziskovalnega dela o vplivu izobraževalne tehnologije
na proces socializacije učencev v učnem procesu. Izhajata iz ugotovitve,
da se tehnologija proizvodnje materialnih dobrin razvija v smeri vse
večje avtomatizacije in samoregulacije, s čimer se zmanjšuje količina
živega dela v tem procesu. Tehnologija pouka v svojem zgodovinskem
razvoju sledi razvoju tehnologije na področju materialne proizvodnje,
zato se tudi učni proces vse bolj avtomatizira in samoregulira.
Posledica tega je tudi zmanjševanje neposrednega učiteljevega dela.
Ta proces vzporedno odpira pomembno vprašanje, kako bo potekal proces
socializacije učencev v novih družbenih in tehnoloških pogojih, v
katerih učenec ne bo vzpostavljal interpersonalnega odnosa z učiteljem
in drugimi učenci.
| ABSTRACT - In this work the authors present
the results of their previous researches on the technologies of teaching
and the process of socialization of pupils in the course of the teaching
process. Their starting point is the conclusion that the technology
of the production process of material assets is developing in the
line of an expanding degree of automation hence a decline in the participation
of live labor. The teaching technology in its progress follows the
courses of technological development in the sphere of material production
and accordingly the teaching process is also increasing automatizion
and self-regulating. Therefore, the participation of live teaching
work is decreasing. If this trend continues, a point will be reached
when the teacher will no longer be necessary.
|
|
SODELOVALNO UČENJE PRI UPORABI RAČUNALNIKA NA PREDMETNI STOPNJI OSNOVNE ŠOLE
| CO-OPERATIVE LEARNING IN COMPUTER SCIENCE AT THE SUBJECT LEVEL OF PRIMARY SCHOOL
|
| Referat na znanstvenem posvetovanju
| Conference paper
|
| UDK 373.3:004
| UDC 373.3:004
|
DESKRIPTORJI: didaktika, učne metode, sodelovalno učenje, osnovna šola, računalnik
| DESCRIPTORS: teaching methods, co-operative learning, primary school, computer
|
| POVZETEK - Pri učenju z računalnikom so se uveljavile
skupinske oblike učenja in med njimi metoda sodelovalnega učenja.
V prispevku predstavljamo metodo sodelovalnega učenja pri uporabi
računalnika na predmetni stopnji osnovne šole. Značilnost, ki
sodelovalno učenje razlikuje od skupinskega učenja, je napredek/uspeh
vsakega posameznika pri učenju v skupini in napredek/uspeh skupine
kot celote. Vlogo skupinskih oblik učenja utemeljujemo s teorijo L.S.
Vigotskega.
| ABSTRACT - Learning with computers has brought forth
various forms of group learning, one of which is the co-operative
learning method. The article presents the co-operative learning method
as it is applied in computer use at the subject level of primary school.
The characteristics of co-operative learning, which make it distinct
from group learning, are the progress/achievement of each individual
within the group and the progress/achievement of the group as a whole.
The importance of group learning forms is justified with the theory
of L.S. Vigotsky.
|
|
NOVI UČNI MEDIJI IN MODELI USTVARJALNEGA SODELOVALNEGA UČENJA
| NEW TEACHING MEDIA AND MODELS OF CREATIVE-COOPERATIVE LEARNING
|
| Referat na znanstvenem posvetovanju
| Conference paper
|
| UDK 371.68:004
| UDC 371.68:004
|
DESKRIPTORJI: modeli ustvarjanja znanja, spoznavne infrastrukture, razvijanje znanja, skupnosti za inovativno znanje, računalnik
| DESCRIPTORS: knowledge - creation school, epistemological infrastructure, knowledge building, innovative knowledge community, computer
|
| POVZETEK - Računalniško podprto sodelovalno učenje
je osnovano na ideji, da novi mediji lahko podprejo in razvijajo socio-spoznavne
procese za sodelovalno izgradnjo znanja. Usmerili se bomo na spoznavne
infrastrukture sodelovalnega učenja s pomočjo računalniške tehnologije.
Za boljše razumevanje osnovnih spoznavnih procesov ob razvijanju znanja
bomo analizirali tri modele skupnosti inovativnega znanja: Nonaka
& Takeuchijev model organizacije, ki ustvarja znanje, Yryo Engestromov
model ekspanzivnega učenja in model razvijanja znanja - Carla
Bereiterja. Ti modeli predstavljajo učenje kot proces ustvarjanja
in razvijanja znanja. Za pospeše-vanje sprememb v izobraževanju
s pomočjo računalniške tehnologije je potrebna večja socialna infrastruktura,
ki podpira spoznavne procese. Zaključujemo s primeri iz prakse, kjer
se poslužujemo računalniške tehnologije pri ustvarjanju in razvijanja znanja.
| ABSTRACT - Computer supported cooperative learning
(CSCL) is based on idea that new medias can scaffold and implement
advanced socio-cognitive process for knowledge sharing and knowledge
building. This paper will focus on the "epistemological infrastruc-ture"
of computer supported cooperative learning We will analyze three
models of innovative knowledge communities in order to better understand
basic epistemological processes of knowledge advancement: Nonaka
& Takeuchis model of knowledge-creating school, Yrjo Engestrom's
expansive learning model, and Carl Bereiter's theory of knowledge
building. As to these models learning is a process of knowledge creation
and knowledge building. In order to facili-tate educational change
through CSCL also certain kind of larger social infrastructure is
needed that supports these epistemological processes. To finish with
wežre giving some examples of knowledge creation and knowledge building
supported by computer technogy.
|
|
INTELEKTUALNI KAPITAL - NOVI MODELI V EVROPI
| INTELLECTUAL CAPITAL - NEW MODELS IN EUROPA
|
| Referat na znanstvenem posvetovanju
| Conference paper
|
| UDK 001:37
| UDC 001:37
|
DESKRIPTORJI: intelektualni kapital, dijaški dom, okolje, izobraževanje, informacijska družba.
| DESCRIPTORS: intellectual capital, boarding schools, environment, education, boarding schools models
|
| POVZETEK - Zaradi vključitve Slovenije v Evropsko
unijo nastajajo vsebinske prenove slovenskega šolstva, kar vpliva
tudi na dijaške domove, ki v konceptu sekundarnega izobraževanja predstavljajo
dodatno ponudbo kakovosti in omogočajo ugodne možnosti izobraževanja
dijakom, ki se šolajo izven kraja bivanja. Globalne spremembe (demografske,
socialne, migracijske ipd.) povzročajo upad vpisa števila dijakov
v dijaške domove, zato dijaški domovi iščejo ustrezen menjalni odnos
v globalno informacijski družbi v razširjenem evropskem okolju. Z
ustreznim vodenjem in menedžmentom lahko dijaški domovi izkoristijo
ključni vir, ki jim je na razpolago v notranjem okolju, to je upravljanje
z znanjem - intelektualnim, socialnim in kulturnim kapitalom zaposlenih.
| ABSTRACT - Slovenia has joined the European
Uni-on and is now undergoing a renovation of its education system,
which also affects boarding schools. In the concept of secondary
education, boarding schools represent an extra offer of quality which
enables students to enjoy comparatively inexpensive education outside
their hometowns. Global changes (demographic, social, mi-grational,
etc.) cause a decrease in students' enrolment into boarding schools,
which is why the boarding schools are searching for an adequate new
interchanging re-lationship within the global information society
of the enlarged European environment. Through adequate leadership
and management, schools should implement the key resource to be found
within their environment, which is knowledge management, and thus
make available the intellectual, social and cultural capital of their
employees. The boarding schools are expected to develop along different
organizational models: the social welfare model, the education model
and the tourist model of boarding school.
|
|
RAZVIJANJE POJMOV V UČNEM PROCESU
| CONCEPT DEVELOPMENT IN TEACHING
|
| Strokovni članek
| Professional paper
|
| UDK 371.214
| UDC 371.214
|
DESKRIPTORJI: učenec, učitelj, učni proces, razvijanje pojmov
| DESCRIPTORS: student, teacher, teaching process, concept development
|
| POVZETEK - Avtorica v prispevku razpravlja o možnostih
razvijanja pojmov v učnem procesu. Natančno opredeli glavne značilnosti
pojmov, kot so vsebina, obseg in ime (beseda), ter nakaže pomembnost
razvrščanja pojmov v sistem.
| ABSTRACT - In her article, the author discusses
the possibilities of concept development in the teaching process.
She defines the main concept characteristics such as content, extent
and name (word), and stresses the importance of the classification
of concepts into a system.
|
|
ALI SLABO DRŽO PRVOŠOLČKOV POGOJUJE TEŽKA ŠOLSKA TORBA?
| IS POOR BODY POSTURE OF FIRST GRADERS THE RESULT OF HEAVY SCHOOL BAGS?
|
| Strokovni članek
| Professional paper
|
| UDK 616.7:37
| UDC 616.7:37
|
DESKRIPTORJI: slaba drža prvošolcev, šolska torba, šolske potrebščine
| DESCRIPTORS: poor body posture of first graders, school bag, school accessories
|
| POVZETEK - Slabo držo otrok zaznavajo strokovnjaki
v obdobju intenzivnejše rasti. Najnevarnejša doba za nastanek slabe
drže je mlajša šolska doba. Slaba telesna drža ne pomeni nastanek
deformacij, pač pa nepravilnosti telesne mehanike in jo lahko povzroča
več povzročiteljev, med katerimi smo izpostavili šolsko torbo. Ta
je pretežka takrat, ko presega 10 odstotkov učenčeve teže in ko jo
prenaša več kot eno uro na dan. V raziskavi na nereprezentativnem
vzorcu prvošolcev smo ugotovili, da povprečna teža polne šolske torbe
v tedenski meritvi predstavlja 13,6% teže vzorca, da pa jo vzorec
nosi veliko krajši čas. Težo šolske torbe pogojuje že teža prazne
šolske torbe, ki je v našem primeru znašala 4,4% povprečne telesne
teže vzorca, povprečno razliko 9,2% pa zajemajo šolske potrebščine
in nepotrebne stvari.
| ABSTRACT - Poor body posture of children is usually
diagnosed during the period of intense growth. The most dangerous
time for poor body posture to develop is the early school period.
It does not signify an onset of deformations but rather some irregularities
of body mechanics which can be attributed to several causes, one of
them the school bag. The school bag is considered as too heavy when
it exceeds 10% of child's weight and when he/she has to carry it for
more than one hour per day. In a research based on a non-representative
sample of first graders we established that the average weight of
a full school bag during one week measurement amounted to 13,6% of
the weight of the sample, but it was carried far less time than one
hour. The weight of the school bag consisted of the weight of the
bag itself, which in our case amounted to 4,4% of the average body
weight of the sample, while the average difference of 9,2% was made
up of school accessories and unnecessary items.
|
|
KONSTRUKTIVISTIČNO OBRAVNAVANJE SOCIOLOŠKIH VSEBIN
| CONSTRUCTIVIST TREATMENT OF SOCIOLOGICAL CONTENTS
|
| Strokovni članek
| Professional paper
|
| UDK 372.831.6
| UDC 372.831.6
|
DESKRIPTORJI: kurikulum, načini izobraževanja, informacijska družba, demokratična praksa, socializacija.
| DESCRIPTORS: curriculum, education systems, information society, socialisation
|
| POVZETEK - Avtorica je oblikovalka konstruktivističnega
sociološkega učnega vzorca za mlade, v katerega vgradi problemske
smerne prvine. Te vsak učitelj lahko ustvarjalno uporablja v svojih
konkretnih pedagoških delovnih okoljih. Avtorica opozarja na potrebo
po visoki profesionalnosti učiteljev sociologije.
| ABSTRACT - The writer of the article is the author
of the constructivist sociological educational pattern for the young
generation, wherein she has built problem oriented elements. Every
teacher can apply these in his/her teaching environment. The author
also brings to our attention the need for high professio-nalism of
the sociology teacher.
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NEKATERA STALIŠČA O IZOBRAŽEVANJU V POGOJIH ANOMIJE
| VIEWPOINTS ON EDUCATION UNDER ANOMIE CONDITIONS
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| Strokovni članek
| Professional paper
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| UDK 37:001
| UDC 37:001
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DESKRIPTORJI: izobraževanje, anomija, vrednotenje znanja, učenci, starši
| DESCRIPTORS: education, anomie, knowledge assessment, students, parents
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| POVZETEK - Avtor v svojem prispevku razpravlja o anomiji,
ki inicira restrukturiranje zgodnjega vrednostnega sistema, ki ga
praviloma spremlja splošni adaptivni stres. V empiričnem delu poroča
o rezultatih proučevanja izbire delodajalca, predstavi stališča o
pragmatičnosti že usvojenega znanja in o znanju, ki dobi praktično
vrednost v novih okoliščinah, skladno s tem pa tudi o vplivu staršev
na razvoj stališč otrok do izobraževanja.
| ABSTRACT - In his article, the author first talks
about anomie as an environment strongly requiring the need for restructuring
the earlier value system, which is almost always accompanied by general
adaptive stress. In the second part of the discussion, the author
presents the results of an empirical research on the impacts anomie
has on the flexibility in choosing the employer. He further presents
the attitudes regarding pragmatism of previously acquired knowledge,
but also of the knowledge that plays a practical role in new circumstances,
and the effect parents have on their children's attitude to education.
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AVTONOMIJA UČITELJA V ŠOLI
| TEACHER AUTONOMY IN SCHOOL
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| Strokovni članek
| Professional paper
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| UDK 371.13/.16
| UDC 371.13/.16
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DESKRIPTORJI: avtonomija učitelja, razvoj, modeli organizacij, kakovost, odgovornost
| DESCRIPTORS: teacher autonomy, development, organisational models, quality, responsibility
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| POVZETEK - Razvoj šolstva gre v smeri decentralizacije,
v kateri se vse bolj uveljavlja tudi avtonomija šol in strokovnih
delavcev kot temeljnih nosilcev resničnega trajnega kakovostnega napredka.
Avtonomijo učitelja (šol) smo obeležili teoretično v modelih organizacij
in empirično v smislu spoznavanja in percepcije avtonomije z vidika
učiteljev. Učitelji pojem avtonomije smiselno zelo dobro razumejo.
Avtonomija učitelja vodi k spodbujanju izboljšanja kakovosti kljub
prevladujočim centralističnim in hierarhičnim strukturam. Rezultati
raziskave kažejo razhajanje med teoretičnimi predstavami, zakonodajnimi
določili na eni in šolsko resničnostjo na drugi strani. Za zagotavljanje
strokovne avtonomije je treba zagotoviti ustrezne notranje pogoje.
Med temi so načini in kakovost ravnateljevega pedagoškega vodenja
šolskega kolektiva, ki se med drugim kaže tudi v zaupanju v učiteljevo
strokovnost in odgovornost, spodbujanju kakovostnega in ustvarjalnega
dela. Smiselno in spodbudno za razvoj šole je, da učitelji uresničujejo
večjo samostojnost, s tem pa razširjeno odgovornost v šoli, kar kaže
na racionalno perspektivo za šolsko reformo.
| ABSTRACT - Education is headed in the direction
of decentralisation, where the autonomy of schools and their staff
will play a great role as fundamental carriers of constant quality
development. In my paper I describe teacher autonomy; theoretically
through models of organisations, and empirically as to how teachers
understand and perceive their own autonomy. They understand
the importance of their autonomy and its essence very well. Greater
autonomy enables each teacher to perform his or her job better. Current
organi-sation of schools, however, gives priority to centralistic
and hierarchic structures, which make it difficult to achieve autonomy.
The results of the polls show that there exists substantial difference
between the theoretical understanding of what should be done given
the legal framework and the reality which teachers are faced with
in schools every day. Certain conditions have to be fulfilled to achieve
professional autonomy. One of them is definitely a positive attitude
accompanied by competent leadership of the heads of schools, which
they show by trusting and respecting teachers' professionalism and
acknowledging their personal responsibility, in other words, when
they support their creativity, innovative approaches and with them
their autonomy.
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