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PROUČEVANJE UČITELJEVEGA PROFESIONALNEGA RAZVOJA Z METODO POKLICNE (AVTO)BIOGRAFIJE
| THE (AUTO) BIOGRAPHY BASED STUDY OF TEACHER'S PROFESSIONAL DEVELOPMENT ON
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| Pregledni znanstveni članek
| Author review
|
| UDK 331.108:37.011.3
| UDC 331.108:37.011.3
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DESKRIPTORJI: (avto)biografska metoda, profesionalni razvoj, učitelj, poklicna biografija, metodologija
| DESCRIPTORS: (auto) biography method, professional development, teacher, professional biography, methodology
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| POVZETEK - Predmet našega zanimanja v prispevku je
biografska metoda - v zadnjem obdobju pomemben in zanimiv pristop
v kvalitativnem raziskovanju. V prvem delu predstavimo definicijo
in posebnosti biografske metode, v drugem delu pa konkreten primer
analize podatkov empirične raziskave, pridobljenih z biografsko metodo.
V okviru širše raziskave o učiteljevem profesionalnem razvoju smo
s poklicno biografijo med drugim ugotavljali, kateri dejavniki vplivajo
na učiteljev profesionalni razvoj in kako zaznavajo in razlagajo te
vplive učitelji sami.
| ABSTRACT - The article deals with the biography
method - an interesting and lately important approach used in
quality research. The first part presents the definition and characteristics
of the biography method, while the second part describes a concrete
example of data analysis in an empirical study. Within the framework
of a wider research on professional teacher development, we tried
to establish on the basis of a professional biography which factors
impact teacher development and how teachers themselves perceive and
understand these influences.
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UČITELJI MENTORJI IN VISOKO©OLSKI UČITELJI O KOMPETENCAH ©TUDENTOV - BODOČIH UČITELJEV
| MENTOR TEACHERS AND UNIVERSITY TEACHERS ABOUT COMPETENCES OF STUDENTS - FUTURE TEACHERS
|
| Izvirni znanstveni članek
| Original scientific paper
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| UDK 37.011.3:331.361.3
| UDC 37.011.3:331.361.3
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DESKRIPTORJI: kompetence, izobraževanje učiteljev, visokošolski učitelji in sodelavci, mentorji
| DESCRIPTORS: competences, teacher education, university teachers and assistants, mentors
|
| POVZETEK - V prvem delu prispevka predstavljamo
opredelitev pojma kompetence in opozarjamo na njihovo pomembno vlogo
v izobraževanju učiteljev. V drugem delu prispevka pa predstavljamo
rezultate raziskave, ki je potekala v okviru projekta Partnerstvo
fakultet in šol, Učna praksa v vzgoji in izobraževanju na Pedagoški
fakulteti Univerze v Mariboru. V raziskavi je sodelovalo 231 osnovnošolskih
in srednješolskih učiteljev - mentorjev študentom pri opravljanju
pedagoške prakse ter visokošolskih učiteljev in sodelavcev na fakultetah,
ki izobražujejo bodoče učitelje. Raziskava je bila usmerjena v ugotavljanje
stopnje pomembnosti posameznih kompetenc, ki naj bi si jo pridobil
oziroma razvil študent v času praktičnega pedagoškega usposabljanja.
Ugotavljali smo tako skupna mnenja učiteljev - mentorjev študentom
kot skupna mnenja visokošolskih učiteljev ter strokovnih sodelavcev
ter primerjali razlike v njihovih ocenah pomembnosti posameznih kompetenc.
Rezultati raziskave so pokazali na obstoj malega števila statistično
pomembnih razlik v presojanju pomembnosti pričakovanih kompetenc študentov
s področja praktičnega pedagoškega usposabljanja. ©e vedno je mogoče
zaznati prisotnost mnenj o tako imenovani klasični delitve vlog in
nalog teoretične (visokošolski učitelji) in praktične (učitelji -
mentorji) pedagoškega izobraževanja študentov.
| ABSTRACT - The first part of the article presents
the definition of the notion of competence and points to the important
role of competences in the process of teacher education. The second
part presents the results of the research done within the framework
of the project Partnership of Faculties and Schools, Teaching Practice
in Education at the Faculty of Education in Maribor. The research
involved 231 primary and secondary school teachers, who are mentors
for students doing their teaching practice, and university teachers
and assistants at the faculties educating future teachers. The research
tried to assess the degree of importance of particular competences
that students should gain or develop at the time of their practical
teaching training. We sought the common views of mentors, university
teachers and professional co-workers and compared the differences
in their assessment of the importance of particular competences. The
results of the research showed the existence of a small number of
statistically important differences in the assessment of the importance
of expected competences of students in the sphere of practical teaching
training. It is still possible to notice the presence of the so-called
classical division of roles and assignments between the theoretical
(university teachers) and practical (mentor teachers) education of
students.
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ODNOS ©TUDENTOV DO AKTIVNEGA POUKA
| STUDENT ATTITUDE TOWARD ACTIVE LESSONS
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| Pregledni znanstveni članek
| Author review
|
| UDK 378.18
| UDC 378.18
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DESKRIPTORJI: problemsko zasnovan študij, aktivne metode učenja, odnos do pouka
| DESCRIPTORS: problem based learning, active learning, attitude to lessons
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| POVZETEK - Problemsko zasnovan študij (PBL) omogoča
izpolnitev treh ključnih ciljev izobraževanja po bolonjski prenovi:
razvoj uporabe informacijske in komunikacijske tehnologije (IKT),
privlačno in aktivno učno okolje ter krepitev vezi z delovnim okoljem.
To inovacijo smo vnesli v pouk inženirske statistike. Z naključno
izbrano skupino študentov izbranega študijskega programa na Univerzi
v Ljubljani smo pri pouku inženirske statistike izvedli PBL, drugi
študenti pa so imeli tradicionalni pouk statistike, kakršnega so izvajali
do tedaj. Z vprašalnikom o odnosu do pouka smo ugotavljali, kakšna
je bila dejanska razlika obeh vrst izvedenega pouka. ©tudenti so ocenili
kakovost pouka, motivacijsko moč pouka, vzdušje pri pouku, aktivne
metode pouka in ocenjevanje ter uporabnost znanja, dobljenega pri
pouku, ki so ga bili deležni. Z analizo smo ugotovili, da so študenti,
ki se učijo inženirsko statistiko s problemsko zasnovanim študijem,
v večji meri deležni aktivnih metod pouka kot študenti, ki se učijo
na tradicionalen način. ©tudenti pri PBL bolje vedo, kaj se od njih
zahteva in bolj razvijajo komunikacijo, nastopanje in administrativno
delo. V drugih karakteristikah pouka pa ni pomembnih razlik. Ocene
študentov pa nakazujejo, da je PBL za učenje inženirske statistike
zahteven, če študenti samostojnega dela in učiteljeve vloge usmerjevalca
niso vajeni.
| ABSTRACT - Problem based learning (PBL) enables
the fulfilment of three key educational goals set by the Bologna
reform: developing the use of information and communication technology
(ICT), creating an attractive and active learning environment and
strengthening the links with the working environment. This innovation
has been implemented in the classes of engineering statistics. With
a randomly chosen group of students of the corresponding study course
at the University of Ljubljana we carried out problem based learning
while their counterparts attended traditional statistics classes.
With a questionnaire about their attitude to lessons we tried to find
out the actual difference between the two approaches. The students
were asked to assess the quality of the lessons and their motivational
impact, the learning atmosphere, active learning methods, the evaluation
and usefulness of the knowledge acquired in these classes. The analysis
showed that PBL provides students with more active learning methods
than the traditional approach. The students who are offered PBL
know better what is required of them; they develop communication,
public appearance and administrative work to a higher degree. No relevant
differences were established in other study characteristics. The assessments
by the students, however, point to the fact that PBL can be quite
demanding if one is not used to working independently and that the
role of the teacher in this method should purely be one of guidance.
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VODENJE ZA UČINKOVITOST V IZOBRA®EVALNEM SISTEMU
| LEADERSHIP FOR EFFECTIVE EDUCATION SYSTEM
|
| Pregledni znanstveni članek
| Author review
|
| UDK 371.4
| UDC 371.4
|
DESKRIPTORJI: vodenje, izobraževalni sistem, šola, učinkovitost, dejavniki učinkovitosti
| DESCRIPTORS: leadership, education system, school, efficiency, efficiency factors
|
| POVZETEK - Avtorja v prispevku predstavljata
različne poglede na učinkovitost šol, ki je odvisna od različnih dejavnikov,
kot so strokovno vodenje, skupna vizija in cilji, učno okolje, osredotočenost
na poučevanje in učenje, poučevanje z namenom, pričakovanja, pozitivna
okrepitev, napredovanje, pravice, dolžnosti in odgovornosti učencev
ter sodelovanje med domom in šolo. Merimo jo lahko na različne načine,
od znanstvenih pristopov, študij primerov do raznih razvijajočih se
modelov, z namenom izboljševanja učnih rezultatov učencev in pedagoških
rezultatov učiteljev.
| ABSTRACT - The article presents various approaches
to the efficiency of schools, which depends on different factors such
as professional management, common vision and goals, learning environment,
focus on teaching and learning, teaching with purpose, expectations,
positive enco-uragement, progress, rights, obligations and responsibilities
on the part of the pupils and the participation of home. All these
factors can be measured in different ways, from scientific approaches
and study cases to various development models for the purpose of improving
learning outcomes of the pupils and their teachers.
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ALI RAVNANJE Z UČITELJI LAHKO VPLIVA NA IZBOLJ©ANJE KAKOVOSTI PROCESA UČENJA IN POUČEVANJA
| CAN PROPER MANAGEMENT OF TEACHERS IMPACT THE QUALITY OF TEACHING AND LEARNING
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| Pregledni znanstveni članek
| Author review
|
| UDK 37.011.3:331.225
| UDC 37.011.3:331.225
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DESKRIPTORJI: ravnanje z učitelji, vodenje šole, kakovost procesa učenja in poučevanja, učitelj, spodbujanje učiteljev, soodločanje, sodelovanje, nagrajevanje
| DESCRIPTORS: managing teachers, school leadership, quality teaching and learning process, teacher, encouraging teachers, participation in decision making, collaboration among teachers, rewards
|
| POVZETEK - Prispevek poda kratko opredelitev kakovostnega
dela učitelja in kakovostnega procesa učenja in poučevanja. Kakovosten
proces učenja in poučevanja oziroma pouk lahko opredelimo kot proces,
ki zagotavlja visoke dosežke učencev v najširšem smislu. V takem procesu
je zagotavljanje pogojev za razvoj vseh zmožnosti učencev celo bolj
pomembno kot doseganje določenih merljivih ciljev in standardov znanja.
Izvajanje procesa učenja in poučevanja je v veliki meri odvisno od
dela učiteljev kot najbolj pristojnih in najbolj odgovornih za ta
proces. Ob tem pa se vedno znova zastavlja vprašanje, ali lahko vodstvo
šole z ustreznim ravnanjem z učitelji izboljša proces učenja in poučevanja.
V drugem delu prispevka so predstavljene ugotovitve raziskave, ki
izpostavljajo tiste dejavnike ravnanja z učitelji, ki lahko vplivajo
na kakovost procesa učenja in poučevanja. Izpostavljena so področja
ravnanja z učitelji, v katera je smiselno usmeriti pozornost vodstev
šol za doseganje čim večje kakovosti v šolah.
| ABSTRACT - The article presents quality teacher
performance and the quality teaching and learning process. The
latter can de defined as the process which ensures high student achievements
in the broader sense. The creation of the conditions ensuring the
development of all student competences is even more important than
achieving measurable standards of obtained knowledge. Teacher performance
influences highly the quality of the teaching and learning process
and teachers are the most competent and responsible individuals for
developing this quality. The question remains whether a correct approach
by the management can lead to improved teacher performance and a quality
teaching and learning process. In the continuation, the article presents
research findings and elements of managing teachers which can influence
the quality of this process. By applying these elements, the school
leadership could achieve higher quality in the work of the teachers.
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DIDAKTIČNA INOVACIJA PRI LIKOVNEM VREDNOTENJU KOT SPODBUDA PRI LIKOVNOOBLIKOVNEM RAZVOJU OTROK
| DIDACTIC INNOVATION IN ART EVALUATION AS INCENTIVE FOR FINE ARTS FORMATIVE DEVELOPMENT
|
| Pregledni znanstveni članek
| Author review
|
| UDK 372.87
| UDC 372.87
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DESKRIPTORJI: didaktika likovne vzgoje, likovnooblikovni razvoj, vrednotenje pri likovni vzgoji
| DESCRIPTORS: didactics of fine arts, fine arts formative development, evaluation in the subject of fine arts
|
| POVZETEK - Vrednotenje je pomembna faza v procesu
likovne vzgoje in predstavlja splet aktivnosti, ki so med seboj prepredene
in so v stalni odvisnosti, hkrati pa pogojujejo druga drugo. inovativni
pristop pri sumativnem vrednotenju v procesu likovne vzgoje, ki smo
ga v raziskavi eksperimentalno preverjali, smo načrtovali na podlagi
novih spoznanj in izkušenj glede aktivnosti učiteljev in učencev.
cilj raziskave je bil eksperimentalno merjenje učinka inovacije v
fazi vrednotenja pri likovni vzgoji na likovno občutljivost pri osnovnošolcih.
v razpravi predstavljamo vpliv inovacije na raven likovnooblikovnega
razvoja. le-ta je tisti del celotnega likovnega razvoja otrok, na
katerega ima dobro pedagoško delo največji vpliv. analiza rezultatov
eksperimentalnega dela je pokazala, da je inovativni pristop pri sumativnem
vrednotenju v procesu likovne vzgoje pozitivno vplival na razvoj posameznih
dejavnikov likovnooblikovnega razvoja in na likovno oblikovni razvoj v celoti.
| ABSTRACT - Evaluation is an important phase
in the process of fine arts education and represents a set of mutually
interwoven activities, which constantly depend on and at the same
time condition one another. The innovative approach to summative evaluation
in the process of fine arts education being experimentally verified
by our research was developed on the basis of a new understanding
and experiences with regard to teachers' and student' activities.
The purpose of the research was to measure experimentally the effect
of innovation on the fine arts sensitivity of schoolchildren in the
evaluative stage of fine arts education. This research shows how innovation
influences the level of fine arts formative development, which is
that very part of the child's comprehensive fine arts development
that can be most significantly impacted by quality teaching. The final
analysis of the experimental work showed that the innovative approach
to summative evaluation in the process of fine arts education has
a positive influence on the individual factors of fine arts development
as well as on fine arts formative development as a whole.
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VLOGA OKOLJA NA PROSTOČASNO GIBALNO AKTIVNOST OTROK
| ROLE OF THE ENVIRONMENT ON OUT OF SCHOOL PHYSICAL ACTIVITY OF CHILDREN
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| Pregledni znanstveni članek
| Author review
|
| UDK 373.3-057.87:796
| UDC 373.3-057.87:796
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DESKRIPTORJI: gibalna/športna aktivnost, prosti čas, mlajši šolar, osnovna šola, matična šola, podružnična šola
| DESCRIPTORS: physical activity, leisure time, young pupil, elementary school, central school, branch school
|
| POVZETEK - Namen raziskave je bil preučiti, ali
obstajajo razlike v pogostnosti, obliki in vsebini gibalne/športne
aktivnosti v času izven šolskega pouka med učenci matičnih in podružničnih
osnovnih šol. ©tudijo smo izvedli na vzorcu 468 učencev matičnih in
390 učencev podružničnih slovenskih osnovnih šol. Povprečna starost
merjencev je bila 10,52 let. Ugotovili smo, da med učenci matičnih
in podružničnih osnovnih šol ni statistično pomembnih razlik v pogostnosti
izvenšolske gibalne/športne aktivnosti ter v vključenosti v organizirano
obliko (klub, športno društvo, šolski krožek) teh dejavnosti. Statistično
pomembne razlike pa smo ugotovili v vključenosti v neorganizirano
obliko gibalnih aktivnosti. Učenci podružničnih šol se gibalno udejstvujejo
statistično pomembno več v družbi svojih staršev in prijateljev. Na
prvih pet mest najpopularnejših športnih panog sta obe skupini merjencev
uvrstili hojo, planinarjenje, badminton, tek in plavanje. Hoja, badminton
in plavanje so bolj priljubljeni pri učencih podružničnih osnovnih šol.
| ABSTRACT - The aim of the research was to investigate
the possible differences in the frequency, form and contents of the
out-of-school physical activity between the pupils attending central
schools and those attending branch schools. The study was carried
out on a sample of 468 Slovene pupils attending central schools and
390 pupils attending branch schools. The average age of respondents
was 10,52. From the results emerged no statistically significant differences
in the frequency of the out-of-school physical activity and in the
participation in organized forms of those activities (clubs, sports
associations, school circles). Statistically significant differences,
however, were established in the participation in non-organized forms
of physical activity, and in the case of pupils attending branch schools,
who participate more in physical activities together with their parents
and friends. As the top five popular sports disciplines, students
in both groups ranked walking, mountaineering, badminton, running
and swimming. Walking, badminton and swimming are favoured by the
pupils attending branch schools.
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ZADOVOLJEVANJE OTROKOVIH UČNIH POTREB V ODDELKU PODALJ©ANEGA BIVANJA
| SATISFYING CHILD'S LEARNING NEEDS IN EXTENDED SCHOOL CARE
|
| Pregledni znanstveni članek
| Author review
|
| UDK 371.253
| UDC 371.253
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DESKRIPTORJI: podaljšano bivanje, učenec, učitelj, učne strategije
| DESCRIPTORS: extended school care, pupil, teacher, learning strategies
|
| POVZETEK - Oddelki podaljšanega bivanja (v nadaljevanju
OPB) so v slovenskem kulturnem prostoru dokaj neraziskani, a kljub
temu se srečujemo z različnimi negativnimi subjektivnimi sodbami tako
s strani staršev kot tudi učiteljev praktikov. Lahko rečemo, da so
oddelki podaljšanega bivanja deprivilegiran proces, ki poteka v slovenski
osnovni šoli. ©koda je, da se zanemarja OPB kot področje šolskega
dela, kajti trendi v svetu kažejo, da šola lahko kvalitetno opravlja
vzgojno-izobraževalno funkcijo tudi v času, ko se redni pouk konča.
Raziskav, ki bi potrdile ali ovrgle pomembnost oddelkov podaljšanega
bivanja in njihov vpliv na zadovoljevanje učnih potreb učencev v OPB,
ni. Zato sem izvedla raziskavo, s katero sem ugotavljala vpliv OPB
na zadovoljevanje učenčevih učnih potreb. Na osnovi učenčevih soglašanj
s posameznimi trditvami analiza pokaže, da imajo učenci v OPB nasproti
tistim, ki niso vključeni v OPB, v času po pouku do 16. ure, več možnosti,
da zadovoljijo svoje učne potrebe. Zato menim, da so različne negativne
subjektivne sodbe neupravičene in je treba OPB nameniti več pozornosti.
| ABSTRACT - Although in Slovenia not much research
has been carried out about the units of extended school care,
we encounter various criticisms on the part of the parents and
teachers. The units seem to be a place of underprivileged process
of school work. It is very unfortunate that this area of school
work is so neglected since world trends show that the school can provide
for quality education and upbringing also after regular school hours.
There is almost no research which could either confirm or refute
their importance as well as their contribution to satisfying the learning
needs of the pupils. Lack of any kind of evidence has encouraged me
to undertake a study where I tried to establish how units of extended
after school care can satisfy pupils' learning needs. The pupils were
asked to agree or disagree with a set of statements. The analysis
of their answers showed that in comparison with their peers who are
not included in the extended school care after 4PM, these pupils have
more opportunities to satisfy their learning needs. My conclusion
is, therefore, that the various negative judgments are unjustified
and that the units of extended afternoon school care deserve greater attention.
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UČNI NAČRTI IN NJIHOV VPLIV NA MEDPREDMETNO POVEZOVANJE NARAVOSLOVNIH PREDMETOV V GIMNAZIJI
| CURRICULA AND THEIR IMPACT ON INTERDISCIPLINARY INTEGRATION OF NATURAL SCIENCE SUBJECTS IN HIGH SCHOOL
|
| Pregledni znanstveni članek
| Author review
|
| UDK 371.3:50
| UDC 371.3:50
|
DESKRIPTORJI: učni načrti, medpredmetno povezovanje, računalniško podprt laboratorij, naravoslovje, gimnazija
| DESCRIPTORS: curricula, interdisciplinary integration, computer supported lab, natural sciences, high school
|
| POVZETEK - Medpredmetno povezovanje znanj je bil zaželen,
a le v manjši meri dosežen cilj pretekle prenove gimnazijskega programa.
Medpredmetna povezovanja se v praksi vzpostavljajo praviloma le v
sklopu različnih obšolskih in izvenšolskih dejavnosti, medtem ko so
žive povezave na ravni ur rednega pouka po urniku šole redke. Avtorja
sta v luči medpredmetnih povezav kritično pregledala gimnazijske učne
načrte biologije, kemije in fizike. Ugotavljata, da obstoječi učni
načrti dajejo učiteljem le malo spodbud in podpore, da bi medpredmetno
povezovanje postalo del vsakodnevne šolske prakse v naravoslovju.
Med neizkoriščenimi povezovalnimi elementi sta posebno pozornost namenila
laboratorijskemu delu ter uporabi računalnikov pri pouku naravoslovja.
Kot eno od možnih povezav, ki bi lahko še dodatno prispevala k povezovanju
znanj, identificirata računalniško podprto laboratorijsko delo.
| ABSTRACT - Interdisciplinary integration of knowledge
is a desired but only to a minor extent realised goal of the previous
high school reform. Such integration exists in practice only within
the scope of various extracurricular activities while integration
at the level of instruction within the regular programme is very rare.
The authors examined the high school curricula for biology, chemistry
and physics. They established that the existing curriculum does not
offer much incentive or support to implement such integration into
daily school practice in science subjects. Among the unexploited integration
elements, special attention was dedicated to laboratory work and to
the use of computers during science instruction. One of the possibilities
which could contribute to such integration is computer supported laboratory work.
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INTERKULTURNOST V UČNIH NAČRTIH SLOVENSKE OSNOVNE ©OLE
| INTERCULTURALITY IN THE SLOVENE PRIMARY SCHOOL CURRICULUM
|
| Referat na znanstvenem posvetovanju
| Conference paper
|
| UDK 373.3
| UDC 373.3
|
DESKRIPTORJI: Osnovna šola, interkulturnost, učni načrt, pedagoška načela, asimilacija, integracija, etnocentričnost, realni kurikul, pouk zgodovine, geografije, slovenskega jezika, tujega jezika
| DESCRIPTORS: primary school, interculturality, curriculum, teaching principles, assimilation, integration, ethnocentricity, real curriculum, lessons in history, geography, mother tongue and foreign language
|
| POVZETEK - Cilji interkulturne vzgoje so trojni:
večanje dejanske enakosti možnosti manjšinskim skupinam, ohranjanje
posebnih identitet manjšinskih skupin in obča vzgoja za skupno bivanje
različnih. Te cilje je mogoče doseči le prek definiranja interkulturnosti
kot pedagoškega načela, ki preveva vse dejavnosti in odnose v pedagoškem
procesu oziroma postane sestavni del realnega kurikula. Dejavnik uresničevanja
interkulturnosti so tudi učni načrti. Analiza učnih načrtov za slovensko
devetletno osnovno šolo pa žal kaže na slabo upoštevanje tega načela.
Zavzemanje za vzgojo za sožitje tako ostaja bolj na deklarativni kot
dejanski ravni in slovenska osnovna šola še vedno krepi asimilacijsko
naravnanost slovenske družbe.
| ABSTRACT - The goals of intercultural education
are threefold: increasing equal opportunities for minority groups,
preserving their specific identities and providing general education
and upbringing conditions for living together. These goals, however,
can only be achieved by defining interculturality as a teaching principle
which is to be ingrained in all the activities and relations of the
teaching process. It should become a constituent part of the real
curriculum. The analysis of different curricula for the 9-year Slovene
primary school, however, shows that the principle is not taken into
account very much. Education for harmonious living together thus remains
at the declarative level while the Slovene primary school is more
oriented toward the assimilation of the Slovene society.
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ODNOS ©TUDENTOV, BODOČIH UČITELJEV, DO ®IVALI
| FUTURE TEACHERS' RELATIONSHIP TO ANIMALS
|
| Pregledni znanstveni članek
| Author review
|
| UDK 37.011.3
| UDC 37.011.3
|
DESKRIPTORJI: odnos človek-žival, strah, zoofobije, študent učitelj, antropomorfizem
| DESCRIPTORS: human-animal relationship, fear, zoophobia, student, anthropomorphism
|
| POVZETEK - V članku obravnavamo človekov odnos do
različnih živali. V raziskavi je sodelovalo 109 študentk in študentov
razrednega pouka Pedagoške fakultete Univerze v Ljubljani. Osrednji
cilj raziskave je bil ugotoviti, kateri so vzroki za razlike v odnosu
do različnih vrst živali. Ugotavljamo, da na odnos študentov do živali
najbolj vplivajo antropomorfizem, videz živali, njihovo življenjsko
okolje ter strah in predsodki do živali. Menimo, da bi se učitelji
morali bolj zavedati pomena teh dejavnikov pri razvijanju učenčevega
odnosa do živali.
| ABSTRACT - The article explores human relationships
with different animals. The study involved 109 student teachers from
the Faculty of Education, University of Ljubljana. The most important
goal of the research was to find out the main reasons for differences
in students' relationships with animals. The results show that the
main reasons are anthropomorphism, prejudice towards certain animals,
animal appearance, their living environment and the fear of potentially
dangerous animals for humans. We believe that this issue should be
given more attention since teachers teach pupils how to behave towards animals.
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PREDSTAVE OSNOVNO©OLCEV IN ©TUDENTOV O DNA
| CONCEPTS OF PRIMARY SCHOOL PUPILS AND STUDENTS ABOUT DNA
|
| Strokovni članek
| Professional paper
|
| UDK 373.3:378.18:57
| UDC 373.3:378.18:57
|
DESKRIPTORJI: DNA, nevihta možganov, predstave, osnovnošolci, študenti, učni načrt
| DESCRIPTORS: DNA, brainstorming, conceptions, schoolchildren, students, curriculum
|
POVZETEK - Genska tehnologija je prinesla velik napredek
v razvoju biotehnologije kot tudi številne pomisleke o njenem vplivu
na naravo in družbo. Poseganje genske tehnologije v naš vsakdanjik
sproža številna etična in pravna vprašanja ter dileme. Za razumevanje
in razsojanje le-teh pa je pomembno poznavanje in razumevanje osnovnih
pojmov, povezanih z genetiko, na primer DNA, dedovanje, gen in podobno.
V raziskavi predstav o DNA, v kateri so bili vključeni osnovnošolci
(sedmi razred devetletke) ter študenti prvega in drugega letnika dvopredmetnega
študija biologije z vezavami na Pedagoški fakulteti, smo z metodo
prostih asociacij preverjali asociacije ob pojmu DNA. Najmanj različnih
pojmov (5) so pričakovano navajali osnovnošolci. Največ pojmov (43)
so navajali študenti drugega letnika, sledijo študenti prvega letnika
z 41 različnimi pojmi. Osnovnošolci so največkrat zapisali odgovor
"ne vem" (45), študenti prvega letnika "dednina" (48), študenti drugega
letnika pa "dvojni heliks" (69). Omenjeni odgovori so bili tudi največkrat
prva asociacija na DNA.
| ABSTRACT - Gene technology has brought great
progress in the development of biotechnology but also many scruples
about its influence on nature and society. The impact of gene technology
on our daily life raises several ethical and legal issues and dilemmas.
For the understanding and judgment of these issues, it is important
to understand some basic terms associated with genetics, e.g. DNA,
heredity, gene, etc.
In the research on the concepts associated with DNA, in which primary
schoolchildren (seven graders/13-year-olds) and biology teacher students
(Faculty of Education) took part, we applied the technique of free
associations to determine the associations with selected concepts
and notions concerning DNA. As expected, the lowest number of different
concepts/notions (5) was stated by primary schoolchildren. The greatest
number of associations (43) was made by second year biology teacher
students, followed closely by first year biology teacher students
with 41 different notions. Primary school pupils most often answered
"I don't know" (45), first year students most often gave the answer
"genetic material" (48), second year students mostly put down "double
helix" (69). These answers were often their first association with DNA.
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STRES V PEDAGO©KIH POKLICIH
| STRESS IN TEACHING PROFESSIONS
|
| Strokovni članek
| Professional paper
|
| UDK 331.442:37.001.3
| UDC 331.442:37.001.3
|
DESKRIPTORJI: stres, učitelj, vzgojitelj, pedagoško delo
| DESCRIPTORS: stress, teacher, pre-school teacher, teaching
|
| POVZETEK - V pričujočem prispevku smo pozornost namenili
stresu, ki ga pri svojem delu doživljajo pedagoški delavci - vzgojitelji
in učitelji. Najprej smo opredelili stres, ob tem pa poudarili, da
je poleg negativnega stresa treba računati tudi na pozitiven stres.
Opredelili smo dejavnike, ki vzgojiteljem in učiteljem povzročajo
stres pri pedagoškem delu, opisali simptome stresa pri učiteljih in
vzgojiteljih, pozornost pa namenili tudi preprečevanju in konstruktivnemu
obvladovanju stresa. Prispevek smo zaključili s prepričanjem, da se
stresu v pedagoških poklicih ni mogoče povsem izogniti, da pa moramo
posebno skrb namenjati fizični in psihični pripravljenosti, prav tako
pa poskrbeti za pristope za premagovanje tistih stresnih situacij,
ki jih ni mogoče preprečiti.
| ABSTRACT - The article talks about stress that teachers
and pre-school teachers experience in their work. Stress is first
defined and then the point is made that beside negative stress we
must also take into account positive stress. Further on, the factors
causing stress during the teaching process are identified, the symptoms
described, and attention is given to prevention and constructive stress
management. We are convinced that in the teaching profession one cannot
completely avoid stress. Special care, however, should be given to
the physical and psychological preparation of teachers and appropriate
steps should be undertaken to overcome those stress situations which
cannot be prevented.
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|
RAZVOJ GLASBENIH SPOSOBNOSTI
| THE DEVELOPMENT OF MUSICAL ABILITIES
|
| Strokovni članek
| Professional paper
|
| UDK 372.878
| UDC 372.878
|
DESKRIPTORJI: otrok, glasba, otrokov razvoj, glasbene sposobnosti
| DESCRIPTORS: child, music, child development, music abilities
|
| POVZETEK - @e nekaj tednov star otrok se odziva na
glasbo, prijazne besede in pesmi so pomirjajoče. Razlikovanje tonov
pa je dolgotrajnejši proces. Glasovno izražanje je močno povezano
z motorično-dinamično dejavnostjo. Poslušanje glasbe ima velik vpliv
na razvijanje govornih, pisnih in bralnih sposobnosti na področju
glasbe. Ustvarjalnost se pričenja s posnemanjem. Članek prikazuje,
kako otrok razvija svoje glasbene sposobnosti v posameznih obdobjih
svojega življenja ter pomen le-tega za njegov osebnostni razvoj.
| ABSTRACT - Only a few weeks old child can already
respond to music; kind words and lullabies are soothing, but making
the distinction between different tones is much more demanding. Using
one's voice as a means of communication depends very much on the child's
kinaesthetic development. In connection with music education, listening
to music has a huge influence on the development of speaking, reading
and writing abilities. Creativity always starts with imitation. The
presented article deals with the development of the child's music
abilities throughout different life periods, as well as its influence
on personal growth in general.
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|
USVAJANJE TEMELJNIH ZNANJ V OSNOVNI ©OLI S POMOČJO KIBERNETIČNE METODE
| ACQUISITION OF BASIC KNOWLEDGE WITH THE HELP OF THE CYBER METHOD
|
| Strokovni članek
| Professional paper
|
| UDK 372.4
|
UDC 372.4
DESKRIPTORJI: kibernetično, glasovno zavedanje, številske
predstave, zavedanje lastnega telesa, motorični, socialni in kognitivni razvoj
| DESCRIPTORS: voice consciousness, mathematical concepts,
number ideas, motor, social and cognitive development
|
| POVZETEK - Prispevek predstavlja novo metodo
zgodnjega opismenjevanja in razvijanja matematičnih predstav v začetnem
obdobju redne osnovne šole. Z njo razvijamo številske predstave in
glasovno zavedanje z zavestnim gibanjem določenih delov telesa. Vse
izhaja iz otroka, njegovega zavedanja lastnega telesa. Proces osvajanja
računanja, branja in pisanja poteka pri kibernetični metodi po točno
določenem zaporedju. Metoda je primerna za uporabo pri vsej populaciji
otrok, tudi pri otrocih s posebnimi potrebami. Kibernetična metoda
ne zahteva posebnih pripomočkov ali učil, otroci se učijo s pomočjo
svojega telesa in je zaradi tega z manjšimi spremembami in dopolnitvami
primerna za uporabo tudi na slovenskem govornem območju.
| ABSTRACT - The article presents a new method of
learning writing, reading and developing mathematical concepts in
the first years of primary school. With this method we develop mathematical
concepts and language by consciously moving certain parts of our body.
Everything derives from the child's awareness of his/her own body.
The learning of the three R's proceeds in specifically determined
sequences. The method is suitable for all children, including the
children with special needs. The cyber method does not require any
special resources because children simply learn with their body. With
minor adaptation, it could easily be applied to the Slovene speech region.
|
KOLEGIALNO OPAZOVANJE IN OCENJEVANJE UČNEGA DELA
| PEER OBSERVATION AND ASSESSMENT OF TEACHING
|
| Strokovni članek
| Professional paper
|
| UDK 371.26
| UDC 371.26
DESKRIPTORJI: kolegialno opazovanje in ocenjevanje, kooperativnost, ocenjevalni obrazci, konstruktivizem v vzgoji in izobraževanju, metakognicija
| DESCRIPTORS: peer observation and assessment, cooperation, assessment forms, constructivism in edu-cation, metacognition
|
POVZETEK - Pričujoče delo predstavlja nekaj temeljnih
iztočnic kolegialnega opazovanja in ocenjevanja učnega procesa pri
profesorjih v osnovni ali srednji šoli. Izobraževalni sistem deluje
v intenzivnih, socialno prepletenih okoliščinah, vendar je kljub temu
usmerjen izrazito individualistično, brez tesne kolaborativnosti in
kooperativnosti. Pedagoški delavci se strokovno-pedagoško urijo in
praktično spoznavajo z delom v razredu predvsem individualno. Vendar
obstajajo tudi alternativne oblike vodenja vzgojno-izobraževalnega
procesa v tandemu, ocenjevanja, opazovanja učnega procesa, načrtovanja
in podajanja izredno pomembne povratne informacije drugemu kolegu.
Učitelj se kot ekspert in avtonomen izvajalec pouka dnevno izpostavlja
opazovanju in ocenjevanju svojega dela s strani zahtevnega občinstva
učencev. Veliko večje težave pa se pojavijo pri fenomenu kolegialnega
ocenjevanja, ki s svojo funkcijsko naravnanostjo postavlja učitelja
v nelagoden položaj. Zaradi negativnih občutkov, ki se pri tem razbohotijo,
in nadaljnjega odpora do kooperativega dela bomo v nadaljevanju predstavili
korake, ki jim morata kolega/učitelja slediti na svoji konsktruktivistično
zasnovani poklicno-osebnostni poti kakovostnega razvoja.
| ABSTRACT - The article presents some of the
essential elements of peer observation and assessment of the teaching
process concerning primary and secondary school teachers. The education
system functions in intensive, socially intertwined circumstances,
whereby it is strictly individualistically oriented, without any close
collaboration and cooperation. Teachers are being trained for their
profession and learn about the work in the classroom mostly on an
individual basis. There are, however, alternative methods of conducting
the educational process such as the tandem form, where feedback information
on assessment, observation of the teaching process, planning and teaching
is provided to the teacher by his/her colleague.
Even though teachers are autonomous professionals daily exposed to
the observation and assessment of their work by a very demanding student
audience, they feel much more uncomfortable in the case of peer assessment.
Due to the negative feelings arising in such a situation, and the
resulting resistance to cooperative work, we would like to present
the steps peer teachers can take to be successful on this constructively
conceptualised path of quality professional and personal development.
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