Kdo smo Pleterski, Andrej; Rihter, Janja
2020
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Open access
Simply put, the modern Slovenian nation began as a cultural project in the age of Enlightenment. Its basic axis has been Standard Slovenian as one of Slavic languages. The book describes from where ...the speakers of the initial common Slavic language arrived at our place, as well as where and when Slavs came into being. Throughout the history of long ages the author observes the relationship between the speakers of the language, political power, and particularly the Church as an institution with a universal ideology which as such does not in any way encourage local identity. The book also recalls the millennial roots of Slovenian identity whose present state is not a logical consequence of the past, much less the beginning of self-evident future. The author knows that the final image of the past is always created by the reader themself, therefore using challenging illustrations he constantly encourages them to think. The author also does not expect the reader to agree with him, but would like them to find some causal connections of their own and thus recover the lost memory of who they are.
This article is focused on highlighting the importance of assessing spatial patterns in archaeological analyses of cemeteries through a statistically driven approach. It is based on the combination ...of Ripley’s K-Function and selected geostatistical tools that take into consideration the values of global and local autocorrelation. Their feasibility in funerary contexts is demonstrated on the mediaeval cemetery of Župna Cerkev in Kranj (Slovenia). The case study was used to test whether the spatial distribution of graves is non-random and, if so, whether it is intentional. The methods used made it possible to recognize an intentional, chronologically driven choice in grave placement.
A number of researchers in the field of inclusion of pupils with special educational needs have reported on the influence of teachers' beliefs on their performance in the classroom. Despite this, ...very few studies have investigated teachers' beliefs in the subject of visual art education. This paper will focus on the beliefs of preservice teachers who acquire competencies for teaching visual art education. We included Slovenian students of the first or second Bologna level of general education, special education and visual art education (N = 168). For the purposes of the research, a questionnaire with a Likert-type rating scale was designed. Respondents show positive beliefs about the inclusion of pupils with special educational needs and the use of adaptations in the visual art education, while at the same time they do not feel competent enough and ready for such teaching. Results show some differences between preservice teachers' beliefs according to the study programme and experience with students with special educational needs. Ways of applying the findings and suggestions for further research are presented.
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Collaboration among different teacher profiles is one of the most important factors in meeting the needs of pupils with special needs. In a study of 138 teachers from different regions of Slovenia ...(57 special education teachers and 85 visual art teachers), we investigated how they collaborate when working with pupils with severe specific learning difficulties and how this collaboration relates to their professional development. The online questionnaire survey found that most participating professionals felt that collaboration was necessary, and 25% had not yet collaborated. Those who have collaborated most often consult informally in hallways and work as a team in expert groups for individualised programmes. The most common team teaching approach is for the visual arts teacher to lead the art class and the special education teacher to assist the teacher by providing support to the pupils with and without learning difficulties. They also see many benefits for the pupils and themselves in this type of collaboration and follow the desirable - positive - side of the S model of professional development. An analysis of the situation in practise can form the basis for recommendations on how to promote professional development in collaboration between these pedagogical professionals.
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Comparisons of performance in the Slovenian national assessment of knowledge at the end of primary school show lower results for pupils with special educational needs (SEN) in all school subjects and ...in arts education. Several authors highlight the hardships teachers face when working with pupils with SEN. Therefore, in the study we analysed the self-evaluation of competence for working with pupils with SEN among Slovenian art teachers in primary and secondary schools. The results show that the biggest challenges for Slovenian art teachers are the blind and visually impaired pupils and pupils with autistic disorders. They often offer the pupils adjustment in terms of achieving psychomotor goals. However, they are less able to identify pupils' problems in the socio-emotional sphere and to use adjustment in relation to specific groups of pupils with SEN. Our research provides an insight into practice and thus a basis for further research in this area.
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