The purpose of the paper is to present the reasons students at the Faculty of Education in Maribor, Slovenija, chose pedagogy for their study direction, and therefore becoming a teacher. A total 237 ...second-year students of the academic year 2003/04 were included in the research. Of the five groups of reasons for choosing this program (altruistic, material, self-realization and alternative, and reasons arising from aspiration stereotype), students most often asserted self-realization, including: teaching provides a useful public function for the whole society; as a teacher, I can be an example to children and young people; this profession will give me a chance for professional development during my whole career; and teaching will enable me to use all my abilities (and talents-for example, music, verbal, dancing, etc.) Important differences were found to exist between students of different disciplines.
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BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
This study examines the stages of teacher educators’ professional development. In a framework based on the literature on teacher professional development, we focus especially on the stages/levels of ...teacher educators’ professional development. The Results of an empirical study conducted at the University of Maribor in February 2012 indicate that there are no differences between the stages of professional development of teacher educators and non-teacher educators.
The subject of discussion is peer violence and the role of school counselors when dealing with this problem. The first part of the article gives a definition of peer violence as it applies to the ...role of the school counselor when dealing with peer violence. The second part of the article shows the results of empirical research which took place in March and April of 2010 on a sample of 428 students from Slovene schools. The fundamental objective of this research was to determine the actual state of this problem in practice: determining the role of school counseling in discovering and solving problems concerning peer violence; finding out whether students trust school counselors, whether they turn to them when in trouble, whether they cooperate with school counselors and if school counseling also works preventively. Adapted from the source document.
The most sustainable dietary patterns involve the consumption of plant-based (vegan) foods, excluding or reducing animal products, including meat, fish, and dairy, yet there is a lack of research on ...determinants of sustainable dietary patterns in central European countries. The present article aimed to examine the prevalence of sustainable dietary practices and attitudes among the Slovenian public and to investigate the role of education in fostering sustainable dietary patterns. We analyzed a representative national sample of Slovenians, with data gathered in 2019 (ISSP/Slovenian Public Opinion; N = 1079; 51.2% females). The results indicate that most Slovenians do not have sustainable dietary practices or attitudes with regard to health, the environment, animals, and dietary minorities. One in four Slovenians consume meat at least once per day and one in two consume meat three to six times per week. In addition, 78.2% of Slovenians consume milk at least three times per week; more than half consume milk daily or more often. Fish consumption is the least frequent among the three food groups. At least two-thirds of Slovenians also hold attitudes that are low in sustainability. Results also show that, after controlling for confounding variables, higher educational level emerged as an independent predictor of lower meat consumption, but not of lower fish or milk consumption. Furthermore, those in the lowest educational group are significantly less likely to hold sustainable attitudes than those in the higher educational group. Finally, current student status only decreases meat consumption. Since our results show an educational gradient in meat consumption and attitudes, public health and environmental campaigns should focus on the less-educated groups, encouraging them to reduce meat intake and fostering more sustainable attitudes.
PEDAGOGY 1:1 IN HIGHER EDUCATION: A CASE STUDY Ploj Virtič, Mateja; Župerl, Uroš; Javornik Krečič, Marija
PROBLEMS OF EDUCATION IN THE 21ST CENTURY,
01/2013, Volume:
57, Issue:
1
Journal Article
Open access
The use of ICT in education has changed substantially over the last two decades. The development of new technologies has enabled us, the users, to mature and gain experience. The introduction of ICT ...in the educational process at the same time means a change of the teachers' role. The teacher appears in the role of a mentor who directs the activities of the learner. There has been a change in the teacher preparation to teach. He should provide both the content as well as technical support and to create a suitable learning environment. The way of teaching in the natural science and engineering education is specific due to the need of transfer knowledge into the practice. The nature of work in this kind of education requires more experimental work, based on individual learning process. There are many different implementation options of laboratory exercises that advantageously incorporate ICT into the nature of their work. The most popular in engineering education are two different types of laboratories: Simulation (virtual) and Remote controlled (online) labs, defined by Balamuralithara and Woods (2009). A remote controlled laboratory for conducting remote experiments at the University of Maribor, Faculty of Mechanical Engineering was developed. Development of the remote lab was carried out as an exploratory work of the group of students and professors. The lab was developed in the following three phases: development of the construction with corresponding technical documentation, development of the control system and development of the system for remote control of a lift. The successful student project is evident through the applicability of the developed laboratory that serves as a great tool for studying and offers all the benefits of ICT.
Key words: experimental work, higher education, learning environment, pedagogy 1:1.
V zadnjih letih slovenski visokošolski prostor doživlja številne spremembe, ki so povezane z vpeljavo bolonjskega sistema študija in predlogi posameznih akterjev tako na področju izobraževanja kot ...tudi širše za poučevanje, osredinjeno na študenta. Zato smo se v príspevku usmerili v preučevanje zaznav študentov Univerze v Mariboru o izvajanju visokošolskega pouka. Natančneje, osredotočili smo se na mnenje študentov o učiteljevi rabi učnih metod in oblik pri izvajanju visokošolskega pouka. V raziskavi so sodelovali študenti vseh 17 fakultet Univerze v Mariboru (f = 212), tako študenti prve (f = 96) kot druge (f = 116) stopnje študija. Rezultati raziskave kažejo, da pri izvedbi visokošolskega pouka prevladuje metoda predavanja, sledita ji metodi delo s pomočjo primerov in prikazovanje. Študenti so tudi menili, da učitelje pri izbiri učne metode vodijo učna vsebina in učni cilji. Odgovori študentov o učiteljevi rabi učnih oblik nakazujejo, da visokošolski učitelji in sodelavci uporabljajo drugačne učne oblike pri izvedbi predavanj kot pri izvedbi vaj, in sicer po oceni študentov na predavanjih prevladuje frontalna učna oblika, pri vajah pa skupinska učna oblika.
School counsellors are often stressed due to the nature of their work. This stress can, when unsatisfyingly treated, easily evolve to a professional burnout. In Slovenia no research with the specific ...aim to explore the professional burnout among school counsellors has been performed so far. Hence the aim of the present research is to compensate this shortage in the area of school counselling. The paper presents some theoretical foundations of occupational burnout and results of empirical research. The purpose of the empirical research was to determine the perceptions of occupational burnout among school counselors. We were interested in the level of occupational burnout and existing differences in terms of age, education and presence of supervision. We analysed the results of the present study according to three dimensions of occupational burnout in school counselors, namely lesser fulfilment, exhaustion and depersonalization. Results have shown that the perceived level of the avarage occupational burnout in most school counsellors is relatively homogenous. Within the individual dimensions of professional burnout among school counselors the sense of lesser fulfillment has proven to be the most strongly expressed. The study also showed that the greatest differences are seen in the dimension of lesser fulfilment and emotional exhaustion with regard to education and presence of supervision.
School counsellors are often stressed due to the nature of their work. This stress can, when unsatisfyingly treated, easily evolve to a professional burnout. In Slovenia no research with the specific ...aim to explore the professional burnout among school counsellors has been performed so far. Hence the aim of the present research is to compensate this shortage in the area of school counselling. The paper presents some theoretical foundations of occupational burnout and results of empirical research. The purpose of the empirical research was to determine the perceptions of occupational burnout among school counselors. We were interested in the level of occupational burnout and existing differences in terms of age, education and presence of supervision. We analysed the results of the present study according to three dimensions of occupational burnout in school counselors, namely lesser fulfilment, exhaustion and depersonalization. Results have shown that the perceived level of the avarage occupational burnout in most school counsellors is relatively homogenous. Within the individual dimensions of professional burnout among school counselors the sense of lesser fulfillment has proven to be the most strongly expressed. The study also showed that the greatest differences are seen in the dimension of lesser fulfilment and emotional exhaustion with regard to education and presence of supervision.
The article focuses on the impact of globalization and neoliberal policies on higher education. In view of a paradigm shift in the understanding of the social role of general education and knowledge ...in general, universities, in particular those with no direct access to the centers of global capital, are undergoing a twofold change: as research institutions, they are spontaneously being subordinated to short-term profit interests; as educational institutions, they are turning into factories for the production of useful knowledge. The authors show this on the example of the University of Maribor, which in its strategic documents explicitly supports the entrepreneurial type of university, at the same time trying to present the devastating effects of financial pressures as a development opportunity. The ambition for the flexibilization of labor at university puts workers in an increasingly insecure position with the quality of studies dropping rapidly; paradoxically, however, members of the academic community together with students actively and progressively assist in these processes.
The paper presents part of the evaluation study results on professional development of pedagogues in vocational education. The results indicate to what extent this group of teachers are active ...creators and guides of their own professional development. Based on the data analysis in what fields of their professional work and in what forms of professional training they participate most frequently, one can conclude that teachers in vocational programmes are not very active creators of their own professional development. Nevertheless, it has to be pointed out that professional development of teachers in vocational education programmes has to be derived from the specificities of their situation between the spheres of education and employment and that it is therefore not possible to provide a unique guideline how to activate teachers for their own professional development.
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