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.
The paper presents a part of the results of the Evaluation study on the professional development of teachers in the field of vocational education and training in Slovenia. It emphasizes the didactic ...and methodical characteristics of teaching in this field of education. What is more, it is focused on teachers' conduct in presenting new contents in class. The data was analysed and compared according to teachers' gender, education, work position and length of service in education. The features of the lessons evaluated by teachers were compared to those evaluated by students. The comparison was based on previous research, which showed different school lessons perception by teachers on one side and students on the other. The results of the study which surveyed 1,822 teachers show that it is important not only to familiarise teachers with new methods and forms of teaching, but also to emphasise a more systematic approach to teachers' professional development, since only the teacher, as a critical professional, can establish the cognitive-constructivist model of instruction in secondary vocational education and training.
The article focuses on researching teachers' thoughts and concepts about the study of their students and also about their own study (learning). In the second part of the article, we present the ...results of empirical research conducted in February 2012 on University of Maribor. We focus on the differences in the conceptions of university teachers of their student's and their own learning between professors at social and professors at natural faculties. PUBLICATION ABSTRACT
This paper focuses on the concept of quality teaching and emphasizes the role that a principal has as the administrative head and head teacher in a school. In the first part, we point out that there ...is no unambiguous definition of what quality of education actually is, since this is a complex phenomenon that depends on many factors. These factors are briefly introduced further on. The second part presents some of the results from the Teaching and Learning International Survey (TALIS), where we observed, among other things, what is the principal's role in ensuring the quality of teaching in relation to the basic features of the school and the principal himself/herself. PUBLICATION ABSTRACT
In the first part, the paper considers the impacts of external examination on learning and school lessons. Numerous researches and analyses have shown that students from specialized high schools ...retain incomplete, shallow and often completely incorrect ideas about some natural and social phenomena. They do not know how to connect the knowledge that they have gained. The reason for the low applicability of knowledge and lack of retention is mainly due to the domination of shallow and reproductive studying, which is even encouraged by the external Matura. Multiple-choice questions and tasks of low taxonomic level, which can be objectively measured or graded, predominate in the external examination. The results, in the second part of the paper, indicate that the knowledge gained in high schools is narrowing throughout the years of schooling. This means that, with the approach of the final examination, exact summaries of learned material, definitions and information are demanded from students more often at the end than at the beginning of high school. Students' comprehension, linking their knowledge to other subjects and topics, critical thinking and applying the knowledge to other examples is demanded more often at the beginning of schooling (in the first year) than in the fourth year of high school (just before the Matura). Also, the democratization of the grading process decreases throughout the schooling. Students are debating with the teachers about form, methods and content of grading examinations more frequently in the first year than in the fourth year of their schooling.
Full text
Available for:
BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
AbstractThe 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 and 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.Key words: bullying; school counseling; peer violence; preventive work.---Tema ovoga rada je vršnjačko nasilje te uloga koju školski savjetnici imaju kada se suočavaju sa spomenutim problemom. Uvodni dio rada definira pojam vršnjačkog nasilja te način na koji ono utječe na rad školskog savjetnika kada se suočava s tim problemom. Drugi dio rada prikazuje rezultate empirijskog istraživanja koje je provedeno u ožujku i travnju 2010. na uzorku od 428 učenika is slovenskih škola. Glavna svrha ovog istraživanja bila je ustanoviti stvarno stanje tovog problema u praksi: odrediti ulogu školskog savjetovanja u pronalaženju i rješavanju problema vezanih uz vršnjačko nasilje; otkriti vjeruju li učenici školskim savjetnicima, obraćaju li im se kada imaju problem, odnosno surađuju li s njima, te djeluju li školski savjetnici preventivno.Ključne riječi: nasilje; preventivni rad; školsko savjetovanje; vršnjačko nasilje
PEDAGOGY 1:1 IN HIGHER EDUCATION: A CASE STUDY Ploj Virtič, Mateja; Župerl, Uroš; Javornik Krečič, Marija
Problems of Education in the 21st Century,
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.
Članak se fokusira na različite metode vođenja škole i stilove (načine) upravljanja. Efikasno vođenje škole pokazalo se kao ključno za uspjeh učenika, odmah nakon kvaliteta učitelja (Augustine i dr., ...2009 u OECD, 2012). U članku su predstavljeni rezultati drugog empirijskog istraživanja, koji se temelje na podacima iz projekta TALIS (2008). Predviđene vrijednosti izabranih varijabli (kao što su veličina škole, spol ravnatelja škole itd.) za različite vrste vođenja i stilova upravljanja škole bile su analizirane višestrukom regresijskom analizom. Rezultate analize možemo primijeniti u međunarodnom kontekstu (prostoru), pošto smo usporedili podatke upitnika za ravnatelje škola iz Austrije, Mađarske, Slovačke i Slovenije. Analizom je utvrđeno da su pokazatelji (prediktori) za različite vrste vođenja i stilove upravljanja školom pretežno zavisni odspecifike pojedinih država, značajan utjecaj na većinu indeksa imaju jedino godine radnog iskustva ravnatelja. Odgovor napitanje koje su najbolje vrste vođenja i stilovi upravljanja školom nije jednoznačan. Na temelju našeg istraživanja nije moguće izdvojiti neki posebni indikator za postizanje dobrog upravljanja.
Tema ovoga rada je vršnjačko nasilje te uloga koju školski savjetnici imaju kada se suočavaju sa spomenutim problemom. Uvodni dio rada definira pojam vršnjačkog nasilja te način na koji ono utječe na ...rad školskog savjetnika kada se suočava s tim problemom. Drugi dio rada prikazuje rezultate empirijskog istraživanja koje je provedeno u ožujku i travnju 2010. na uzorku od 428 učenika is slovenskih škola. Glavna svrha ovog istraživanja bila je ustanoviti stvarno stanje tog problema u praksi: odrediti ulogu školskog savjetovanja u pronalaženju i rješavanju problema vezanih uz vršnjačko nasilje; otkriti vjeruju li učenici školskim savjetnicima, obraćaju li im se kada imaju problem, odnosno surađuju li s njima, te djeluju li školski savjetnici preventivno.
Autorice naglašavaju značenje učiteljevih shvaćanja regulacije
učenja. Naime, u okviru kognitivno – konstruktivističkog razumijevanja učiteljeva profesionalnog razvoja, učiteljevo postupanje je ...vođeno i utemeljeno u pojedinčevom sistemu uvjerenja, vrijednosti i principa. U teorijskim ishodištima ispostavljamo tri modela koja proučavaju utjecaj učiteljevih shvaćanja na njegova razmišljanja, doživljavanja i postupanja. U drugom dijelu prezentirani su rezultati istraživanja u kojem su sudjelovali slovenski osnovnoškolski (N=360) i gimnazijski (N=182) učitelji materinjeg jezika. U istraživanju su proučavane razlike u učiteljevim shvaćanjima regulacije učenja između grupa učitelja s obzirom na stupanj profesionalnog razvoja (prema F. Fuller), a koje su određene s obzirom na pitanja koja učitelj postavlja u svojem radu.
