Namen članka je prikazati pomen čustev pri učenju na delovnem mestu. Čustva so element, ki priteguje vse večjo pozornost različnih ved, med drugim so vse bolj intenzivna prizadevanja raziskovalcev, ...da bi razumeli vlogo čustev pri učenju. Skozi pregled literature, ki je zasnovan predvsem na psihološki in socialno psihološki teoretični perspektivi, je utemeljena glavna teza o pomembni vlogi čustev pri učenju, ki jo velja upoštevati pri spodbujanju kakovostnega učenja na delovnem mestu. Pregledu različnih opredelitev čustev sledi obravnava čustev pri učenju, nato pa so predstavljeni nekateri specifični vidiki čustev ob učenju na delovnem mestu. Pri tem je razvidno, da je to specifično področje še precej neraziskano in nima oblikovanega enotnega teoretičnega okvira. Kljub temu lahko ugotovimo, da je odnos med čustvi in učenjem na delovnem mestu kompleksen in vzajemen. Analiza obravnavane literature kaže, da ni smotrno spregledati vloge, ki jo ima čustveno doživljanje delavcev, ko se učijo na delovnem mestu.
Critical reflection in teachers' professional development has received much attention in the scholarly literature, and there is an overwhelming consensus about its great significance to the quality ...of teachers' work. Nevertheless, despite the well-established role of reflection, a large gap between the professed goals and the actual reflective practice of teachers remains. The article starts with a short overview of the different definitions of critical reflection in the context of teachers' professional development and then underlines some empirical research findings on the problems that teachers and teacher educators face when putting reflective practice into practice, especially at the deeper and more complex levels of reflection. It continues with a consideration of teachers' qualifications for in-depth reflection as well as the obstacles and challenges facing teachers and teacher educators. The obstacles occur at the level of individual teachers' personal traits and at the level of the context in which reflection is done. Employing an analysis of the obstacles, the authors develop some guidelines on how to support teachers in their attempts at making critical reflection part of their teaching practice. It is crucial for this encouragement not to overlook the principal purpose of teachers' critical reflection; to contribute to new insights, knowledge reframing, and the introduction of such changes in teaching that will support students' learning and the development of the community for the better learning, work, and life of all its individuals. (DIPF/Orig.).
Formative assessment has been generally acknowledged at all levels of education, including higher education. However, the empirical data on its use and effectiveness in higher education is scarce and ...inconclusive. The issue is an ambiguous understanding of formative assessment. Therefore, the main aim of this article is to contribute to the clarification of this concept by analysing its key characteristics. Formative assessment has to be embedded in the entire teaching and learning process. In this paper we focus on effectiveness of formative assessment and factors that influence its implementation in higher education. Teachers in higher education have an essential role in creating learning environments that enable quality formative assessment. This includes forming suitable tasks and challenges for students, giving them relevant feedback, as well as receiving, understanding and responding to the feedback from students themselves. Effective formative assessment empowers students to ask reflexive questions, evaluate the quality of their knowledge, and regulate their learning. Finally, we draw attention to the entire context as an important condition for implementation of formative assessment in higher education. The context includes the culture of an institution, the demands of an educational programme, general assessment methods, and especially the qualifications of higher education teachers for accomplishing quality assessment. We proposed several key guidelines for establishing the conditions under which assessment can support students’ learning.
Higher education's key task is empowering students for in-depth learning, critical thinking, and assuming responsibility for learning and their future professional work. To attain these goals, ...students must acquire the ability to regulate their learning. This article presents the concept of self-regulated learning and the learning models and factors that contribute to the adequate application of self-regulating strategies. The latter depends on both students’ individual characteristics and contextual factors. Self-regulated learning processes can be learned and lead students to more meaningful learning, greater satisfaction in studying, and better learning outcomes.
A key task of higher education is empowering students for in-depth learning, critical thinking, and assuming responsibility for learning and their future professional work. To attain these goals, it ...is crucial for students to acquire the ability to regulate their learning. This article presents the concept of self-regulated learning, together with the learning models and factors that contribute to the adequate application of self-regulating strategies. The latter depend on both students' individual characteristics and contextual factors. The processes of self-regulated learning can be learnt and lead students to more meaningful learning, greater satisfaction in studying, and better learning outcomes.
Življenje in delo v vzgojno-izobraževalnih ustanovah ter obenem delo šolske svetovalne službe se je ob izbruhu epidemije covida-19 v trenutku spremenilo. Izobraževalni proces je potekal na daljavo in ...bil v mnogočem okrnjen ter spremenjen, v okviru tega pa tudi razvojno in svetovalno delo (šolske) svetovalne službe. Več dosedanjih evalvacijskih študij kaže, da je dolga tradicija svetovalne službe znotraj posamezne vzgojno-izobraževalne ustanove dobrodošla in dobro sprejeta že ob običajnih razmerah. Namen pričujočega prispevka pa je prikazati izsledke raziskave, v kateri smo proučevali, kako se je svetovalna služba soočala z vprašanji, izzivi in težavami, ki so se pojavili med izvajanjem izobraževanja in svetovalnega dela na daljavo. Raziskava je potekala prek spletnega anketnega vprašalnika v aprilu 2020. V neslučajnostni vzorec smo zajeli 328 svetovalnih delavcev. Ugotovili smo, da so bili svetovalni delavci med epidemijo pomembni akterji pri reševanju različnih situacij, ki so povezane z odnosi med odraslimi in otroki oz. mladostniki, z učnim delom, vzgojnimi vprašanji ter dilemami učiteljev pri izvajanju šolskega dela na daljavo, ne nazaduje pa tudi z vodenjem vzgojno-izobraževalne ustanove.
Pedagoška stroka skrb za partnerske oblike sodelovanja med šolo in starši prepoznava kot eno od ključnih nalog šolske svetovalne službe. Raziskave o sodelovanju med šolo in starši nakazujejo neenotno ...razumevanje medsebojnega sodelovanja in njegovega pomena, v očeh učiteljev pa so starši lahko prepoznani tudi kot tisti, ki preveč posegajo v njihovo pedagoško delo. Ker so bili prav pogledi staršev v preteklosti deležni manjše raziskovalne pozornosti, v prispevku predstavljamo rezultate obširne študije o šolskem svetovalnem delu v Sloveniji s poudarkom na analizi odgovorov, ki so jih dali starši. V raziskavo je bilo vključenih 315 šolskih svetovalnih delavcev in 1119 staršev. Ugotovili smo, da starši poznajo osnovne naloge šolske svetovalne službe in vedo, da ni namenjena le posameznim učencem, ampak tudi staršem in ostalim udeležencem. Solska svetovalna služba je med starši dobro sprejeta, starši pa dobro sprejeti med šolskimi svetovalnimi delavci. S to ugotovitvijo problematiziramo posplošeno predstavo o vzajemnem nezadovoljstvu staršev in šole pri medsebojnem sodelovanju in uresničevanju pričakovanj. Družbene okoliščine, v katere je vpeto sodobno starševstvo, prav tako pa tudi šola, je mogoče preseči le skozi krepitev dobrega medsebojnega sodelovanja staršev in šolske svetovalne službe na različnih področjih, npr. vpisa, učenja in učnih navad, medsebojnih odnosov in osebnega razvoja.
This article examines the role of the school counselling service as a protective factor in adolescents’ lives. School counsellors provide adolescents with information, emotional support, and ...counselling, and for many adolescents, they are the only source of support outside the family. The findings of a study conducted among 1,363 primary school students and 306 secondary school students from Slovenia are presented. The data showed that the students regard school counsellors favourably, and they generally have a high degree of trust in them.
The emotional dimension of teaching is gaining recognition as an important aspect of the teaching profession. The aim of this article is to present a review of empirical research on teachers' ...emotions from a psychological perspective. The definitions of the emotion concept in psychological literature are inconsistent, so I first briefly outline the definition in the field of teacher emotion research, and then critically examine the methodological issues. Several differences exist between the theoretical and methodological approaches to teacher emotion research; therefore, it is difficult and problematic to compare the research findings from different research avenues as they provide many possible interpretations that are not always compatible. Nevertheless, in the main part of the article, I examine those findings and organise them in three main research themes: discrete emotions in teaching, teacher emotion regulation and the effects of emotions in teaching. The literature provides considerable evidence that teachers' emotions are related to the quality of teaching and, consequently, to students' learning and learning outcomes. Finally, I review the Slovenian psychological research in the field of teacher emotions and propose some implications for teaching practices and directions for further research.
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