1. Preschool teachers’ conceptions of professional development in relation to career motivation and job satisfactionMojca Žveglič Mihelič, Milena Valenčič Zuljan, Romina Plešec Gasparič, 2025, original scientific article Abstract: In this paper, we are interested in preschool teachers’ conceptions of professional
development in relation to their motives for choosing the profession and
professional satisfaction. Results of a study among 145 Slovenian preschool
teachers show that they generally have a positive conception of professional
development; nevertheless, recognition of the importance of learning and in-depth
reflection on this conception depend on career motivations, while a broader
conception of professional development increases the likelihood of thinking about
leaving the profession more frequently. The findings justify the need for better
recognition of preschool teachers’ needs and obstacles in the workplace.
Keywords: professional development, conception of professional development, career motivation, job satisfaction, preschool teachers
Published in DKUM: 24.07.2025; Views: 0; Downloads: 5
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2. Obrnjeno učenje in poučevanje kot priložnost za inovativno in prožno izvajanje učnih oblik v visokošolskem izobraževanjuRomina Plešec Gasparič, Milena Valenčič Zuljan, Jana Kalin, 2020, original scientific article Abstract: Zagotavljanje kakovosti visokošolskega izobraževanja med drugim odpira vprašanje razmerja med neposrednim in posrednim visokošolskim poučevanjem. Didaktična inovacija obrnjeno učenje in poučevanje, ki se v mednarodnem univerzitetnem učnem okolju intenzivno raziskuje, omogoča visokošolskemu učitelju izpeljavo učnih oblik na prožnejši in bolj inovativen način, s čimer lahko prispeva k študentovi samoregulaciji učenja, miselni aktivnosti, višjim učnim dosežkom, ustreznejši časovni obremenitvi, prav tako pa lahko spodbuja višja pojmovanja znanja pri študentih in njihove sodelovalne spretnosti. V članku avtorice opredelijo prednosti in omejitve posameznih učnih oblik in podrobneje predstavijo obrnjeno učenje in poučevanje.
Keywords: visokošolski študij, učne metode, obrnjeno učenje, inovativno učenje, visokošolska didaktika, posredno in neposredno visokošolsko poučevanje, razvrščanje študentov v skupine, obrnjeno učenje in poučevanje
Published in DKUM: 24.06.2025; Views: 0; Downloads: 8
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3. Učne oblike v osnovni šoli in obrnjeno učenje in poučevanjeRomina Plešec Gasparič, Milena Valenčič Zuljan, 2019, original scientific article Abstract: There are many factors associated with effective instruction that should be taken into account by school policy, the school as an institution and each individual teacher. The teacher’s role is of utmost importance when it comes to factors influencing the didactic design of instruction, among which we focus on within-class pupil grouping. The paper presents a study that examined attitudes and experiences of Slovenian primary school teachers with planning, implementing and evaluating within-class pupil grouping. The results of teacher assessments of the effectiveness of each form of grouping show that teachers give the highest rating to individualised learning. Among the disadvantages of interactive grouping, teachers emphasize time consumption. Thus, we present the didactic innovation of flipped learning and teaching, which offers the opportunity for more frequent use of interactive grouping.
Keywords: učne metode, učne oblike, učitelji, poučevanje, inovacije, osnovne šole, učinkovit pouk, didaktična inovacija, obrnjeno učenje in poučevanje
Published in DKUM: 18.06.2025; Views: 0; Downloads: 9
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