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Abstract: This contribution addresses Slovenian in-service and pre-service foreign language and general education teachers' awareness of dyslexia in the foreign language classroom. The authors examine and analyse the levels of familiarity with dyslexia among foreign language teachers and primary school teachers (in-service teachers) and foreign language students (pre-service teachers), their perceptiveness regarding the particularly demanding areas of language learning, and their willingness to engage in additional training to obtain the appropriate skills for teaching children with learning disabilities, particularly dyslexia. The results reveal noticeable differences in answers to individual research questions provided by the participants based on their profiles. The majority of participants stated that they were familiar with dyslexia from a theoretical point of view but also indicated that they were aware of the need to further improve their individual specialist-didactic knowledge and skills in order to give successful support to dyslexic pupils engaged in foreign language learning. The authors also predict the necessary extent of additional training measures in which foreign language teachers, primary school teachers, and foreign language students should engage.
Keywords: pouk tujega jezika, zgodnje učenje, disleksija, dislektični učenci, učitelji tujega jezika, razredni učitelji, empirične študije, foreign language teaching, early learning, dislexy, dislexic pupils, foreign language teachers, pre-service teachers, in-service teachers
Published in DKUM: 21.05.2024; Views: 248; Downloads: 30
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Keywords: education, professional development, teachers, pre-school educators, multidisciplinarity, competencies
Published in DKUM: 20.03.2023; Views: 838; Downloads: 98
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Abstract: Effective contemporary teaching is closely connected to the inclusion of ICT, which comprises technological tools and the preparation and distribution of multimedia learning content. Therefore, one of the objectives of pre-service teacher education is to produce a technologically competent teacher. For this reason, the study programme includes a range of learning content where pre-service teachers engage in practical work in order to learn about the uses of ICT, tools and procedures for the production and distribution of multimedia learning content. Current generations of pre-service teachers are considered as belonging to Generation Z, or digital natives, and we can consequently expect experience, greater interest in studying the material and motivation to use ICT in their work. After the conclusion of the ICT in Education course, a study was prepared focusing on the learning materials that pre-service teachers find interesting, how they assess the applicability and transferability of this material and on the assessment of their own qualification for preparing multimedia learning materials. The results have shown that contemporary generations are familiar with working with ICT; however, they lack the experience and knowledge for using programs and tools. They want more knowledge and practical work in preparing multimedia learning material and in its distribution. The possibility of distributing multimedia learning content has resulted in a notable interest in working with Moodle, which is evident from the comparison of results from this year%s generation and those from two years ago. Students believe that the syllabus provided is interesting and useful. The acquired knowledge will be useful in the production of future learning materials and for work in other courses. The findings of the study will be used in the updating and preparation of future syllabi.
Keywords: education, ICT, pre-service teachers, generation Z, digital competences
Published in DKUM: 10.10.2017; Views: 1569; Downloads: 114
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Abstract: The present article illustrates the problem of a hidden curriculum in kindergartens. It is presented as an important part of the overt curriculum. The empathy of kindergarten teachers is shown within the scope of a hidden curriculum. The second part discusses the results of the research on empathy of preschool teachers as an important element of the hidden curriculum in kindergartens. Four dimensions of empathy were identified: social self-confi dence, calmness, sensitivity and non-conformism. Each of these dimensions contributes on its own and together with the others to a better understanding of empathy of kindergarten teachers, which undoubtedly influences and encourages the development of emphatic communication among preschool teachers, children and parents.In this contribution, we attempt to answer the question of how experimental learning is implemented in the educational program for future preschool teachers. At the same time, it is important to know that the ideas of experimental learning represent a consequence of searching a closer connection between theory and practice; in particular, in the processes of educating teachers/preschool teachers its beginnings date back to the era of reform pedagogy. In the fi rst part, we will introduce the grounds of the experimental learning of preschool teachers. In the second part, we will present the fi ndings of a survey on implementing the experimental learning in the educational program for future teachers of preschool children. We were interested in the assessment of representation of experimental learning in the undergraduate educational studies from the point-of-view of future preschool teachers, in the assessment of expected knowledge gained during the studies and in the evaluation of expected communication skills during the studies. The contribution reveals new questions about the possibilities of experimental learning of future preschool teachers; such possibilities are necessary so that the appropriate integration of experimental learning would contribute to higher professionalism of preschool teachers.
Keywords: pre-school education, kindergartens, preschool teachers, Slovenia
Published in DKUM: 10.07.2015; Views: 1543; Downloads: 110
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Abstract: This paper deals with media literacy as a multidimensional skill that parents and teachers possess. In this context we warn of the media-technical aspect of this skill and, within this aspect, of parents' and teachers' opinion on the presence of media in children's lives. Following that, the paper explores teachers' media-didactic competence as a component of educators' media literacy. In the empiric part we used two aspects of fostering media literacy. One is the media-technical competence of parents and educators, while the other is the media-didactic competence of educators. We found that both parents and teachers believe that media have a strong presence in everyday lives of pre-school children and that they play an important role in teaching pre-school children. Teachers are aware of the importance of early teaching with media, for media and about media with the purpose of developing children's media literacy, so they will not be afraid of media when they grow up.
Keywords: education, pre-school education, kindergarten, parents, pre-school teachers, media, media literacy
Published in DKUM: 07.06.2012; Views: 2515; Downloads: 82
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