1. Teachers’ perception of environmental crisis in selected Slovenian regionsAndreja Kozmus, Mateja Pšunder, 2024, independent scientific component part or a chapter in a monograph Abstract: Attention to the environmental agenda in Slovenia is growing in line with perceived environmental changes and is also being translated into school practice. Teachers are particularly important in educating about and raising awareness of the environmental crisis among young people. Within the framework of the ZELEN.KOM project, among other activities and with multiple respondents, we have identified 204 sets of perceptions of the environmental crisis among teachers, including their concerns about it, and the extent to which they are willing to be educated about it. We were interested in the differences between teachers according to individual variables (gender, age, place of residence and level of education). We found that teachers recognise and are very concerned about environmental issues in Slovenia; overall, there are no significant differences in their responses to the individual variables. In future it would be worthwhile to explore the transition from teachers’ declared views on the environmental crisis to their active, sustainable action.
Keywords: education, environmental crisis, sustainability, teachers' perceptions, teachers' education
Published in DKUM: 02.10.2024; Views: 0; Downloads: 1
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3. Transforming smartphones into microscopes for teaching anatomyAndrej Šorgo, Vida Lang, 2023, published scientific conference contribution Abstract: A group of prospective biology teachers were given the task of building a microscope out of home appliances and a smartphone. At the end of the course, they built their own microscopes in different designs and took photos of different animal tissues and other material objects. They showed great creativity and tested a variety of solutions. Their work can be seen as a model for their future work with students during their professional careers. An important point is that applying the principles of smartphone microscopy to other school and extracurricular activities can be considered a lifelong skill not only for prospective teachers but also for their future students.
Keywords: biology education, human anatomy, microscopy, prospective teachers, smartphone
Published in DKUM: 25.09.2024; Views: 1; Downloads: 1
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4. Attitudes of teachers towards the inclusion of children with special needs in primary and secondary schoolsMajda Schmidt, Ksenja Vrhovnik, 2015, original scientific article Abstract: Many researchers emphasize teachers' attitudes as a decisive component in ensuring successful inclusion of students with special needs (SN students). The empirical research that is presented in the main part of this article analyzes the attitudes of primary and secondary teachers towards the inclusion of SN students with respect to the type of school, the teachers' age, the number of SN students in the class, and the teachers') acquired skills. A questionnaire was devised for the study, based on two previous questionnaires: the Questionnaire on Attitudes towards Integration and the Teacher Stress and Coping Questionnaire. The secondary teachers showed more positive attitudes towards SN students than did their primary colleagues, as well as towards teaching and adaptation with respect to the students' SN and towards the psychophysical strain related to such work. The youngest group of teachers, those aged from 20 to 30, shows a higher level of agreement related to the provision of adequate support. Teachers with fewer SN students in class (up to two students) show a higher degree of support for inclusion of SN students than do other groups of teachers. Teachers without training for work with SN students in comparison with their colleagues who had it show a lower level of agreement with respect to support and assistance at educational work with SN students.
Keywords: defektologija, pristopi učiteljev, starost učiteljev, otroci s posebnimi potrebami, otroci z motnjami, integrirani otroci, socialna integracija, emocionalna integracija, motivacijska integracija, osnovne šole, srednje šole, defectology, teachers' attitudes, teachers' age, impaired children, integrated children, integration, social integration, emotional integration, motivational integration, primary schools, secondary schools
Published in DKUM: 17.09.2024; Views: 0; Downloads: 1
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5. International Exhibition by Artists – University Teachers, Maribor, Slovenia, October 4th-14th, 20242024 Abstract: In the framework of the INTERNATIONAL SCIENTIFIC AND ART CONFERENCE: Rethinking childhood III - Teaching for an inclusive, technologically competent and sustainable society (2024) a catalog of the exhibition was published. The catalog features reproductions of artworks by artists employed at various higher education institutions in Slovenia and abroad. The accompanying text titled ART AND SCIENCE: PARALLEL LINES, PROPAGATION, INTERWEAVING (For the exhibition "Play of Perspectives, Strategies, and Decisions") was prepared by Mojca Puncer, PhD.
Keywords: art and science, visual art, exhibition catalog, artworks, higher education teachers and collaborators
Published in DKUM: 13.09.2024; Views: 27; Downloads: 2
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6. Attitudes of future preschool educators about parental competenciesSandra Kadum, Jurka Lepičnik-Vodopivec, Maja Hmelak, 2022, original scientific article Abstract: The early childhood is the period when parents have the greatest influence on the upbringing of their child. In order to act positively in the upbringing of their own child, parents must be competent. Being competent means to have knowledge, be efficient and skilled in realizing certain forms of behaviour and to achieve results that are expected of it. Parents are expected to develop all socially desirable and positive traits in the child. In this process, parents are seeking support from the preschool teachers because they have the greatest interaction with them when they leave the child in the educational institution. That was exactly the point in this research i.e. we wanted to see whether future educational workers are trained and whether parents make mistakes in the upbringing of their children. 347 students of the preschool education studies in Pula, Koper and Maribor were questioned. The results indicate that our respondents noticed that parents have problems in the relationships with their children because they do not have enough knowledge to access their own child and ‘blame’ the TV/media and the peers for it.
Keywords: competences, preschool teachers, educational institution, parents
Published in DKUM: 20.08.2024; Views: 80; Downloads: 9
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7. Predictive power of biology teacher's self-efficacy on acceptability and application of virtual and hands-on dissectionsVeronika Havlíčková, Andrej Šorgo, Martin Bilék, 2023, original scientific article Abstract: Hands-on dissections of animals are traditionally regarded as an essential part of biology education. Nowadays, regardless of the reported educational benefits, there is a gradual change in the concept and acceptance of hands-on dissection, leading in many cases to its abandonment in schools and its replacement with alternatives such as 3D models, figurines, plastination and computer-based alternatives. However, the position of hands-on dissection has recently been challenged, mostly by computer-supported alternatives. The aim of the study was to explore whether teacher self-efficacy can be recognized as a predictor of the application of the different kinds of animals in hands-on and virtual dissections in Biology lessons. Based on responses from 405 Czech Biology teachers there are differences in the acceptability and implementation of organisms for hands-on and virtual dissection. It was established, that self-efficacy is not a predictor of either the acceptability of organisms or actual behaviour in both variants of dissection.
Keywords: biology lessons, biology teachers, hands-on dissection, teacher self-efficacy, virtual dissection
Published in DKUM: 23.07.2024; Views: 166; Downloads: 10
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8. Exploring pre-service and in-service teachers' perceptions about early foreign language learning and dyslexiaMilena Košak Babuder, Saša Jazbec, 2019, original scientific article 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: 11
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9. The views and perceived experiences of prospective primary and subject teachers on forced remote education during the second COVID-19 lockdownKosta Dolenc, Mateja Ploj Virtič, Andrej Šorgo, 2023, independent scientific component part or a chapter in a monograph Abstract: Amidst the COVID-19 pandemic, university students and teachers had to adapt to distance learning during the closures. To better understand the student experience during the second closure, a study was conducted at the University of Maribor, Slovenia. The study aimed to analyze the views and experiences of 244 prospective primary and secondary teachers from three faculties. The study found that students had a higher workload during the closure, resulting in a preference for synchronous forms of online education over asynchronous ones. Despite this, students generally had positive experiences with their teachers, except for lack of spontaneous discussions. They also missed the social interactions with their classmates, which highlights the importance of the social dimension of education. Additionally, students were expected to participate in domestic activities, which could have mixed impacts on their educational outcomes. In summary, the student experiences with online distance learning were mixed, positively impacting quality of life but not necessarily on the quality of schooling. The findings can serve as a guide for organizing study programs or courses for prospective teachers in online distance education.
Keywords: forced online distance education, prospective teachers, teacher education, university closure
Published in DKUM: 08.05.2024; Views: 185; Downloads: 3
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10. Science teachers’ approach to contemporary assessment with a reading literacy emphasisMaja Kerneža, Dejan Zemljak, 2023, original scientific article Abstract: In a sample of 1215 teachers, this study examined the readiness of science educators for assessment in the rapidly evolving landscape of artificial intelligence in education. Participants responded to an online questionnaire during the emergency remote teaching phase, offering insights into the frequency and nature of assessment methods utilized. The research draws a connection between assessment techniques during remote teaching and the emergence of AI in education. The results show that the selected assessment methods vary across teachers, with some specific differences observed in the assessment practices of science teachers. The study underscores the critical role of reading literacy in enhancing student engagement in contemporary learning environments. Moreover, the findings suggest that continuous professional development significantly improves the readiness of (science) teachers for AI-enhanced assessment. Drawing from these insights, recommendations for subsequent research are delineated.
Keywords: artificial intelligence, assessment, reading literacy, science teachers, teacher training
Published in DKUM: 08.05.2024; Views: 183; Downloads: 12
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