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1.
VKLJUČITEV MORALNIH VREDNOT V VSEBINAH ANGLEŠKIH UČBENIKOV V OSNOVNIH ŠOLAH
Ines Gorenšček, 2010, diplomsko delo

Opis: Diplomsko delo se ukvarja s teorijo, da bi moral izobraževalni sistem javnih šol bolj poudarjati moralne vrednote. Le-te lahko učitelj vključi v vsak šolski predmet in s tem zadovolji navodila vzgojnega načrta. Učitelji angleščine do neke mere lahko sami določajo vsebine, ki bodo obravnavane pri urah anglečine, zato je njihova naloga lažja in a hkrati tudi toliko bolj pomembna. Učitelji angleščine lahko spodbudijo moralni razvoj otrok tako z učnimi vsebinami kot tudi z učnimi metodami in svojo osebnostjo. Znano je, da večina učiteljev najpogosteje sledi vsebinam učbenika, ki ga uporablja. Zanimalo me je, kako učbeniki s svojimi vsebinami spodbujajo otrokov moralni razvoj. V teoretičnem delu diplome sem razložila pomen moralnih vrednot in kasneje zbrala in primerjala nekaj teorij moralnega razvoja. Osredotočila sem se tudi na prihodnost poučevanja na osnovnih šolah in pomebnosti vsestranskega učenja. Ugotovitve sem zapisala v zaključku teoretičnega dela. V empiričnem delu pa sem se posvetila analizi dveh najbolj uporabljenih učbenikov, Messages and Project. Ugotovitve sem predstavila tudi v razpredelnicah in grafihv poglavju 5.3. Nazadnje pa sem s pomočjo vprašalnika zbrala še mnenja učiteljev angleščine in jih medsebojno primerjala. Ugotovitve sem strnila v zaključku diplomskega dela.
Ključne besede: angleški učbeniki, osnovna šola, poučevanje angleškega jezika, moralne vrednote, vseživljenjsko učenje, moralni razvoj otrok
Objavljeno: 12.01.2011; Ogledov: 1940; Prenosov: 161
.pdf Celotno besedilo (780,23 KB)

2.
DEVELOPMENT OF INTERCULTURAL COMPETENCE IN CONTEMPORARY FOREIGN LANGUAGE CLASSROOM BY INCORPORATING INFORMATION AND COMMUNICATION TECHNOLOGY
Mirjam Danilović, 2011, diplomsko delo

Opis: The idea for the diploma thesis arouse from the fact that technology and the Internet are still not widely used in the English classroom. When thinking about how to integrate technology in the classroom I was inspired by different web sites which offer a vast variety of authentic as well as ELT-specific materials that can be used in the English classroom. I decided to focus on developing intercultural competence with information and communication technology by extending the intercultural topics covered in the coursebooks for students at secondary level. In the theoretical part of my thesis I present the notion of intercultural competence as defined by different authors. A special emphasis is given to developing of intercultural competence in the English classroom, including planning lessons to develop intercultural competence. In the third chapter the information and communication technology (ICT) and the English classroom is covered. Some possibilities of using ICT in the English classroom in terms of Web 2.0 are presented, which is the basis for the empirical part. In the empirical part of my thesis the activities to extend the intercultural topics covered in coursebooks are planned and presented. Since all activities are planned to be done online, they are available also on the Internet.  
Ključne besede: Keywords: Information and communication technology, intercultural competence, secondary students, task-based learning.
Objavljeno: 28.06.2011; Ogledov: 2128; Prenosov: 92
.pdf Celotno besedilo (7,73 MB)

3.
SVONAR : a new quantitative method for studying learner satisfaction
Peter Kokol, Slavko Cvetek, Marko Kokol, Petra Kokol, Matej Urbas, 2012, izvirni znanstveni članek

Opis: We investigated studentsʼ feelings and well-being during the lesson. We were working on a problem of how to adjust teaching in the secondary school and achieve that students will feel as good as possible and better follow the instruction. A hypothesis was set that, by measuring the desired length of lesson and factors which influence lesson length, we can measure and influencestudent satisfaction. Based on this hypothesis we investigated the factors which have influence on lesson length in a particular subject. Data were collected by means of a questionnaire. The subjects were students of II. gimnazija (secondary grammar school). The responses were analysed to obtain correlations between the factors (average grade in a subject, boredness and likableness of the teacher, length and level of boreness of lesson content, fear of the teacher) and lesson length. Results suggest that, by modifying these factors we could change studentsʼ opinions, that is, increase their willingness to attend classes. The set hypothesis was confirmed and it was shown that by using simple diagrammatic models built on the basis of linear regression we can identify and study the influence of these factors on lesson length.
Ključne besede: teaching, secondary school, quantitative methods, student satisfaction
Objavljeno: 05.06.2012; Ogledov: 1185; Prenosov: 158
.pdf Celotno besedilo (1,11 MB)
Gradivo ima več datotek! Več...

4.
Na dokazih utemeljene smernice za promocijo zdravja starostnikov
2009, navodila

Ključne besede: starostniki, promocija zdravja, smernice
Objavljeno: 10.07.2015; Ogledov: 678; Prenosov: 76
URL Povezava na celotno besedilo

5.
Chaos theory and its relevance to education and teaching
Slavko Cvetek, 2007, vabljeno predavanje na konferenci brez natisa

Ključne besede: vzgoja in izobraževanje, poučevanje, izobraževanje učiteljev, učenje tujega jezika, teorija kaosa
Objavljeno: 10.07.2015; Ogledov: 715; Prenosov: 18
URL Povezava na celotno besedilo

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Obstacles to change in teacher education : Elektronski vir
Slavko Cvetek, 2007, objavljeni znanstveni prispevek na konferenci

Opis: In his paper, the author points to the well-known fact that the key obstacle to quality improvement in many traditional teacher education institutions is the prevailing philosophy which gives priority to traditional academic disciplines and specialist subject knowledge at the expense of practical and professional knowledge that teachers need. He then presents some of the findings of his research, a rational end empirical evaluation of the study programme for future English language teachers at the Faculty of Education, University of Maribor in which he investigated, among other things, the beliefs of the academic staff about the role of theory and practice in the curriculum and, specifically, their beliefs about the relevance of their respective subjects (academic disciplines) for the programme as such. The findings suggest that many of the academic staff, while formally recognising the role of practical knowledge for the profession of the teacher, show little awareness of the purposes of contemporary teacher education and hold rather idealised views about the relevance oftheir respective subjects (academic disciplines) for the study programme as such. For comparison, some findings of an empirical study conducted among students are also given.
Ključne besede: education, teacher education, teachers, foreign language teachers, evaluation
Objavljeno: 07.06.2012; Ogledov: 931; Prenosov: 28
URL Povezava na celotno besedilo

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Pedagoška praksa z vidika empirično verificirane ocene visokošolskih didaktikov
Branka Čagran, Slavko Cvetek, Marta Otič, 2007, izvirni znanstveni članek

Opis: V uvodu pričujočega članka najprej predstavljamo ključne paradigmatske spremembe na področju izobraževanja učiteljev v sodobnem svetu in posebej novo vlogo pedagoške prakse v programih za izobraževanje učiteljev. Osrednjo pozornost namenjamo v študijskem letu 2004/05 izvedeni študiji primera, katere namen je bil osvetliti pedagoško prakso z vidika izkušenj, pričakovanj in predlogov visokošolskih didaktikov Pedagoške fakultete Univerze v Mariboru. Za zbiranje podatkov smo uporabili anketni vprašalnik s prej preverjenimi merskimi karakteristikami, zbrane podatke pa obdelali na nivoju deskriptivne in inferenčne statistike. Pridobljena empirična spoznanja narekujejo potrebo po ukrepih, vezanih na prenovo pedagoške prakse. To so: uvajanje hospitacijskih ("kliničnih") šol, prenova obstoječega modela strnjene pedagoške prakse (povečanje obsega ur prakse, časovna razporeditev prakse na vsa leta študija), usposabljanje učiteljev za mentorstvo, ustreznejše vrednotenje dela visokošolskih didaktikov, kontinuirano izpopolnjevanje dokumentacije o pedagoški praksi, povečanje obsega pedagoško-psiholoških in didaktičnih predmetov v programih izobraževanja učiteljev. Skratka, izvedena študija primera opozarja na nujnost prenove pedagoške prakse v skladu s sodobnim, reflektivnim modelom izobraževanja učiteljev.
Ključne besede: izobraževanje učiteljev, modeli izobraževanja, visokošolski didaktiki, kompetence učitelja, pedagoška praksa, študije primerov
Objavljeno: 10.07.2015; Ogledov: 785; Prenosov: 26
URL Povezava na celotno besedilo

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