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Preschool teacher career and why individuals choose it
Maja Hmelak, Jurka Lepičnik-Vodopivec, 2012, izvirni znanstveni članek

Opis: The first part of the article examines certain fundamental theoretical facts about preschool education courses and the preschool teacher profession, as well as current theoretical and empirical knowledge about the motives for choosing this career path. The central part of the article is devoted to the empirical study. A study was performed on a sample of 616 students and preschool teachers to determine their opinions about how suitable they think their choice of education and future profession was, and about the motivational factors that led the respondents to choose preschool education studies and the preschool teacher profession. The study also factored in respondents' backgrounds (students, teachers) and status (beginners, established, experienced). An analysis of differences between the respondents in regard to their background and status revealed a general agreement with the suitability of choosing their education/future profession, but it also showed that their choice was primarily guided by self-actualization and altruistic reasons. However, statistically significant differences were spotted in other reasons as well. Considering that inner motivational factors were the most common among all respondents, the authors deduce that the respondents represent a suitably chosen and educated population of current and future preschool teachers, which should ensure quality work with preschool children.
Ključne besede: preschool education, preschool teacher, profession, motivation, career
Objavljeno: 07.06.2012; Ogledov: 1461; Prenosov: 225
.pdf Celotno besedilo (414,09 KB)
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Methodology of evaluation and monitoring teacher - mentor and teacher - trainee
Janja Črčinovič Rozman, Samo Fošnarič, Jurij Planinšec, 2010, izvirni znanstveni članek

Opis: In Slovenia new teachers are required to complete a ten-month probationary period in a school. In this period they are supervised by a teacher-mentor, who does not have any detailed documentation on how to supervise the probation teachers. The research we have done investigated how teacher-mentors evaluated their own mentoring experiences. The study involvedd 160 teachers and 77 headmasters from Slovenian schools. The data received from the questionnaire was analyzed quantitatively. We found out that the teacher probationary period is suitable. Teachers are satisfied with their menthorship role, because it is a challenge for them and they can gain new knowledge. A lot of teachers think that they would need an additional qualifi cation and an additional material for their work with the probation teachers. Teacher mentors are not enough qualified for their mentors work, therefore they need support in workshops with examples of good practice and detailed guidelines for their work.
Ključne besede: education, teacher mentor, probation teacher, headmastor, evaluation
Objavljeno: 07.06.2012; Ogledov: 879; Prenosov: 16
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Does undergraduate education influence teachers' perceptions of learning and teching? : the case of the Republic of Slovenia
Milena Ivanuš-Grmek, Marija Javornik Krečič, 2008, izvirni znanstveni članek

Opis: In the first part of the paper, different models of teacher education are presented and analysed: the pre-technocratic model or the model of training master craftsmen; the technocratic model or the model of applied science; and the post-technocratic model or the reflexive model. In the second part of the paper, the results of the empirical research are presented. The aim of the empirical research was to determine the influence of undergraduate teacher education on teachers' perceptions of learning and teaching and, consequently,on teachers' actions. In Slovenia, teachers' education was carried out following two main models: the pre-technocratic model or model of training master craftsmen, which was typical for the Academy of Education, and the technocratic model or the so-called model of applied science, which is used at the education faculties nowadays. Because of this dualism in teachers'education models, there exist differences between teachers and their perception and actions as well.
Ključne besede: education, teacher education, models od education, perception, professional development, teaching profession
Objavljeno: 07.06.2012; Ogledov: 1305; Prenosov: 62
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Primary preservice teacher change intervention program for mathematics
Alenka Lipovec, 2008, objavljeni znanstveni prispevek na konferenci

Opis: An intervention program used in elementary teacher education in Slovenia is presented. Program is based on preserves teachers' field experience with mathematically promising students. Evaluation from three viewpoints (students' general creative abilities, students' mathematical achievements and preserves teachers' change in beliefs and conceptions concerning teaching and learning) has been conducted. Overall results speak in favour of presented approach. Additionally results support the claim that objectively scored free word associative experiment can be used to assist a classroom teacher in the identification of creative mathematically promising students.
Ključne besede: education, mathematics, mathematics lessons, promising students, teacher education, creativity quotient, changes
Objavljeno: 07.06.2012; Ogledov: 1251; Prenosov: 27
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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: 1167; Prenosov: 36
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Teacher educator's professional development
Marija Javornik Krečič, Eva Konečnik Kotnik, 2014, izvirni znanstveni članek

Opis: This study examines the stages of teacher educators’ professional development. In a framework based on the literature on teacher professional development, we focus especially on the stages/levels of teacher educators’ professional development. The Results of an empirical study conducted at the University of Maribor in February 2012 indicate that there are no differences between the stages of professional development of teacher educators and non- teacher educators.
Ključne besede: teacher's education, professional development
Objavljeno: 21.12.2015; Ogledov: 702; Prenosov: 60
.pdf Celotno besedilo (96,73 KB)
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The Bologna reform of subject teacher education in the newly founded states in the territory of the former Yugoslavia
Edvard Protner, Zdenko Medveš, Štefka Batinić, Suzana Miovska Spaseva, Igor Radeka, Vera Spasenović, Snježana Šušnjara, Vučina Zorić, Nataša Vujisić Živković, 2014, izvirni znanstveni članek

Opis: The article provides an overview of carrying out the principles of the Bologna reform in the education of subject teachers in the newly founded states in the territory of the former Yugoslavia. Drawing upon official documents, particularly laws and by-laws, study programmes and constituent documents of individual universities, the comparative analysis of the reform processes between 2004 and 2013 is made within a relatively homogeneous area in teacher education that existed before the break-up of the former joint state. Positive effects and weak points of the reform activities are observed and detected. The analysis has shown that by implementing the Bologna process the differences in the training of subject teachers among the states and universities, and even among individual universities, increased significantly compared to the previous state of education. This is evident not only in the simultaneous implementation of different models (i. e., the duration of studies (3+2, 4+1, 5+0), but also in concurrent application of simultaneous and successive forms of acquiring teacher competences, different academic titles, and particularly in the greatest issue - different levels of education at which teachers acquire teaching competences for the same teacher profile.
Ključne besede: Bologna reform, university studies, teacher education, comparative studies
Objavljeno: 07.08.2017; Ogledov: 526; Prenosov: 252
.pdf Celotno besedilo (304,54 KB)
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Children's literature, teachers and integrative education
Metka Kordigel Aberšek, Marija Ropič, Vlasta Hus, 2009, izvirni znanstveni članek

Opis: The paper represents the results of a quantitative research performed at the Faculty of Education, University of Maribor. The aim of the project was to establish the implementation of the concept of integrative education, which was recommended for the first triennium of elementary education in Slovenia in the 90s. The essence of Slovene integration concept should be the following: focusing on the structure and the process of child's assimilation as well as accommodation in/of the structure, his/her ability to communicate the content of the structure and his/her ability to express the process of changing the structure. Our results show that the majority of teachers follow the recommended curriculum guidelines for integration as the main didactical concept for teaching in the first triennium of elementary school taught as a part of the compulsory Teacher training program - teaching in the first triennium. Nevertheless a big proportion of elementary school teachers (year 1-3) are not entirely aware of the criteria that should be used for integration in the educational process. The same elementary school teachers have difficulties (aware or unaware) with the process of planning and performing the integration concept in the classroom.
Ključne besede: education, primary education, integrated lessons, elementary school, teacher training
Objavljeno: 15.12.2017; Ogledov: 362; Prenosov: 37
.pdf Celotno besedilo (911,83 KB)
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