1. The role of teacher education in the science literacy developmentEva Klemenčič, Mateja Ploj Virtič, Janja Majer Kovačič, 2023, izvirni znanstveni članek Opis: One of the aims of education is to produce wise and responsible citizens who are aware of their impact on the environment and can address and solve daily life problems. From this point of view, science education leading to science literacy is helpful for all students, regardless of their future careers. In this paper, we first review the definitions of science literacy in the literature and present the strategies for its development. In Slovenia, we refer to the ongoing national project NA-MA POTI. Most of the strategies studied focus on primary and secondary schools. However, for the development of science literacy in primary and secondary education, teachers themselves must achieve a sufficient level of science literacy. The research was conducted with a small group of prospective teachers, focusing on three components of science literacy: asking research questions, making hypotheses, and designing an experiment. In addition, we analysed the curricula of the science didactics courses in the teacher education program. The findings show a great need for a systematic change in the curricula. Finally, proposals and ideas for improving the curricula for the didactics of science and the syllabus of the Subject teacher study program are presented.
Ključne besede: science literacy, teacher education, didactics of science, didactics of technics & technology, curricula
Objavljeno v DKUM: 02.12.2024; Ogledov: 0; Prenosov: 9
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2. 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, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Opis: 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.
Ključne besede: forced online distance education, prospective teachers, teacher education, university closure
Objavljeno v DKUM: 08.05.2024; Ogledov: 185; Prenosov: 4
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3. Development and validation of the "Mentoring for effective teaching practicum instrument"Mateja Ploj Virtič, Andre Du Plessis, Andrej Šorgo, 2023, izvirni znanstveni članek Opis: In the context of improving the quality of teacher education, the focus of the present work was to adapt the Mentoring for Effective Primary Science Teaching instrument to become more universal and have the potential to be used beyond the elementary science mentoring context. The adapted instrument was renamed the Mentoring for Effective Teaching Practicum Instrument. The new, validated instrument enables the assessment of trainee teachers' perceived experiences with their mentors during their two-week annual teaching practicum at elementary and high schools. In the first phase, the original 34-item Mentoring for Effective Primary Science Teaching instrument was expanded to 62 items with the addition of new items and items from the previous works. All items were rephrased to refer to contexts beyond primary science teaching. Based on responses on an expanded instrument received from 105 pre-service teachers, of whom 94 were females in their fourth year of study (approx. age 22-23 years), the instrument was reviewed and shortened to 36 items classified into six dimensions: personal attributes, system requirements, pedagogical knowledge, modelling, feedback, and Information and Communication Technology due to outcomes of Principal Component and Confirmatory Factor analyses. All six dimensions of the revised instrument are unidi-mensional, with Cronbach alphas above 0.8 and factor loadings of items above 0.6. Such an instrument could be used in follow-up studies and to improve learning outcomes of teaching practice. As such, specific and general recommendations for the mentee, mentors, university lecturers, and other stakeholders could be derived from the findings to encourage reflection and offer suggestions for the future.
Ključne besede: mentoring, teacher education, teaching practicum
Objavljeno v DKUM: 15.04.2024; Ogledov: 217; Prenosov: 20
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4. Teachers' views of the potential of art therapy in young learnersIvana Marijanović, Dubravka Kuščević, Ina Reić-Ercegovac, 2017, izvirni znanstveni članek Opis: The aim of the study conducted on 205 class teachers was to explore the extent to which they care about their pupil's artistic expression, how much they know about art therapy and it's potential for young learners, especially when working with abused children and children with developmental disabilities, and their willingness to seek additional knowledge about art therapy. The research results showed no significant difference in art therapy knowledge and its implementation when working with young children according to teachers' age, work experience or education. Still, the assessment of their own knowledge about art therapy and its potential did differ according to age and level of education.
Ključne besede: art therapy, class teacher, elementary teacher education, art education, fine arts
Objavljeno v DKUM: 23.04.2018; Ogledov: 1513; Prenosov: 374
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5. Web graphic organizers as an advanced strategy for teaching science textbook reading comprehensionMarija Ropič Kop, Metka Kordigel Aberšek, 2012, izvirni znanstveni članek Opis: This paper presents the results of the 5 months experiment in which the influence of using a web graphic organizer in the science literacy curriculum was observed. The interest of the study was focused on the quality and quantity of learning/understanding the explicatory text description from the science textbook. The experiment included students at the age of 8-9 years. Science and L1 class were integrated for this purpose: teachers were instructed to use web graphic organizer as a tool for visualizing the text structure on the level of concrete cognitive operations. The results show the effect of using the web graphic organizer on students' competence to find out what in the science textbook text is important, on the level of text comprehension and on the competence of comparing new information with the previous knowledge.
Ključne besede: education, reading comprehension, science, textbooks, teacher training
Objavljeno v DKUM: 19.12.2017; Ogledov: 1400; Prenosov: 243
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6. Didactics and communications criterion of distance educationIvan Gerlič, 2009, izvirni znanstveni članek Opis: Last decade's technological development in the field of information technology has boosted the range of varieties of its use in the distance education and given new dimensions to this type of education. Distance learning nowadays is practised by several theory's, each differing from the other in its formal access, in the analyse of its teaching and learning materials, in its ways and range of counselling and the range of its communication with the participants, as well as in its didactic concept of preparing and forming learning materials, etc. Distance education is important criterion for new communication trends in education. Therefore it shall be covered more thoroughly in this work.
Ključne besede: education, didactics, distant learning, ICT, teacher training
Objavljeno v DKUM: 15.12.2017; Ogledov: 1530; Prenosov: 124
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7. Children's literature, teachers and integrative education : theory and school realityMetka Kordigel Aberšek, Marija Ropič Kop, 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 v DKUM: 15.12.2017; Ogledov: 1290; Prenosov: 59
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8. The Bologna reform of subject teacher education in the newly founded states in the territory of the former YugoslaviaEdvard 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 v DKUM: 07.08.2017; Ogledov: 1489; Prenosov: 408
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9. Teacher educator's professional developmentMarija Javornik, 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 v DKUM: 21.12.2015; Ogledov: 1632; Prenosov: 117
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10. Applying chaos theory to lesson planning and deliverySlavko Cvetek, 2007, objavljeni znanstveni prispevek na konferenci Ključne besede: vzgoja in izobraževanje, izobraževanje učiteljev, pouk tujega jezika, načrtovanje pouka, teorija kaosa, education, teacher training, foreign language learning, lesson planning, chaos theory
Objavljeno v DKUM: 10.07.2015; Ogledov: 2720; Prenosov: 137
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