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1.
Oral Assessment of English in the Third Cycle of Slovene Elementary Schools
Martin Pobežin, 2018, magistrsko delo

Opis: The thesis Oral Assessment of English in the Third Cycle of Slovene Elementary Schools consists of two sections – theoretical and empirical. The aim of the former was to analyse the various factors that contribute to successful oral assessment. Oral assessment differs from others in its execution, since it is conveyed by word of mouth. This creates authentic communication between the two groups of participants – learners and the teacher. However, both have to fulfil their roles. Firstly, the learners’ task is to prepare well for the assessment and act respectfully towards the assessor. Secondly, the teacher must produce adequate criteria and tasks which meet the principles of reliability and validity. In the empirical section, we present how the oral assessment of English is executed in the third cycle of Slovene elementary schools by examining two groups of participants – teachers of English and third-cycle learners. It was established that learners prefer oral assessment, whereas teachers either remained undecided or claimed that they preferred written assessment. The general dislike of the oral form among teachers can be explained by their observations about lack of time. Consequently, many learners reported the common use of writing of the answers as a form of oral assessment, whereas the majority of teachers denied such claims. Interviews and presentations remain the two most commonly used forms of oral assessment; in addition, they are also the most popular among both groups of participants. All in all, a significant body of the learners claimed they would not change anything about the current process of oral assessment, which suggests that many curricular elements are adequately selected and executed.
Ključne besede: oral assessment, learners, teacher, English, elementary school
Objavljeno: 08.01.2019; Ogledov: 477; Prenosov: 0

2.
Teachers' views of the potential of art therapy in young learners
Ivana 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: 23.04.2018; Ogledov: 530; Prenosov: 274
.pdf Celotno besedilo (256,65 KB)
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3.
Web graphic organizers as an advanced strategy for teaching science textbook reading comprehension
Marija Ropič, 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: 19.12.2017; Ogledov: 506; Prenosov: 128
.pdf Celotno besedilo (1,22 MB)
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4.
The challenges of complete informatization of education
Magdalena Šverc, Igor Pesek, Andrej Flogie, 2014, izvirni znanstveni članek

Opis: Since the methods of teaching and learning are currently changing, Slovenian society is challenged to respond. Ministries responsible for the development of the educational system encourage informatization of education by launching strategically oriented tenders. This research presents three such projects, which together propose guidelines on how to further develop the Slovenian educational system with an emphasis on the introduction of information and communication technologies into everyday life in Slovenian schools at all levels (teaching, learning, management, etc.). There are three main areas that are covered: (1) technical assistance and support, (2) development and deployment of e-learning materials and e-textbooks and (3) teacher training. Using these approaches it would be possible to achieve an increase in digital competences and a change in our pedagogical paradigm. Results show a better motivation, communication and improved teamwork among students. This is a consequence of changes in the way of thinking and teaching by both teachers and other school participants, especially the headmasters who put the student in the centre of activities. The whole process of school informatization depends on a coherent development of various fields. The focus is on a change of pedagogical paradigm and the consequential teacher and managerial staff training.
Ključne besede: e-competent school, e-competent teacher, e-textbooks, innovative 1:1 pedagogy
Objavljeno: 19.12.2017; Ogledov: 1434; Prenosov: 56
.pdf Celotno besedilo (1,16 MB)
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5.
Information communication technology and e-learning contra teacher
Boris Aberšek, Metka Kordigel Aberšek, 2010, izvirni znanstveni članek

Opis: This article presents the results of a pilot research about interaction between e-learning/teaching paradigms and "classical" ones, where a "human" teacher is the central element. With other words, we analyzed relation between e-teacher and a human one. Because the presented results are gained in a pilot research and so the sample was relatively small, we would like to show how, with the help of statistical methods the reliability of the results can be increased. In our research work we developed different tools and with this pilot research we would like to test, if this tools: are precisely enough and specially if they give us enough reliable results. Results of our research in this paper will point out two important conclusions, namely: the students need (human) teacher and e-material (or e-teacher/tutor) is simply not enough, especially if we would like to reach higher cognitive, long lasting knowledge, and with appropriate selected statistical methods, also with small sample, we can obtain enough reliable results.
Ključne besede: ICT, e-learning, human teacher
Objavljeno: 15.12.2017; Ogledov: 808; Prenosov: 84
.pdf Celotno besedilo (849,02 KB)
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6.
Didactics and communications criterion of distance education
Ivan 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: 15.12.2017; Ogledov: 622; Prenosov: 81
.pdf Celotno besedilo (1,17 MB)
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7.
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: 500; Prenosov: 42
.pdf Celotno besedilo (911,83 KB)
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8.
What should a lower primary school teacher be like from a school management's point of view?
Martin Skutil, Martina Maněnová, 2009, izvirni znanstveni članek

Opis: Current society requires a high level of performance from teachers. There are some ideas about ideal teachers concerning either their professional and didactic skills or personality. This article presents some partial results of our research in which we wanted to find out the ideas that school leaders have about primary school teachers. This project was based on empirical research that was done qualitatively and quantitatively and is general ly divided into two phases. Combining both approaches seemed to be a convenient research strategy with the first phase, being a quality-based interview followed by a quantity-based study. The results show that school leaders mostly expect their teachers to have the following personal characteristics: emotional stability, resistance to stress, tolerance, openness, a sense of humor, ability to be self-critical, compassion as well as being skilled in didactics. The most important professional competence school leaders chose was psycho-didactical competence. Managerial and normative competences were set back.
Ključne besede: key teacher-competences, requirements of teachers, profession standards
Objavljeno: 12.10.2017; Ogledov: 653; Prenosov: 71
.pdf Celotno besedilo (1,14 MB)
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9.
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: 729; Prenosov: 306
.pdf Celotno besedilo (304,54 KB)
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10.
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: 859; Prenosov: 72
.pdf Celotno besedilo (96,73 KB)
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