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Title:INOVACIJE PRI POUKU DRUŽBOSLOVJA NA RAZREDNI STOPNJI
Authors:Šavel, Sandra (Author)
Hus, Vlasta (Mentor) More about this mentor... New window
Files:.pdf UNI_Savel_Sandra_2010.pdf (860,32 KB)
 
Language:Slovenian
Work type:Undergraduate thesis (m5)
Organization:PEF - Faculty of Education
Abstract:Pedagoške inovacije so postale nepogrešljiv del prav vsake vzgojno-izobraževalne ustanove. V osnovnih šolah je skozi čas prišlo do velikega premika v samem poteku procesa izobraževanja. Osrednji element pouka je postal učenec, z razliko od tradicionalnega pouka, v katerem je imel glavno vlogo učitelj. Namen inoviranja učiteljeve prakse torej izhaja predvsem iz nuje, kako ustvariti in izpeljati pouk, da učenca čim bolj aktivno vključimo vanj. Tako se na pedagoškem področju posodabljajo metode in oblike, uveljavljajo se novi učni pristopi, vse večji je poudarek na vnašanju sodobnih tehnoloških sredstev, pripomočkov, ki tako ali drugače pritegnejo pozornost, omogočajo kvalitetnejšo izvedbo ter v nekaterih segmentih tudi lajšajo delo učitelju. V teoretičnem delu so predstavljene različne opredelitve pedagoških inovacij, proces uvajanja inovacij v sistem vzgoje in izobraževanja, posledice, ki jih uvajanje takšnih in drugačnih sprememb in novosti prinese ter vrste inovacij, ki so trenutno aktualne v vzgojno-izobraževalnem procesu. V empiričnem delu diplomskega dela smo preverili, kaj učiteljem predstavljajo inovacije in koliko ter katere vključujejo v svojo prakso. Zanimalo nas je, ali obstajajo razlike med učitelji glede na regijo, razred poučevanja in delovno dobo. Učitelji so dokaj enotni pri opredelitvi pedagoških inovacij, medtem ko pri vključevanju oziroma izvajanju inovacij med njimi prihaja do razlik. Pridobljeni podatki kažejo, da je le malo učiteljev, ki ne poznajo inovacij. Starejše inovacije, ki so že uspešno vpeljane v proces poučevanja, so pričakovano med učitelji tudi pogosto uporabljene. Tukaj gre predvsem za tehnološke inovacije in nekatere učne oblike. Nekoliko manj so v prakso vključene inovacije, ki so se pojavile v zadnjih nekaj letih, vendar se tudi za te med učitelji kaže velik interes.
Keywords:Ključne besede: pedagoške inovacije, učitelji razrednega pouka, družboslovje.
Year of publishing:2010
Publisher:[S. Šavel]
Source:Maribor
UDC:37(043.2)
COBISS_ID:18050568 Link is opened in a new window
NUK URN:URN:SI:UM:DK:AHS6P0KR
Views:1537
Downloads:161
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Categories:PEF
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Secondary language

Language:English
Title:INNOVATIONS IN SOCIOLOGICAL CLASSES ON ELEMENTARY LEVEL
Abstract:Pedagogical innovations have become an indispensable part of each and every educational institution. In primary schools a great shift happened through time in the course of education process itself. A student has become a central element in contrast to traditional lessons, where the main role belonged to a teacher. The purpose of innovating teacher's practice therefore results from necessity how to create and carry out a lesson, in order to include a student as active as possible into it. Thus, in pedagogical field methods and teaching forms are being updated, new teaching approaches are being put forward, greater is being emphasis on input of modern technological means, accessories which in this way or another draw attention, enable more qualitative implementation and, in some segments, ease teacher's work. Various definitions of pedagogical innovations, the process of initiation of these innovations into education system, the consequences which initiating of such or other changes and novelties brings, and those innovations that are momentarily current are all introduced in the theoretical part. In the empirical part of the bachelor's degree we have examined what innovations represent to teachers, how much and which of these teachers include into their profession. We were interested in possible existing differences among teachers according to a region, a grade of teaching and lenght of service. Teachers are rather united in definition of pedagogical innovations, while in comprising (including) innovations and implementing them respectively, differences do occur. Acquired data show that there are few teachers who are not acquainted with innovations. Older innovations, which are already successfully initiated into the process of teaching, are expectantly well used among teachers. It is mainly about technological innovations and some of the teaching forms. A little less are into practice included those innovations, that have appeared in the last few years, although a great interest is shown among teachers for these as well.
Keywords:pedagogical innovations, class teachers, sociology.


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