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Title:Razvijanje didaktičnega modela organizacije pedagoške prakse v prvem in drugem triletju osnovne šole pri likovni vzgoji
Authors:Herzog, Jerneja (Author)
Ivanuš-Grmek, Milena (Mentor) More about this mentor... New window
ČAGRAN, BRANKA (Co-mentor)
Files:.pdf DR_Herzog_Jerneja_2013.pdf (3,62 MB)
 
Language:Slovenian
Work type:Dissertation (m)
Typology:2.08 - Doctoral Dissertation
Organization:FF - Faculty of Arts
Abstract:Pomemben del v izobraževanju prihodnjih učiteljev predstavlja pedagoška praksa, katere obseg se je v bolonjskih študijskih programih povečal. Študent dobi prve praktične izkušnje že v prvih letih študija preko opazovalne prakse. V času pedagoške prakse ga spremlja mentor, ki ima v odnosu s študentom pomembno vlogo. Problem, ki ga v doktorski disertaciji preučujemo skozi teoretična izhodišča, je mentorstvo in pedagoška praksa. V teoretičnih izhodiščih predstavljamo pojme, vezane na mentorstvo, in s tem odgovorimo na vprašanja: opredelitev mentorstva, kakšne lastnosti mora imeti mentor, kakšne so njegove naloge, kakšen je pomen mentorstva in kakšne so njegove kompetence. Predstavimo tudi vlogo mentorja pri spodbujanju profesionalne rasti študentov - prihodnjih učiteljev in pomena izobraževanja. Predstavimo pojem pedagoške prakse, njeno vlogo in pomen praktičnega usposabljanja. Dotaknemo se pomena refleksije, ki je pri opravljanju pedagoške prakse zelo pomembna. Opozorimo tudi na pomen hospitacij, na pomembnost medsebojnega sodelovanja med mentorjem in študentom. Zaključimo s poglavjem o oblikovanju, načrtovanju in vodenju pedagoške prakse. V drugem delu doktorske disertacije predstavljamo rezultate empirične raziskave, v kateri smo se osredotočili na: - pedagoško prakso, kakor jo zaznavajo študentje 4. letnikov univerzitetnega študijskega programa razredni pouk vseh treh slovenskih pedagoških fakultet; - izkušnje mentorjev in njihovo vlogo v času pedagoške prakse; - oblikovanje modela organizacije pedagoške prakse v I. in II. triletju v osnovni šoli pri likovni vzgoji v Sloveniji, ki je lahko prenosljiv na ostala predmetna področja. Metodološko smo k raziskovanju pristopili s kombiniranjem empirično-analitičnega in kvalitativnega raziskovanja. Menimo, da se prav takšna kombinacija kvantitativnih in kvalitativnih raziskovalnih načinov med seboj dobro dopolnjuje in prepleta. Glavna ugotovitev raziskave je, da je organizacija pedagoške prakse, ki je bila v veljavi v času pred iztekom univerzitetnih študijskih programov razredni pouk, pomanjkljiva. To ugotavljamo pri spremljanju hopistacijskih ur likovne vzgoje. Na osnovi rezultatov raziskave ugotavljamo, da zaznave študentov kažejo na dva problema. Prvega vidimo v ustreznosti zaznav študentov, ki je lahko odvisna od strokovnega znanja študenta. Drugi problem pa se kaže pri izvajanju hospitacijskih ur likovne vzgoje mentorjev študentom, ki so bili vključeni v raziskavo. Zaznave študentov kažejo na strokovne pomanjkljivosti na področju poučevanja likovne vzgoje pri mentorjih. Zato smo zasnovali model organizacije pedagoške prakse v I. in II. triletju osnovne šole v Sloveniji, s pomočjo katerega želimo študentom zagotoviti kakovostne hospitacijske ure posameznih predmetnih področij, ki bi jih dosegli z ustrezno usposobljenim hospitacijskim mentorjem za posamezno predmetno področje. Nov model vzpostavlja tesnejšo vez med mentorji na osnovnih šolah in organizatorji pedagoške prakse ter predmetnimi didaktiki na fakultetah preko sodelovanja in stalnega strokovnega izobraževanja.
Keywords:mentorstvo, pedagoška praksa, mentorjeva pojmovanja, študentova pojmovanja, reflektivno poučevanje, razredni pouk, likovna vzgoja
Year of publishing:2013
Publisher:J. Herzog]
Source:[Maribor
UDC:005.963.2:37.091.33-027.22(043.3)
COBISS_ID:271097856 Link is opened in a new window
NUK URN:URN:SI:UM:DK:2WJLLNOM
Views:2071
Downloads:210
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:FF
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Secondary language

Language:English
Title:The Development of the Organisational Model of Student Teaching in the First and Second Trimester of Primary School in Art Education
Abstract:Student teaching is an important part of educating future teachers and its scope increased with the implementation of Bologna study programmes. The student obtains the first practical experiences already in the first year of study through observation teaching practice. During student teaching, the student is accompanied by a mentor, who plays an important role in the relationship with the student. The problem matter that is studied in this doctoral thesis through theoretical starting points is mentorship and student teaching. The theoretical staring points present various terms relating to mentorship and we thus answer the following questions: the definition of mentorship, what characteristics should a mentor have, what are his tasks, what is the importance of mentorship and what are mentor competencies. The role of the mentor in facilitating the professional growth of students – future teachers and the importance of education is presented. The term student teaching is explained as well as its role and the importance of practical education. We touch on the importance of reflection, which is an important aspect of student teaching. We also point out the importance of lesson observations and the importance of mutual cooperation between the mentor and the student. We conclude with a chapter on designing, planning and managing student teaching. The second part of the thesis presents the results of an empirical study that focused on: - student teaching as perceived by 4th year students of the Elementary Education academic study programme at all three Slovenian faculties of education; - mentor experiences and their role during student teaching; - designing an organisational model of student teaching in the first and second trimester of primary school in art education in Slovenia that could be transferred to other subjects. In terms of methodology, we approached our research by combining empirical and analytical and qualitative research. We believe that such a combination of quantitative and qualitative research methods supplement each other well. The main finding of the study is that the organisation of student teaching that was used toward the end of the elementary education academic programme is lacking. This was established in monitoring lesson observations in art education. On the basis of study results, students’ perceptions indicate two problems. The first is the appropriateness of students’ perception, which can depend on the student’s professional knowledge. The second problem is noted in the implementation of observation lessons by art education mentors who were included in the study. Students’ perceptions indicate there are professional deficiencies in mentors teaching art education. We therefore designed an organisational model of student teaching in the first and second trimester of primary school in Slovenia with which we wish to ensure that students receive high-quality observation lessons in individual subjects, which would be achieved with an appropriately trained mentor for observation lessons for individual subjects. The new model establishes a closer connection between mentors in primary schools and organisers of student teaching as well as subject-specific educationalists at faculties through cooperation and continual professional training.
Keywords:mentorship, student teaching, mentor’s perceptions, student’s perceptions, reflective teaching, elementary education, art education


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