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Title:Učiteljeva literarnodidaktična kompetenca in notranja učna diferenciacija pri pouku književnosti
Authors:ID Kerndl, Milena (Author)
Files:.pdf Revija_za_elementarno_izobrazevanje_2014_Kerndl_Uciteljeva_literarnodidakticna_kompetenca_in_notranja_ucna_diferenciacija_pri_pouku_knji.pdf (158,00 KB)
MD5: 0FC31B086CC8ED76BCE1DBD6804820DC
PID: 20.500.12556/dkum/1e35bec0-f611-4cb1-a1fe-e0b474f9a342
 
URL http://rei.pef.um.si/images/Izdaje_revije/2014/1/REI_7_1_cl_1.pdf
 
Language:Slovenian
Work type:Article
Typology:1.01 - Original Scientific Article
Organization:PEF - Faculty of Education
Abstract:Prispevek predstavlja ugotovitve pedagoškega eksperimenta, ki je bil izveden kot drugi del raziskave Diferenciacija in individualizacija pri pouku književnosti v tretjem triletju osnovne šole. V raziskavi smo v prvi fazi s kvantitativnimi metodami pedagoškega raziskovanja na vzorcu 274 učiteljev slovenščine in 667 njihovih učencev ugotavljali stanje na področju izvajanja načela notranje učne diferenciacije in individualizacije pri pouku književnosti v manjših (heterogenih) učnih skupinah tretjega triletja. Izkazalo se je, da gre pri večini učiteljev za osnovno nerazumevanje izhodišča diferenciacije in individualizacije, za slabo poznavanje recepcijske zmožnosti učencev in za nepoznavanje horizonta pričakovanj učencev. Ker tega znanja tudi kurikul za usposabljanje učiteljev ne predvideva, smo se v drugi fazi raziskave odločili za pedagoški eksperiment, v katerem smo pri 30 učiteljih eksperimentalno razvijali novo literarnodidaktično kompetenco zaznavanja/ spoznavanja horizonta pričakovanj učencev in z njo povezano kompetenco razvijanja literarnorecepcijske metakognicije učencev. V raziskavi je sodelovalo tudi 30 heterogenih učnih skupin učencev. Podatke smo zbirali z opazovanjem pouka (pred izobraževanjem učiteljev in po njem), analizirali priprave na pouk (pred izobraževanjem in po njem) in učitelji so evalvirali izobraževanje. Temeljna ugotovitev je, da je pri učiteljih treba razviti kompetenco oziroma jih ustrezno usposobiti, v nasprotnem primeru tudi dodatno gradivo, ki se jim ponudi za pomoč pri izvajanju pouka (v našem primeru didaktični opomnik), ne vpliva na spremembo pouka z vidika načela notranje diferenciacije in individualizacije oziroma le strokovno osmišljeno in vodeno delo z učitelji lahko vpliva na spremembe pri pouku.
Keywords:književna vzgoja, učne metode, učna diferenciacija, individualizacija, osnovne šole
Publication status:Published
Publication version:Version of Record
Year of publishing:2014
Number of pages:str. 7-17
Numbering:Letn. 7, št. 1
PID:20.500.12556/DKUM-68715 New window
ISSN:1855-4431
UDC:37.091.3:82
ISSN on article:1855-4431
COBISS.SI-ID:20451848 New window
NUK URN:URN:SI:UM:DK:WRATA1GC
Publication date in DKUM:10.10.2017
Views:1267
Downloads:129
Metadata:XML DC-XML DC-RDF
Categories:Misc.
:
KERNDL, Milena, 2014, Učiteljeva literarnodidaktična kompetenca in notranja učna diferenciacija pri pouku književnosti. Revija za elementarno izobraževanje [online]. 2014. Vol. 7, no. 1, p. 7–17. [Accessed 21 January 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=68715
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Record is a part of a journal

Title:Revija za elementarno izobraževanje
Publisher:Založba PEF, Pedagoška fakulteta, Založba PEF, Pedagoška fakulteta, Založba PEF, Pedagoška fakultete Univerze, Univerza na Primorskem, Pedagoška fakulteta, Univerzitetna založba Univerze v Mariboru
ISSN:1855-4431
COBISS.SI-ID:239555072 New window

Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:10.10.2017

Secondary language

Language:English
Title:Teacher's literary didactic competence and internal differentiation in the literature classroom
Abstract:The article presents a pedagogical experiment and its findings. It was carried out as the second part of the research Differentiation and Individualisation in the Literature Classroom in the Third Cycle of Basic School. In the first phase of the research we used quantitative methods, which involved 274 Slovene language teachers and 667 students in order to find out how teachers implemented differentiation and individualisation principles in the literature classroom in smaller (mixed-ability) groups in the third cycle. It turned out that most teachers did not understand the basic principles of differentiation and individualisation and had poor awareness of both students’ reception ability as well as of their horizon of expectations. Due to the fact that the pedagogic syllabus for teacher training does not involve the above mentioned field, the second phase of the research concentrated on the pedagogical experiment, where 30 teachers developed a new literary-didactic competence which later enabled them to perceive/recognize the students’ horizon of expectations related to the students’ literary reception metacognition development. Data were gathered by observation in the classroom, lesson plan analysis, and teachers’ self-evaluation. The basic findings show that teachers should develop this competence and need further training. Without training even additional material (didactic manual) would not yield the desired influence on instruction regarding differentiation and individualisation. In other words, only expert and guided in-service teacher training can lead to modern and learner centred instruction.
Keywords:education, literature instruction, differentiation, individualisation


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  1. Revija za elementarno izobraževanje

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