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Title:Children's literature, teachers and integrative education : theory and school reality
Authors:ID Kordigel Aberšek, Metka (Author)
ID Ropič Kop, Marija (Author)
ID Hus, Vlasta (Author)
Files:.pdf Problems_of_Education_in_the_21st_Century_2009_Kordigel_Abersek,_Ropic,_Hus_Children_s_literature,_teachers_and_integrative_education_t.pdf (911,83 KB)
MD5: 9AD8049A79ECF68C2368B7503D4CA1D4
PID: 20.500.12556/dkum/983e4ca0-55cb-4406-b492-6a2d144a5bc4
 
URL http://www.scientiasocialis.lt/pec/node/266
 
Language:English
Work type:Article
Typology:1.01 - Original Scientific Article
Organization:PEF - Faculty of Education
Abstract: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.
Keywords:education, primary education, integrated lessons, elementary school, teacher training
Publication status:Published
Publication version:Version of Record
Year of publishing:2009
Number of pages:str. 44-55
Numbering:Letn. 14
PID:20.500.12556/DKUM-69244 New window
ISSN:1822-7864
UDC:37.043:82-93
ISSN on article:1822-7864
COBISS.SI-ID:17352456 New window
NUK URN:URN:SI:UM:DK:9RZOUUED
Publication date in DKUM:15.12.2017
Views:1290
Downloads:62
Metadata:XML DC-XML DC-RDF
Categories:Misc.
:
KORDIGEL ABERŠEK, Metka, ROPIČ KOP, Marija and HUS, Vlasta, 2009, Children’s literature, teachers and integrative education : theory and school reality. Challenges of science, mathematics and technology teacher education in Slovenia [online]. 2009. Vol. 14, p. 44–55. [Accessed 23 April 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=69244
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Record is a part of a proceedings

Title:Challenges of science, mathematics and technology teacher education in Slovenia
COBISS.SI-ID:17294344 New window

Record is a part of a journal

Title:Problems of education in the 21st century
Shortened title:Probl. educ. 21st century
Publisher:Scientific Methodical Center "Scientia Educologica", Scientific Methodical Center "Scientia Educologica", Scientific Methodical Center "Scientia Educologica", Scientia Socialis, Scientific Methodical Center "Scientia Educologica", Scientia Socialis
ISSN:1822-7864
COBISS.SI-ID:16096008 New window

Licences

License:CC BY 4.0, Creative Commons Attribution 4.0 International
Link:http://creativecommons.org/licenses/by/4.0/
Description:This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.
Licensing start date:15.12.2017

Secondary language

Language:Slovenian
Keywords:vzgoja in izobraževanje, integrirani pouk, pouk materinščine, osnovna šola, okoljski pouk, izobraževanje učiteljev


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