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Naslov:Children's literature, teachers and integrative education : theory and school reality
Avtorji:ID Kordigel Aberšek, Metka (Avtor)
ID Ropič Kop, Marija (Avtor)
ID Hus, Vlasta (Avtor)
Datoteke:.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
 
Jezik:Angleški jezik
Vrsta gradiva:Članek v reviji
Tipologija:1.01 - Izvirni znanstveni članek
Organizacija:PEF - Pedagoška fakulteta
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
Status publikacije:Objavljeno
Verzija publikacije:Objavljena publikacija
Leto izida:2009
Št. strani:str. 44-55
Številčenje:Letn. 14
PID:20.500.12556/DKUM-69244 Novo okno
ISSN:1822-7864
UDK:37.043:82-93
COBISS.SI-ID:17352456 Novo okno
ISSN pri članku:1822-7864
NUK URN:URN:SI:UM:DK:9RZOUUED
Datum objave v DKUM:15.12.2017
Število ogledov:1290
Število prenosov:62
Metapodatki:XML DC-XML DC-RDF
Področja:Ostalo
:
KORDIGEL ABERŠEK, Metka, ROPIČ KOP, Marija in HUS, Vlasta, 2009, Children’s literature, teachers and integrative education : theory and school reality. Challenges of science, mathematics and technology teacher education in Slovenia [na spletu]. 2009. Vol. 14, p. 44–55. [Dostopano 23 april 2025]. Pridobljeno s: https://dk.um.si/IzpisGradiva.php?lang=slv&id=69244
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Gradivo je del zbornika

Naslov:Challenges of science, mathematics and technology teacher education in Slovenia
COBISS.SI-ID:17294344 Novo okno

Gradivo je del revije

Naslov:Problems of education in the 21st century
Skrajšan naslov:Probl. educ. 21st century
Založnik: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 Novo okno

Licence

Licenca:CC BY 4.0, Creative Commons Priznanje avtorstva 4.0 Mednarodna
Povezava:http://creativecommons.org/licenses/by/4.0/deed.sl
Opis:To je standardna licenca Creative Commons, ki daje uporabnikom največ možnosti za nadaljnjo uporabo dela, pri čemer morajo navesti avtorja.
Začetek licenciranja:15.12.2017

Sekundarni jezik

Jezik:Slovenski jezik
Ključne besede:vzgoja in izobraževanje, integrirani pouk, pouk materinščine, osnovna šola, okoljski pouk, izobraževanje učiteljev


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