Anja Ivajnšič (Author), Milena Ivanuš-Grmek (Author)

Abstract

Prispevek izpostavlja pomen učiteljevih pojmovanj in prepričanj za njihov profesionalni razvoj. V prvem delu je opredeljen profesionalni razvoj učiteljev ter predstavljen pomemben dejavnik učiteljevega profesionalnega razvoja - učiteljeva pojmovanja in prepričanja. V drugem delu so prikazani rezultati raziskave, ki se nanašajo na učiteljeva pojmovanja skupinskega učenja in tolerance do negotovosti. Zanimale so nas razlike med učitelji s končano pedagoško fakulteto in učitelji s končano pedagoško akademijo ter razlike med učitelji z različnim številom let poučevanja. Statistično značilne razlike med učitelji z zaključeno pedagoško fakulteto oz. pedagoško akademijo in med učitelji z rayličnim številom let poučevanja so se pokazale v primeru štirih izjav.

Keywords

profesionalni razvoj;učitelji razredenga pouka;dejavniki profesionalnega razvoja učiteljev;učiteljeva pojmovanja;učiteljeva prepričanja;skupinsko učenje;toleranca do negotovosti;ne zaključna dela;

Data

Language: Slovenian
Year of publishing:
Typology: 1.02 - Review Article
Organization: UM PEF - Faculty of Education
Publisher: Pedagoška fakulteta
UDC: 37.091.2:373.3
COBISS: 17324808 Link will open in a new window
ISSN: 1855-4431
Parent publication: Revija za elementarno izobraževanje
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Other data

Secondary language: English
Secondary title: The importance of teachers' conceptions and convictions as they apply to the professional development of teachers
Secondary abstract: The article deals with teacher's conceptions and convictions about their professional development. The first part of the article clarifies what is meant by the professional development of teachers and introduces important factors involved in the professional development of a teacher - teacher's conceptions and convictions. The second part concerns the results of our research, which was based on the conceptions teachers have about group teaching and their tolerance toward uncertainty. We were interested in the difference between the teachers who have degrees in pedagogy from the former 2-year system and those who have university degrees in pedagogy from the modern 4-year system. We were also interested in the differences between the teachers' conceptions based on the amount of teaching experience they have. There were statistically important differences between the teachers with degrees in pedagogy from the former 2-year system and those with modern 4-year university degrees in pedagogy. There were also statistically important differences between the teachers concerning the amount of teaching experience they had, which was confirmed in the case of four statements.
Secondary keywords: professional development;elementary school teachers;factors of professional development;teachers' conceptions;teachers' convictions;group teaching;tolerance toward uncertainty;Študenti;Učitelji;Poklicni razvoj;
URN: URN:NBN:SI
Type (COBISS): Article
Pages: str. 89-104
Volume: ǂLetn. ǂ2
Issue: ǂšt. ǂ2/3
Chronology: nov. 2009
ID: 1734058