Marija Javornik Krečič (Author), Milena Ivanuš-Grmek (Author)

Abstract

V prvem delu prispevka prikazujemo in analiziramo različne modele izobraževanja učiteljev: predtehnokratski model ali model mojstrskega usposabljanja, tehnokratski model ali model uporabne znanosti in posttehnokratski ali reflektivni model. V drugem delu pa prikazujemo rezultate empirične raziskave, opravljene v januarju 2006, s katero smo želeli ugotoviti učiteljeva pojmovanja regulacije učenja, znanja, skupinskega učenja in sposobnosti pri učencih ter analizirati razlike med skupinami učiteljev glede na šolo, na kateri poučujejo, končano fakulteto in doseženo stopnjo izobrazbe. V raziskavi je sodelovalo 542 učiteljev, 360 osnovnošolskih in 182 gimnazijskih. Analiza razlik med skupinami učiteljev je pokazala višja pojmovanja pri osnovnošolskih učiteljih v primerjavi z gimnazijskimi ter pri višje izobraženih v primerjavi z univerzitetno izobraženimi učitelji. Glede na končano fakulteto imajo najvišja pojmovanja učenja učencev in lastnega učenja učitelji s pedagoške fakultete, sledijo učitelji s filozofske fakultete in pedagoške akademije.

Keywords

izobraževanje učiteljev;modeli izobraževanja;dodiplomsko izobraževanje;učenje;poučevanje;

Data

Language: Slovenian
Year of publishing:
Typology: 1.01 - Original Scientific Article
Organization: UM FF - Faculty of Arts
Publisher: Zveza društev pedagoških delavcev Slovenije
UDC: 371.13
COBISS: 15314184 Link will open in a new window
ISSN: 0038-0474
Parent publication: Sodobna pedagogika
Views: 997
Downloads: 44
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Other data

Secondary language: English
Secondary title: ǂThe ǂinfluence of teachers' undergraduate education on their understanding of learning and teaching
Secondary abstract: In the first part of the article, we present and analyse different models of the education of teachers: the pre-technocratic model or the model of training master craftsmen, the technocratic model or the model of applied science, and the post-technocratic or reflexive model. In the second part we present the results of empirical research conducted in January 2006 aimed at determining a teacher's understanding of the regulation of learning, knowledge, team learning and abilities of students, and analysing differences between groups of teachers with regard to the school at which they teach, the faculty they finished and the level of education they attained. The research involved 542 teaches, 360 primary school teachers, and 182 gimnazija teachers. The analysis of differences between the groups of teachers pointed to the higher understanding of the primary school teachers compared to the gimanzija teachers, and of those with a higher level of education attained compared to those with university education. With regard to the faculty concluded, teachers coming from the Faculty of Education have the highest understanding of the learning of students and their own teaching, followed by teachers from the Faculty of Arts and the Academy of Education.
Secondary keywords: teachers' education;models of education;learning;teaching;
URN: URN:NBN:SI
Type (COBISS): Article
Pages: str. 30-48
Volume: ǂLetn. ǂ58
Issue: ǂšt. ǂ1
Chronology: 2007
ID: 1737031