Branka Čagran (Author), Slavko Cvetek (Author), Marta Otič (Author)

Abstract

V uvodu pričujočega članka najprej predstavljamo ključne paradigmatske spremembe na področju izobraževanja učiteljev v sodobnem svetu in posebej novo vlogo pedagoške prakse v programih za izobraževanje učiteljev. Osrednjo pozornost namenjamo v študijskem letu 2004/05 izvedeni študiji primera, katere namen je bil osvetliti pedagoško prakso z vidika izkušenj, pričakovanj in predlogov visokošolskih didaktikov Pedagoške fakultete Univerze v Mariboru. Za zbiranje podatkov smo uporabili anketni vprašalnik s prej preverjenimi merskimi karakteristikami, zbrane podatke pa obdelali na nivoju deskriptivne in inferenčne statistike. Pridobljena empirična spoznanja narekujejo potrebo po ukrepih, vezanih na prenovo pedagoške prakse. To so: uvajanje hospitacijskih ("kliničnih") šol, prenova obstoječega modela strnjene pedagoške prakse (povečanje obsega ur prakse, časovna razporeditev prakse na vsa leta študija), usposabljanje učiteljev za mentorstvo, ustreznejše vrednotenje dela visokošolskih didaktikov, kontinuirano izpopolnjevanje dokumentacije o pedagoški praksi, povečanje obsega pedagoško-psiholoških in didaktičnih predmetov v programih izobraževanja učiteljev. Skratka, izvedena študija primera opozarja na nujnost prenove pedagoške prakse v skladu s sodobnim, reflektivnim modelom izobraževanja učiteljev.

Keywords

izobraževanje učiteljev;modeli izobraževanja;visokošolski didaktiki;kompetence učitelja;pedagoška praksa;študije primerov;

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: 15315720 Link will open in a new window
ISSN: 0038-0474
Parent publication: Sodobna pedagogika
Views: 2070
Downloads: 76
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Other data

Secondary language: English
Secondary title: Empirically verified views on teaching practice held by university-based teacher educators
Secondary abstract: In the introduction to this paper, the authors first describe some paradigmatic changes in teacher education in the modern world, and specifically the new role of teaching practice in teacher education programmes. The main part of the paper presents the findings of a case study implemented in the 2004/2005 academic year, which aimed to investigate the current teaching practice at the Faculty of Education at the University of Maribor, as viewed by university-based teacher-educators according to their experience, expectations and proposals for changes. The data were collected by means of a questionnaire containing previously validated measurement characteristics and processed at the level of descriptive and inferential statistics. The obtained empirical results show the need for measures aimed at the renewal of teaching practice. The findings of the case study call for the renewal of teaching practice in accordance with the modern, reflective model of teacher education.
Secondary keywords: teachers' education;teacher competencies;models of education;teaching practice;case studies;
URN: URN:NBN:SI
Type (COBISS): Article
Pages: str. 50-74
Volume: ǂLetn. ǂ58
Issue: ǂšt. ǂ1
Chronology: 2007
ID: 1737441