Poklicne izkušnje učiteljev in značilnosti pouka v osnovni šoli

Abstract

Namen prispevka je predstaviti ravnanje učiteljev pri pouku glede na njihove poklicne izkušnje. Podatke smo zbrali z anketnimi vprašalniki, v katerih so učenci ocenjevali ravnanje svojih učiteljev pri materinščini. Pri zasnovi študije smo izhajali iz kognitivnega pojmovanja poklica in učiteljevega razvoja (Berlinerjev model). Kognitivni razvoj pomeni zaporedje kognitivnih struktur, ki si sledijo od manj kompleksnih do kompleksnejših. Učitelji na višji kognitivni stopnji naj bi imeli kompleksnejše kognitivne strukture, širši obseg učnih spretnosti, sposobni naj bi bili večje empatičnosti in uvidevanja problemov v širšem kontekstu, prav tako naj bi se bolje znašli v stresnih situacijah. Pričakovali smo torej, da bodo učitelji z več izkušnjami s svojim ravnanjem pri pouku spodbujali t. i. transformativni model pouka.

Keywords

vzgoja in izobraževanje;pedagoško delo;profesionalni razvoj;učitelji;učiteljski poklic;poučevanje;učiteljeve izkušnje;Berlinerjev model;

Data

Language:	Slovenian
Year of publishing:	2006
Typology:	1.02 - Review Article
Organization:	UM PEF - Faculty of Education
Publisher:	Zveza društev pedagoških delavcev Slovenije
UDC:	371.12
COBISS:	14727432
ISSN:	0038-0474
Parent publication:	Sodobna pedagogika
Views:	952
Downloads:	68
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Professional experience of teachers and characteristics of education at primary school
Secondary abstract:	The purpose of the article is to present teachers' behaviour in class with regard to their professional experience. The data were collected through survey questionnaires in which pupils assessed the behaviour of their teachers in 'mother tongue' classes. The study was conceived on the basis of the cognitive understanding of the profession and the teacher's development (Berliner's model). Cognitive development means a sequence of cognitive structures following each other from the less complex to the more complex. Teachers at higher cognitive levels are believed to have more complex cognitive structures, a wider range of teaching skills, a greater capacity for empathy and insight into problems in a wider context, while they are also considered to perform better in stress situations. We therefore expected that teachers with greater experience would encourage the so-called transformative model of education through their behaviour in the class.
Secondary keywords:	education;teaching;professional development;teachers;teaching profession;teachers' experiences;Berliner's model;
URN:	URN:NBN:SI
Type (COBISS):	Not categorized
Pages:	str. 40-52
Volume:	ǂLetn. ǂ57
Issue:	ǂšt. ǂ2
Chronology:	2006
ID:	1740192