magistrsko delo
Iris Brili (Author), Milena Ivanuš-Grmek (Mentor)

Abstract

Reflektivno poučevanje je razmeroma nov koncept, ki ga učitelji uporabljajo za lastno analizo pedagoškega dela. Tovrstna dejavnost učiteljem omogoča premišljeno in kritično samoevalvacijo uporabljenih učnih metod in učnih pristopov ter interakcije z učenci. Implementacija reflektivnega poučevanja vodi v izboljšanje individualne pedagoške prakse in posledično prispeva k profesionalnemu razvoju. V magistrskem delu smo opredelili reflektivno poučevanje in profesionalni razvoj ter predstavili implementacijo teh na področju glasbene umetnosti. V raziskavi je sodelovalo 143 učiteljev glasbene umetnosti. Podatke smo pridobili s pomočjo anketnega vprašalnika. Zanimalo nas je, ali so bili učitelji glasbene umetnosti v času formalnega izobraževanja seznanjeni s konceptom reflektivnega poučevanja in kako pomemben se jim ta zdi. V nadaljevanju nas je zanimalo, kako pogosto, kot tudi kdaj, uporabljajo reflektivno poučevanje in na kakšen način ga izvajajo. Ugotovili smo, da večina učiteljev glasbene umetnosti meni, da je reflektivno poučevanje pomembno, hkrati pa se strinjajo, da ima ključno vlogo pri profesionalnem razvoju. Kljub temu se to za zdaj (še) ne odraža v praksi, v okviru pedagoškega procesa. Nemalo je takih, ki z reflektivnim poučevanjem niso dovolj seznanjeni, hkrati pa zaradi rednih pedagoških obveznosti tega ne uspejo izvajati.

Keywords

magistrska dela;reflektivno poučevanje;profesionalni razvoj;učitelji glasbene umetnosti;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM PEF - Faculty of Education
Publisher: [I. Brili]
UDC: 37:78-051(043.2)
COBISS: 237591555 Link will open in a new window
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Downloads: 2
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Other data

Secondary language: English
Secondary title: Reflective teaching as part of the professional development of music teachers
Secondary abstract: Reflective teaching is a relatively a new concept used by teachers to analyse their own educational activities. This type of activity allows teachers to make thoughtful and critical self-evaluations of used pedagogical methods and teaching approaches, as well as the interactions with students. The implementation of reflective teaching leads to an improvement of individual teaching practice and consequently contributes to professional development. In this master's thesis, we have defined reflective teaching and professional development, and present the implementation of the latter in the field of music arts. 143 music teachers took part in the survey. The data were collected by means of a questionnaire. We were interested in whether music teachers had been introduced to the concept of reflective teaching during their formal training and how important they considered it to be. We were further interested in how often as well as when they use reflective teaching and in what way they practice it. We found that most music teachers believe reflective teaching is important, and at the same time agree it plays a key role in professional development. Nevertheless, this has not (yet) been reflected in practice within the pedagogical process. Many are not sufficiently familiar with reflective teaching, but at the same time, due to their regular teaching commitments, are not able to carry it out.
Secondary keywords: master theses;reflective teaching;professional development;music teachers;Učitelji glasbe;Reflektivni pouk;Poklicni razvoj;Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za glasbo
Pages: 1 spletni vir (1 datoteka PDF (X, 92 str.))
ID: 26184128