Funkcionalna pismenost vzgojiteljic

Abstract

Keywords

Data

Language:	Slovenian
Year of publishing:	2013
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[P. Čelešnik]
UDC:	028:37.011.3-051(043.2)
COBISS:	9824585
Views:	892
Downloads:	168
Average score:	0 (0 votes)
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Other data

Secondary language:	English
Secondary title:	Functional literacy of preschool teachers
Secondary abstract:	Definition of literacy has been constantly changing. It has been influenced by changes in society, globalisation and development of technology. Literacy was at first defined mostly as ability of reading and writing. However, recent definitions are more complex; moreover, there are may kinds of literacy: reading, mathematical, statistical, natural science, environmental, emotional, intercultural, aesthetic, family, informational, legal etc. Functional literacy stands out in this context as a sort of a cover literacy. Theoretical part of this thesis discusses various kinds of literacy with emphasis on the functional literacy of preschool teachers. The aim of the thesis Functional Literacy of Preschool Teachers is to research the functional literacy level of teachers in some of the kindergartens and first classes of primary school in Slovenia. For this purpose, research questions have been framed. Results were obtained by analysing the survey questionnaires. The analysis showed an important influence of formal education of preschool teachers on the way tasks included in the questionnaire were solved.
Secondary keywords:	functional literacy;training personnel;funkcionalna pismenost;vzgojitelji;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Pages:	67 str.
Type (ePrints):	thesis
Title (ePrints):	Functional literacy of preschool teachers
Keywords (ePrints):	funkcionalna pismenost
Keywords (ePrints, secondary language):	functional literacy
Abstract (ePrints):	Definicija pismenosti se je skozi čas spreminjala. Nanjo so vplivale spremembe v družbi, globalizacija in razvoj tehnike. Prve definicije so pismenost opredeljevale predvsem kot sposobnost branja in pisanja, novejše pa so bolj kompleksne; govorimo tudi o več vrstah pismenosti: bralna, matematična, statistična, naravoslovna, okoljska, čustvena, medkulturna, estetska, družinska, informacijska, pravna … Funkcionalna pismenost v tem kontekstu izstopa kot nekakšna krovna pismenost. V teoretičnem delu diplomske naloge so obravnavane različne vrste pismenosti s poudarkom na funkcionalni pismenosti vzgojiteljic in vzgojiteljev. Namen diplomske naloge Funkcionalna pismenost vzgojiteljic je raziskati raven funkcionalne pismenosti vzgojiteljic oz. vzgojiteljev v nekaterih slovenskih vrtcih in v prvih dveh razredih OŠ. V ta namen so bila postavljena raziskovalna vprašanja, na katera smo skušali odgovoriti s pomočjo analize anketnih vprašalnikov. Analiza je pokazala pomemben vpliv formalne izobrazbe vzgojiteljic na uspešnost reševanja nalog na anketnem vprašalniku.
Abstract (ePrints, secondary language):	Definition of literacy has been constantly changing. It has been influenced by changes in society, globalisation and development of technology. Literacy was at first defined mostly as ability of reading and writing. However, recent definitions are more complex; moreover, there are may kinds of literacy: reading, mathematical, statistical, natural science, environmental, emotional, intercultural, aesthetic, family, informational, legal etc. Functional literacy stands out in this context as a sort of a cover literacy. Theoretical part of this thesis discusses various kinds of literacy with emphasis on the functional literacy of preschool teachers. The aim of the thesis Functional Literacy of Preschool Teachers is to research the functional literacy level of teachers in some of the kindergartens and first classes of primary school in Slovenia. For this purpose, research questions have been framed. Results were obtained by analysing the survey questionnaires. The analysis showed an important influence of formal education of preschool teachers on the way tasks included in the questionnaire were solved.
Keywords (ePrints, secondary language):	functional literacy
ID:	8311836