Vzgojna vloga učitelja v osnovni šoli

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Language:	Slovenian
Year of publishing:	2014
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[M. Iskra]
UDC:	373.3:37.011.3-051(043.2)
COBISS:	10076745
Views:	2551
Downloads:	282
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Educational role of the teacher in elementary school
Secondary abstract:	The need of value education is increasing recently, due to the moral, economic and political crisis (Delors, 1996; Divjak, 2000). Educational role of the teachers, compared to the teaching role, is getting more important every day (Grandić, 1990). The school is defined as an educational and training institution which indicates the relationship between education and training. Education must always happen throught teaching if we want to achieve lasting effects (Gogala, 1966, in Kovač Šebart, 2000; Hebart, 1919, in Kovač Šebart, 2000; Elster, 1983, in Kovač Šebart, 2000). The base of the educational work of the teachers are values that has broadest possible consensus and are to be found in The Universal Declaration of Human Rights and The Convention on the Rights of the Child (Marentič Požarnik; Kovač Šebart, 2000). Two fundamental documents: Elementary School Act (Uradni list RS, št 102/2007, 2. člen) and White Paper (Krek et al., 2011) are the base for upbringing in schools. It is necessary to be aware of the fact that values can not be taught. Children need to experience them in everyday practice (Dewey, 1975, in Kroflič, 2004; Delors, 1996) in partucular through a personal relationship between teacher and student and in the group (Kroflič, 2004). The teacher should be a rolemodel for the students with his own characteristics, communication, relationship and behaviour (Pavlović, 2000; Delors, 1996; Margan, 2012). Besides teacher´s personal characteristics the various methods are also important for educational work. Every teacher needs to find its own personal and authenticaly experienced methods which comes from its interior (Gogala, 2005). Nevertheless we can highlight some of the recentley often mentioned effective educational methods. These are: setting rules and boundaries (Palmer, 2001; Rogge, 2000; Žorž, 2002), reward, praise, punishment (Musek, 1999) and preventive work (Blum, 1999; Rebula, 2001, in Gržan, 2001). A lot is expected from teacher in his educational context so it is important that he is properly trained for his work. According to the survey the Slovenian teachers do not feel sufficiently competent in this area (Valenčič Zuljan et al., 2011). Training starts first during their studies, continues with the time of traineeship and then by further education and training allready as a teacher in his workplace (Valenčič Zuljan et al., 2007; Cenčič, 2004). Finally, teacher´s work on yourself in also very important for a life-long profesional development (Delors, 1996; Palmer, 2001; Twentier, 1999).
Secondary keywords:	primary school;teacher;osnovna šola;učitelj;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Pages:	90 str.
ID:	8678117