Anita Jug Došler (Author)

Abstract

Pri sodobnem pedagoškem raziskovanju se paradigmatski sklopi pogosto prepletajo in prekrivajo. Znotraj raziskav se pojavljajo različni poudarki v zvezi s posameznimi vidiki, na katere je usmerjeno proučevanje posamičnega problema. Kvalitativna paradigma zajema tako interpretativno kot tudi akcijsko raziskovanje, pri čemer je razlika v tem, da skuša interpretativno raziskovanje predvsem razumeti in razložiti družbeno dogajanje, akcijsko raziskovanje pa ga skuša tudi spremeniti. V prispevku bomo razpravljali o posameznih segmentih akcijskega raziskovanja, ki so zastopani pedagoškem konceptu Reggio Emilia in so pomembni za kontinuiran prenos raziskovalnih in spoznavnoteoretskih izsledkov neposredno v pedagoško prakso in obratno.

Keywords

Reggio Emilia (vzgojni koncept);

Data

Language: Slovenian
Year of publishing:
Typology: 1.16 - Independent Scientific Component Part or a Chapter in a Monograph
Organization: UL PEF - Faculty of Education
Publisher: Pedagoška fakulteta
UDC: 37.091.3
COBISS: 8503881 Link will open in a new window
Parent publication: Pedagoški koncept Reggio Emilia in Kurikulum za vrtce
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Other data

Secondary language: English
Secondary title: Segments of the action research in the Reggio Emilia educational approach
Secondary abstract: At contemporary educational research the paradigmatic clusters are often intertwined and they overlap. Within the research individual aspects of a particular problem are differently focused. A quality paradigm comprises interpretive as well as action research, whereby the goal of the former is to mainly comprehend and explain developments in the society, whereas the task of the latter is to try and change them, as well. In the article particular segments of the action research are discussed, which are comprised within the Reggio Emilia educational concept and which are important for the continuous transfer of research and theoretical findings directly into the teaching practice and vice versa.
Secondary keywords: action research;teaching practice;project method;akcijsko raziskovanje;učna praksa;projektna metoda;
File type: application/pdf
Type (COBISS): Not categorized
Pages: Str. 407-418
Volume: 2010
ID: 8725446
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