magistrsko delo
Andreja Žunič (Author), Tina Vršnik Perše (Mentor)

Abstract

Danes lahko o vzgoji in izobraževanju za trajnostni razvoj slišimo v povezavi z različnimi konteksti. Opredelitev omenjenega pojma pa je za mnoge še zmeraj nedorečena. Strokovnjaki pri opredelitvi niso enotni, razumevanje vzgoje in izobraževanja za trajnost se razlikuje tudi med posamezniki v družbi, ki trajnost dojemajo in sprejemajo na različne načine. Vzgoja in izobraževanje predstavljata ključno vlogo, s katero vzgajamo in izobražujemo za trajnostno prihodnost. Izvajati se začne že zgodaj, na začetku izobraževalne poti in lahko traja vse življenje. V zadnjem desetletju se stanje vzgoje in izobraževanje za trajnostni razvoj, ki se izvaja v osnovnih šolah, precej izboljšuje, velik poudarek je pri izobraževanju učiteljev, da bodo čim bolje usposobljeni za učenje in poučevanje za trajnost na načine, kako vse skupaj še izboljšati, da postane bolj kakovostno in da učenci od tega kar največ odnesejo in koristno uporabijo naprej v vsakdanjem življenju. Čeprav se pomen vzgoje in izobraževanja za trajnost veča, pa se v učnih načrtih za osnovno šolo še vedno pojavlja problem, da je vsebin, ki so neposredno vezane na vzgojo in izobraževanje za trajnostni razvoj ali pa se na le-to nanašajo, malo. V teoretičnem delu magistrskega dela smo predstavili vzgojo in izobraževanje ter načela, ki jih le-ta zajema. Natančneje smo predstavili vzgojo in izobraževanje za trajnostni razvoj. Opredelili smo področje trajnostnega razvoja in ugotovili, da ga različni avtorji različno dojemajo in opredeljujejo ter da zanj ne obstaja enotna opredelitev. Opisana so tudi splošna načela trajnostne šolske skupnosti, ki govorijo o tem, kako učenje za trajnost vključiti v poučevanje, da bo to čim bolj kvalitetno in pa Smernice vzgoje in izobraževanja za trajnostni razvoj (2007), kjer je med drugim omenjeno, da je omogočeno izobraževanje s področja za trajnostni razvoj (TR) oz. vzgoje in izobraževanja za trajnostni razvoj (VITR) strokovnim delavcem, nujno potrebno. Dotaknili smo se tudi učnih načrtov, in opisali pomen posodabljanja pouka. Zavedamo se, da najpomembnejšo vlogo pri poučevanju igra učitelj, saj je on tisti, ki znanje prenaša na učence, zato je v nadaljevanju omenjeno tudi izobraževanje učiteljev, za katere je pridobivanje novega znanja vseživljenjska naloga. Magistrsko delo vključuje tudi empirični del, v katerem na podlagi raziskave ugotavljamo, da splošno znanje oziroma ozaveščenost o trajnostnem razvoju pri učiteljih razrednega pouka na pomurskih osnovnih šolah, ni zadovoljivo. Prav tako pa učitelji razrednega pouka na pomurskih osnovnih šolah načeloma nimajo zadostnih možnosti za razvijanje kompetenc za poučevanje o vzgoji in izobraževanju za trajnostni razvoj.

Keywords

magistrska dela;vzgoja;izobraževanje;trajnost;razvoj;kurikuli;izobraževanje učiteljev;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM PEF - Faculty of Education
Publisher: [A. Žunič]
UDC: 373.3:502.131.1(043.2)
COBISS: 23142152 Link will open in a new window
Views: 2831
Downloads: 438
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Other data

Secondary language: English
Secondary title: Education and schooling for sustainable development from first to fifth grade in primary school
Secondary abstract: Nowadays we can talk about education for sustainable development in conjunction with different contexts. The definition of the aforementioned concept is for many still unclear. In fact, experts can't agree on just one definition. Understanding of education for sustainable development also differs among individuals in society, who comprehend and accept sustainability in many different ways. Education and parenting represent key role for education for a sustainable future. Education starts to implement early, at the beginning of the educational path and can last a lifetime. In the last decade, the state of education for sustainable development, which is implemented in elementary schools, markedly improved. However, a great emphasis is being paid to teacher education, so that teachers become more qualified for learning and teaching for sustainability and in ways in which all can be improved to become more qualitatively and that students learn many things, which they can later use in their everyday life. Although the importance of education for sustainability is increasing, the curricula for elementary school in Slovenia still does not include many contents, which are directly or indirectly related to education for sustainable development. In the theoretical part of the master's thesis we presented education system and its principles. More specifically, we introduced education for sustainable development. We defined the scope of sustainable development and found out that different authors perceive and define it differently and that there is no unified definition of sustainable development. The following also describes general principles of a sustainable school community, which speak about how to include sustainability learning into teaching, so that it will get more qualitative, and Guidelines of education for sustainable development (2007), which among other things mention that professional workers are badly in need of education in the field of sustainable development. We also touched the curricula, and described the importance of modernising school. We are aware that the teacher plays the most important role in teaching, as they're the one who transmits knowledge to the students, therefore we also mentioned teacher education, because updating their knowledge is a lifelong job. The master's thesis also includes an empirical part, in which we on the basis of a survey discovered that general knowledge or the awareness of sustainable development of teachers in elementary schools in the region of Pomurje is not adequate. To mention is also that teachers on the elementary schools in Pomurje in principle in their own opinion don't have sufficient possibilities for developing competences for teaching about education for sustainable development.
Secondary keywords: master theses;education;sustainability;development;curriculum;teacher education;
URN: URN:SI:UM:
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages: 81 f., [3] f. pril.
ID: 9604548