Marija Javornik Krečič (Avtor), Milena Ivanuš-Grmek (Avtor)

Povzetek

V prvem delu prispevka prikazujemo in analiziramo različne modele izobraževanja učiteljev: predtehnokratski model ali model mojstrskega usposabljanja, tehnokratski model ali model uporabne znanosti in posttehnokratski ali reflektivni model. V drugem delu pa prikazujemo rezultate empirične raziskave, opravljene v januarju 2006, s katero smo želeli ugotoviti učiteljeva pojmovanja regulacije učenja, znanja, skupinskega učenja in sposobnosti pri učencih ter analizirati razlike med skupinami učiteljev glede na šolo, na kateri poučujejo, končano fakulteto in doseženo stopnjo izobrazbe. V raziskavi je sodelovalo 542 učiteljev, 360 osnovnošolskih in 182 gimnazijskih. Analiza razlik med skupinami učiteljev je pokazala višja pojmovanja pri osnovnošolskih učiteljih v primerjavi z gimnazijskimi ter pri višje izobraženih v primerjavi z univerzitetno izobraženimi učitelji. Glede na končano fakulteto imajo najvišja pojmovanja učenja učencev in lastnega učenja učitelji s pedagoške fakultete, sledijo učitelji s filozofske fakultete in pedagoške akademije.

Ključne besede

izobraževanje učiteljev;modeli izobraževanja;dodiplomsko izobraževanje;učenje;poučevanje;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 1.01 - Izvirni znanstveni članek
Organizacija: UM FF - Filozofska fakulteta
Založnik: Zveza društev pedagoških delavcev Slovenije
UDK: 371.13
COBISS: 15314184 Povezava se bo odprla v novem oknu
ISSN: 0038-0474
Matična publikacija: Sodobna pedagogika
Št. ogledov: 997
Št. prenosov: 44
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: ǂThe ǂinfluence of teachers' undergraduate education on their understanding of learning and teaching
Sekundarni povzetek: In the first part of the article, we present and analyse different models of the education of teachers: the pre-technocratic model or the model of training master craftsmen, the technocratic model or the model of applied science, and the post-technocratic or reflexive model. In the second part we present the results of empirical research conducted in January 2006 aimed at determining a teacher's understanding of the regulation of learning, knowledge, team learning and abilities of students, and analysing differences between groups of teachers with regard to the school at which they teach, the faculty they finished and the level of education they attained. The research involved 542 teaches, 360 primary school teachers, and 182 gimnazija teachers. The analysis of differences between the groups of teachers pointed to the higher understanding of the primary school teachers compared to the gimanzija teachers, and of those with a higher level of education attained compared to those with university education. With regard to the faculty concluded, teachers coming from the Faculty of Education have the highest understanding of the learning of students and their own teaching, followed by teachers from the Faculty of Arts and the Academy of Education.
Sekundarne ključne besede: teachers' education;models of education;learning;teaching;
URN: URN:NBN:SI
Vrsta dela (COBISS): Članek v reviji
Strani: str. 30-48
Letnik: ǂLetn. ǂ58
Zvezek: ǂšt. ǂ1
Čas izdaje: 2007
ID: 1737031