Vzgojna vloga učitelja v osnovni šoli

Povzetek

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Podatki

Jezik:	Slovenski jezik
Leto izida:	2014
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[M. Iskra]
UDK:	373.3:37.011.3-051(043.2)
COBISS:	10076745
Št. ogledov:	2551
Št. prenosov:	282
Ocena:	0 (0 glasov)
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Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Educational role of the teacher in elementary school
Sekundarni povzetek:	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).
Sekundarne ključne besede:	primary school;teacher;osnovna šola;učitelj;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Strani:	90 str.
ID:	8678117