20.500.12556/RUL-179468 Distance learning and teaching in group settings at primary music schools in Slovenia Učenje in poučevanje na daljavo pri skupinskih predmetih v slovenskih glasbenih šolah During the Covid-19 pandemic, all stakeholders in education, including music teachers, had to respond to new challenges, including the adjustment of the learning process to the requirements of distance learning and teaching. The main goal of the present research was to determine music teachers' self-assessment of ICT competences and their use of teaching methods, strategies, techniques and assessment methods. A survey questionnaire was designed and the collected data were processed using the Friedman test and the Kruskal-Wallis test. The sample consisted of teachers of subjects that are taught in groups (i.e., Music Preparatory, Music Theory and Solfeggio) at public primary music schools in Slovenia. The participants reported no problems using most ICT tools and resources during the pandemic. In general, they were most confident with videoconferencing tools and least confident when recording explanatory videos unaccompanied by oral explanation. In the planning and implementation of the teaching process, they least frequently used activities of music creation and playing Orff instruments. More specifically, lessons in Music Preparatory most frequently included listening activities, while classes in Music Theory and Solfeggio focused on the transmission of theoretical musical and formal knowledge. Overall, the teachers mainly resorted to synchronous and frontal instruction. In terms of evaluation and assessment of musical abilities, skills and knowledge, they most frequently employed oral consolidation, testing and assessment, as well as student-produced recordings of rhythmic and melodic exercises. Med epidemijo covida-19 so se morali vsi deležniki v izobraževanju, med njimi tudi učitelji glasbe, odzvati na izziv, ki je zahteval prilagoditev učnega procesa in izvajanje pouka na daljavo. Glavni namen raziskave je bil ugotoviti samoocene učiteljev glasbe glede IKT kompetenc ter njihove uporabe metod poučevanja, strategij, tehnik in metod ocenjevanja. Oblikovan je bil vprašalnik, zbrani podatki pa so bili obdelani z uporabo Friedmanovega in Kruskal-Wallisovega testa. Vzorec je vključeval učitelje, ki poučujejo skupinske predmete (glasbena pripravnica, glasbena teorija in solfeggio) na javnih glasbenih šolah v Sloveniji. Udeleženci niso poročali o težavah pri uporabi večine orodij in virov IKT med pandemijo. Na splošno so bili najbolj samozavestni pri uporabi orodij za videokonference in najmanj pri izdelavi videoposnetkov brez razlage. Pri načrtovanju in izvajanju učnega procesa so v najmanjši meri uporabljali dejavnosti ustvarjanja glasbe in igranja na Orffova glasbila. Natančneje, učne ure glasbene pripravnice so najpogosteje vključevale dejavnost poslušanja, medtem ko so se pri nauku o glasbi in solfeggiu osredinjali na prenos teoretičnega glasbenega in formalnega znanja. Na splošno so se učitelji večinoma zanašali na sinhrono in frontalno poučevanje. Pri vrednotenju glasbenih sposobnosti, spretnosti in znanja so najpogosteje uporabljali ustno utrjevanje, preverjanje in ocenjevanje ter posnetke učencev (ritmično-melodične vaje). distance learning and teaching music schools information and communication technology (ICT) music activities teaching and learning methods učenje in poučevanje na daljavo glasbene šole informacijsko- komunikacijska tehnologija (IKT) glasbene dejavnosti metode poučevanja in učenja glasbena vzgoja in izobraževanje true false true Angleški jezik Slovenski jezik Podatek o licenci CC-BY 4.0 je naveden na spletni strani revije (https://ojs.cepsj.si/index.php/cepsj/about). (Datum opombe 14. 2. 2026) Članek v reviji 2026-02-14 10:56:27 2026-02-14 10:56:28 2026-02-25 12:20:06 0000-00-00 00:00:00 2025 0 0 Str. 167–190 no. 3 (varia issue) Vol. 15 2025 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.018.54:78 2232-2647 10.26529/cepsj.1716 184169219 RAZ_Znidarsic_Jerneja_2025.pdf RAZ_Znidarsic_Jerneja_2025.pdf 1 C267182651741ADCFA1728989EA580C8 3bc4f68c77d98128b5b9697feab944cfbb51e116d15524c6ef8130efca02d328 5ea7f330-098c-11f1-a1ba-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=228003 https://cepsj.si/index.php/cepsj/article/view/1716 0 3d1934c5-098b-11f1-a1ba-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=228002 Pedagoška fakulteta CEPS journal 0 0 0