20.500.12556/RUL-180840 Izkušnje učiteljev razrednega pouka s pripravo, izvajanjem in evalvacijo učne etape uvajanja magistrsko delo Primary school teachers’ experiences of planning, implementation, and evaluation in the introductory stage of instruction Etapno oblikovanje učnega procesa je izjemnega pomena za njegovo kontinuiranost, notranjo usklajenost ter spodbujanje aktivne vloge učencev pri pouku. Prva od etap učnega procesa je učna etapa uvajanja, ki ima običajno 3 temeljne funkcije: motivacijo, napoved učnih ciljev in preverjanje predznanja. V didaktični literaturi je poimenovana tudi kot pripravljanje učencev na učno delo, stopnja izhodišča, etapa ogrevanja, motiviranja, sproščanja, razvijanja pričakovanj ipd. Teoretično utemeljeno, empirično preizkušeno in potrjeno znanstveno oblikovanje pouka, ki je podlaga načrtovanju, pripravi in izvajanju neposrednega pouka imenujemo artikulacija. Prvi pedagog, ki se je temeljito in namerno ukvarjal s problemom artikulacije pouka, je bil Friedrich Herbart (1776–1841), kasneje pa so se z njo ukvarjali številni didaktiki. Kljub različni razčlenitvi imajo vsi artikulacijski modeli različnih avtorjev podobno splošno podlago: uvod, obravnavo, utrjevanje in ocenjevanje. Učne etape so nadalje podrobneje razdeljene, vsaka pa je pomembna s svojega vidika. V praksi se lahko dogaja, da se osredotočimo predvsem na obravnavo nove učne snovi ter ocenjevanje, medtem ko obstaja nevarnost, da bi zanemarili ostale učne etape. Pri načrtovanju in izvajanju pouka je tako izjemnega pomena prav evalvacija, kot pomembna sestavina učiteljevega profesionalnega razvoja pri delu z učenci, saj se osredotoča na kakovost učenja in poučevanja. Z raziskavo smo želeli ugotovili, kako učitelji razrednega pouka načrtujejo, izvajajo in evalvirajo učno etapo uvajanja, saj je raziskovalno področje te učne etape podhranjeno. Kvalitativno raziskavo smo izvedli s pomočjo polstrukturiranih intervjujev in opazovanja učnih ur z opazovalnimi obrazci. V raziskavi je bilo udeleženih 11 učiteljev razrednega pouka, pri vsakem od njih smo opazovali dve učni uri pouka. Ugotovili smo, da učitelji razrednega pouka učno etapo uvajanja zelo pogosto vključujejo v pouk, pri tem pa uporabljajo različne učne metode in oblike. Ideje za pripravo učne etape uvajanja učitelji pridobivajo večinoma iz poklicnih in življenjskih izkušenj ter internetnih platform. Običajno za izvedbo učne etape uvajanja porabijo od 5 do 15 minut. Pri učni etapi uvajanja učitelji poročajo tako o razlikah kot tudi o podobnostih med predmeti, prav tako pa tudi o razlikah pri načrtovanju za 1. ali 2. vzgojno-izobraževalno obdobje. Učno etapo uvajanja učitelji ocenjujejo kot zelo pomembno za motivacijo učencev, uspešen potek učne ure in strukturo učnega procesa. Funkcija motivacije učencev je bila prisotna pri vseh opazovanih učnih urah. Ugotovili smo, da učitelji pozitivno vrednotijo svoj profesionalni razvoj, predvsem z vidika raznolikosti pristopov, stalnega izpopolnjevanja, fleksibilnosti in suverenosti. Rezultati raziskave ponujajo pomemben vpogled v pripravo, izvajanje in evalvacijo učne etape uvajanja pri učiteljih razrednega pouka. The stage-based structuring of the teaching process is of key importance for ensuring continuity, internal coherence, and the promotion of pupils’ active participation in classroom instruction. The first of the instructional stages is the introductory phase of instruction, which typically fulfils three core functions: motivating pupils, announcing learning objectives, and assessing prior knowledge. In didactic literature, this phase is also referred to as preparing pupils for learning, the initial phase, the warm-up phase, the motivational phase, the relaxation phase, or the phase of expectation building. The theoretically grounded, empirically tested, and scientifically validated organisation of teaching, which provides the foundation for instructional planning, preparation, and the implementation of direct instruction, is referred to as lesson articulation. The issue of lesson articulation was first systematically addressed by Friedrich Herbart (1776–1841) and was later further developed by numerous didacticians. Despite differences in classification, articulation models proposed by various authors share a similar general framework of lesson structure, consisting of introduction, presentation of new content, consolidation, and assessment. These instructional stages are further subdivided, with each stage being important in its own right. In teaching practice, however, there is often a predominant focus on the presentation of new content and assessment, while other instructional stages may be neglected. Therefore, evaluation represents an essential component of instructional planning and implementation, as well as an important aspect of teachers’ professional development, since it focuses on the quality of teaching and learning. The aim of this study was to investigate how primary school teachers plan, implement, and evaluate the introductory phase of instruction, as this instructional stage remains under researched. A qualitative research design was employed, using semi-structured interviews and classroom observations supported by observation schedules. The study included 11 primary school teachers, with two lessons observed for each participant. The findings indicate that primary school teachers very frequently incorporate the introductory phase of instruction into their teaching, employing a variety of teaching methods and organisational forms. Ideas for instructional planning of the introductory phase are primarily derived from professional and life experience, as well as from online platforms. Teachers typically devote between 5 and 15 minutes to this phase. With regard to the introductory phase of instruction, teachers report both similarities and differences across subjects, as well as differences in instructional planning between the first and second educational periods. Primary school teachers perceive the introductory phase of instruction as highly important for pupil motivation, the effective progression of the lesson, and the overall lesson structure. The motivational function was present in all observed lessons. The findings further indicate that teachers positively evaluate their professional development, particularly in terms of diversity of approaches, continuous professional learning, flexibility, and professional confidence. The results provide valuable insight into the instructional planning, implementation, and evaluation of the introductory phase of instruction among primary school teachers. osnovnošolsko učenje in poučevanje učitelji načrtovanje učnega procesa artikulacija pouka učne etape učna etapa uvajanja učitelji razrednega pouka instructional planning lesson structure instructional stages introductory phase of instruction primary school teachers true false false B. Škof Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-03-18 08:30:21 2026-03-18 08:30:35 2026-03-20 03:59:38 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 56 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.3(043.2) 203877 272296451 48773.pdf 48773.pdf 1 402F5E3194F7C2E4BF6352201AFF224A b46a4c0faab5789ce6ebf2d63813cac4a856820fb5e9c146db47a7377db242f1 47515d89-229c-11f1-b0ab-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=230732 Pedagoška fakulteta 0 0 0