Znanje v kakovostni splošni izobrazbi: pričakovanja osnovnošolskih učiteljev

Zorčič, Hana Neli (author), Kovač Šebart, Mojca (mentor), Mažgon, Jasna (comentor)

V magistrski nalogi obravnavamo kakovostno splošno izobrazbo, pomen znanja v njej in pričakovanja učiteljev tretjega triletja osnovne šole glede usvajanja znanja učencev. V teoretičnem delu smo predstavili vlogo šole, pri čemer smo izhajali iz razumevanja, da je temeljna naloga šole prenos skozi zgodovino akumuliranega znanja. V nadaljevanju smo obravnavali humanistični koncept splošne izobrazbe in spremembe v razumevanju znanja v kakovostni splošni izobrazbi, ki se vse pogosteje povezuje z neposredno uporabnostjo, kompetencami, trgom dela in prihodnjo zaposljivostjo. Predstavili smo tudi zakonodajni in kurikularni okvir osnovnošolskega izobraževanja v Sloveniji, zlasti pomen ciljev in standardov znanja v učnih načrtih. V empiričnem delu smo raziskovali, kako učitelji tretjega triletja osnovne šole razumejo kakovostno splošno izobrazbo in pomen znanja v njej, kako presojajo cilje in standarde znanja v učnem načrtu predmeta, ki ga poučujejo, ter kakšna pričakovanja naslavljajo na učence glede usvajanja znanja in uporabe učnih gradiv. Raziskava je bila izvedena z anketnim vprašalnikom na vzorcu 152 učiteljev iz treh statističnih regij: koroške, savinjske in podravske Rezultati so pokazali, da deklarativna stališča učiteljev o pomenu znanja v kakovostni splošni izobrazbi niso povsem usklajena z njihovimi presojami učnih načrtov, načrtovanjem in izvajanjem pouka in pričakovanji, ki jih naslavljajo na učence. V njihovih presojah in pričakovanjih se namreč kaže premik v smeri uporabnosti znanja ter težnja po večjem vključevanju vsebin, povezanih s potrebami trga dela in prihodnjo zaposljivostjo. Ugotovitve zato odpirajo vprašanje, katera znanja se v okviru kakovostne splošne izobrazbe postavljajo v ospredje in kako ta prispevajo k oblikovanju kritičnega, avtonomnega in odgovornega posameznika.

• Language: Slovenian
• Keywords: kakovostna splošna izobrazba, znanje v kakovostni splošni izobrazbi, osnovna šola, učitelji tretjega triletja osnovne šole, pričakovanja učiteljev, učni načrti.
• Work type: Master's thesis/paper
• Organization: FF - Faculty of Arts
• Year: 2026
• PID: 20.500.12556/RUL-185219
• COBISS.SI-ID: 286747139
• Publication date in RUL: 29.07.2026

Secondary language

• Language: English
• Title: Knowledge in Quality General Education: Expectations of Primary School Teachers

Abstract

This master's thesis examines quality general education, the importance of knowledge within it, and the expectations of third triad of primary school teachers, regarding students' acquisition of knowledge. The theoretical part presents the role of the school, based on the understanding that its fundamental role is to transmit the knowledge accumulated throughout history. It further explores the humanistic concept of general education and the changes in understanding knowledge within quality general education, which is increasingly associated with practical applicability, competencies, labour market demands, and future employability. In addition, the thesis presents the legislative and curricular framework of primary education in Slovenia, with particular emphasis on the role of learning goals and knowledge standards in the national curriculum. The empirical part investigates how teachers of the third triad of primary school understand quality general education and the role of knowledge within it, how they assess the learning goals and knowledge standards prescribed in the curriculum of the subjects they teach, and what expectations they place on students regarding knowledge acquisition and the use of learning materials. The study was conducted using a questionnaire administered to a sample of 152 teachers from the koroška, savinjska, and podravska statistical regions of Slovenia. The findings indicate that teachers' declared views on the importance of knowledge in quality general education are not entirely consistent with their assessments of the curriculum, their lesson planning and teaching practices, or the expectations they place on students. Their evaluations and expectations reveal a shift towards the practical applicability of knowledge and a growing emphasis on integrating content related to labour market needs and future employability. These findings therefore raise the question of which forms of knowledge are being prioritised within quality general education and how they contribute to the development of critical, autonomous, and responsible individuals.

• Keywords: quality general education, knowledge in quality general education, primary school, teachers of the third triad of primary school, teachers' expectations, curriculum.