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Primerjava raziskav in učiteljevih pojmovanj učinkovitega pouka : magistrsko delo
Rode, Urška (Author), Valenčič Zuljan, Milena (Mentor) More about this mentor... This link opens in a new window

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/id/eprint/2908 This link opens in a new window

Abstract
Pouk in izobraževanje sta v sodobni družbi znanja deležna osrednje pozornosti. V zadnjih desetletjih so bile opravljene številne raziskave in metaraziskave učinkovitega pouka, ki kažejo, da učinkoviti učitelji osrednjo pozornost namenjajo učenčevemu razumevanje učne snovi. Gre za učitelje, ki pri pouku spodbujajo učenčevo razmišljanje in poglobljeno razumevanje učne snovi, sklepanje, iniciativnost, in reševanje problemov ter uporabljajo različne strategije, ki jih želijo razviti tudi pri učencih. Vloga učiteljev postaja v družbi znanja vse zahtevnejša. Učitelji se morajo nenehno učiti in profesionalno razvijati. Poleg temeljne usposobljenosti za vodenje pouka morajo biti učitelji usposobljeni tudi za analiziranje in evalviranje lastne pedagoške prakse, za uvajanje didaktičnih inovacij, sodelovanje s kolegi in okoljem ter graditev učeče se skupnosti. Temeljni namen raziskovalnega dela je bilo ugotoviti, kako učitelji od 1. do 9. razreda osnovne šole pojmujejo kakovosten in učinkovit pouk ter kakšna so njihova pojmovanja učiteljeve vloge. Zanimalo nas je, kakšna je njihova seznanjenost z domačimi in tujimi raziskavami pouka, kolikšen pomen pripisujejo učiteljevemu didaktičnemu raziskovanju pouka in v kolikšni meri se ga poslužujejo. Pridobljeni rezultati raziskovanja so dali vpogled v učiteljeva pojmovanja pouka in omogočili analizo, v kolikšni meri so učiteljeva pojmovanja pouka usklajena s sodobnimi raziskavami učinkovitega pouka oz. v kolikšni meri so se učitelji seznanili z izsledki raziskav pouka in jih integrirali v lastna pojmovanja. Rezultati so pokazali, da pri učiteljih prevladuje višje pojmovanje njihove vloge. V večini menijo, da je seznanjenost z domačimi in tujimi raziskavami pomembna. Strinjajo se, da je učiteljevo lastno raziskovanje pouka ključno za izvedbo učinkovitega pouka ter da didaktično raziskovanje pouka pomembno vpliva na profesionalni razvoj učitelja. Večina se jih strinja tudi s tem, da bi moral vsak učitelj raziskovati pouk, ker je raziskovanje pouka pomembno. Z raziskavo smo osvetlili izkušnje učiteljev z izvajanjem raziskovanja pouka z didaktičnega vidika, kar bo lahko podlaga za nadaljnje spodbujanje profesionalnega razvoja učiteljev.

Language:Slovenian
Keywords:profesionalni razvoj
Work type:Master's thesis/paper (mb22)
Tipology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Year:2015
Publisher:[U. Rode]
Number of pages:87 str., [6] str. pril.
UDC:373.3:37.011.3-051(043.2)
COBISS.SI-ID:10617673 Link is opened in a new window
Views:647
Downloads:102
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Secondary language

Language:English
Title:The comparison of research studies and the teachers' perception of effective instruction
Abstract:
Teaching and education are in a modern knowledge-based society a central focus. In the recent decades numerous researches and meta-analysis of effective teaching have been carried out numerous researches and meta-analysis of effective teaching, showing that effective teachers devote their central attention to students' understanding of the subject matter. It’s about the for teachers in the classroom that promote students' thinking and in-depth understanding of the subject matter, reasoning, initiative and problem solving, and use a variety of strategies that they also want to develop by students. The role of teachers in the society of knowledge is becoming increasingly more difficult. Teachers need to continually learn and develop professionally. In addition to the core competence of class management, teachers must also be qualified to analyze and evaluate their own teaching practice to induce teaching innovations, for the collaboration with colleagues and the environment, and for building learning communities. The basic purpose of the research was to determine how teachers from 1st to 9th grade of primary school consider qualitative and effective teaching and what their conceptions of the teachers’ roles are. We wanted to know how big is their awareness about domestic and foreign researches of teaching, how much importance they attach to the teachers didactic research of teaching and the extent to which they make use of it. The obtained results of the survey gave an insight into the teachers conceptions of teaching and enabled analysis of the extent to which the teachers' conceptions of teaching are in line with modern researches of effective teaching or the extent in which the teachers have familiarised themselves with the results of researches of teaching and integrated them into their perceptions. The results showed that by the teachers the higher conception of their role dominated. In the majority they believe that awareness about domestic and foreign researches is important. They agree that it is the teacher's own research which is crucial for the performance of effective teaching and that the didactic research of teaching has a significant impact on the professional development of teachers. Most of them agree with that every teacher should explore teaching because the research of teaching is important. The research gave an insight on the experiences of teachers with the execution of didactic research of teaching, which will be the basis for further encouragement of professional development of teachers.

Keywords:teaching

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