Stališča študentov gospodinjstva o izbranih vidikih poučevanja

Lovšin Kozina, Francka (author)

V članku so predstavljeni izsledki raziskave, izvedene med študenti gospodinjstva Pedagoške fakultete Univerze v Ljubljani, ki so se med seboj razlikovali po obsegu praktičnih izkušenj poučevanja. Študentje tretjega letnika so ravno končali prve nastopne ure, medtem ko so študentje četrtega letnika opravili že več nastopnih ur. Rezultati so pokazali, da so imeli študentje četrtih letnikov manj težav z načrtovanjem in vodenjem učne ure. Statistično značilno so se tudi bolj strinjali, da so dovolj pripravljeni za poučevanje kot študenti tretjega letnika. Rezultati so pokazali še, da se je večina študentov strinjala, da jim je bila povratna informacija njihovih kolegov v pomoč pri njihovem profesionalnem razvoju. Predstavljeni izsledki kažejo na pomembno vlogo praktične izkušnje poučevanja v kontekstu profesionalnega razvoja učitelja in namere o nadaljevanju kariere na področju izobraževanja. Rezultati so pokazali tudi nekatere kritične točke v razvoju učiteljevih kompetenc. Nakazujejo se težave, povezane s prenosom teoretičnega poznavanja značilnosti razvojnih stopenj učencev v prakso in z vodenjem razreda v specifičnih situacijah.

• Language: Slovenian
• Keywords: izkušnje poučevanja
• Work type: Article
• Typology: 1.01 - Original Scientific Article
• Organization: PEF - Faculty of Education
• Publisher: University of Ljubljana, Faculty of Education
• Year: 2016
• Number of pages: 101-115
• Numbering: 6
• PID: 20.500.12556/RUL-86554
• ISSN: 1855-9719
• COBISS.SI-ID: 11220041
• Publication date in RUL: 19.09.2017

Secondary language

• Language: English
• Title: Pre-service home economics teachersʼ attitudes on selected aspects of practical teaching

Abstract

This paper presents the results of a study conducted among pre-service home economics teachers from the Faculty of Education of the University of Ljubljana with different levels of practical experience in teaching. The pre-service Home Economics teachers in the 3rd year of their studies had just completed their first class of teaching experience in contrast to the pre-service teachers from the 4th year of their faculty studies, who had conducted more teaching lessons. The results showed that the 4th-year pre-service teachers had fewer doubts and problems concerning the planning and conducting of a lesson. They also statistically significantly agreed that they are sufficiently prepared to teach than the 3rd-year pre-service teachers are. The results showed that the majority of the pre-service teachers agreed that the feedback from their colleagues was helpful for their professional development. The results suggest the importance of practical teaching experience in the context of professional development and the intention to continue a career in education. However, the results also revealed some critical points in the teacher’s development of competency. The results suggest problems related to the application of theoretical knowledge on the children’s development in practice and problems related to classroom management in specific situations.

• Keywords: class management