Izzivi tandemskega poučevanja v Angliji in Sloveniji : študija primera

Brezovnik, Anja (author), Gaber, Slavko (mentor)

Naslov »Izzivi tandemskega poučevanja v Angliji in Sloveniji« je bil izbran, da bi raziskovala, kaj se dogaja v angleškem timu med učiteljem in asistentom ter v slovenskem timu med učiteljem in drugim strokovnim sodelavcem prvega razreda osnovne šole. Državi sta si različni, šolska sistema sta različna. Osnovno načelo angleškega in slovenskega tandemskega poučevanja je stremljenje k skupnim ciljem partnerjev tandema. V ospredju so učni napredek otrok, socialni in kognitivni razvoj ter zadovoljstvo učencev. Izkazalo se je, da je potrebno pri načrtovanju šolskih tandemov paziti na značajsko ujemanje obeh partnerjev, če želimo, da bo učinkovitost kar se da visoka Za uspešno delo tandema je namreč pomembno, da znata pedagoga izraziti tudi medsebojna nestrinjanja, da spontano predlagata izboljšave in popravke, da si zaupata. Vse to ni mogoče v tandemu, kjer vladajo strahovi, rangiranje in neujemanje.

• Language: Slovenian
• Keywords: timsko delo, tandemsko delo
• Work type: Undergraduate thesis
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Place of publishing: Ljubljana
• Publisher: [A. Brezovnik]
• Year: 2011
• Number of pages: 75 str.
• PID: 20.500.12556/RUL-68056
• UDC: 37.091.3(043.2)
• COBISS.SI-ID: 8918601
• Publication date in RUL: 10.07.2015

Secondary language

• Language: English
• Title: The Challenges of Tandem Teaching in England and Slovenia

Abstract

The title »The Challenges of Tandem Teaching in England and Slovenia« has been chosen to research current trends in the English team of Teacher and Teaching Assistant, and in the Slovenian team of Teacher and Kindergarten Teacher in the first grade of primary school. The school systems in these two countries are different, but both share the basic principle of striving for common goals in tandem partners. At the forefront are learning progress, social and cognitive development and student satisfaction. It turns out that the tandem pairings are important, and the most effective programs focus carefully on how they match partners. For successful tandem work is important that partners get along and trust each other, but also that they are comfortable voicing a dissenting opinion and proposing suggestions. Fear, social ranking and incompatibility between tandem partners are negative factors that can limit the effectiveness of this approach to teaching.