Uvedba ustvarjalnega procesa po imerzivni metodi

The immersive method is a new concept of visual education that is better suited to the needs of students in contemporary post-industrial society. The features of the immersive method are: 1) it emerges from interaction with visual culture; 2) it encourages understanding of contemporary art (as an integral part of visual culture); and 3) it implements the strategies and processes of the dominant tendencies in contemporary art (new media art and relational art) with the goal of adopting the creative process, expressing one’s thoughts and emotions, and communicating with the environment. The immersive method transfers the creative process from art to the process of creation by the students themselves. This occurs with the mediation of an algorithmic scheme that enables students to adopt ways to solve problems, to express thoughts and emotions, to develop ideas and to transfer these ideas to form, medium and material. The immersive method uses transfer in classes, the therapeutic aspect of art and “flow state” (the optimal experience of being immersed in an activity)/aesthetic experience (a total experience that has a beginning, a process and a conclusion)/immersive experience (comprehensive immersion in the present moment). This is a state leading to the sublimative effect of creation (identification with what has been expressed), as well as to self-actualisation. The immersive method teaches one to connect the context, social relations and the artwork as a whole in which one lives as an individual. The adopted creative process is implemented in a critical manner on one’s surrounding through analysis, aesthetic interventions, and ecologically and socially aware inclusion in the life of a community. The students gain the crucial meta-competence of a creative thinking process. (DIPF/Orig.

Samopodoba študentov in učna uspešnost. Vloga samopodobe v teoriji permanentnega izobraževanja

Članek obravnava samopodobo - psiholoski konstrukt, ki je eden najpomembnejSih delov posameznikove osebnosti, saj mocno vpliva na nase zivljenje, na medosebne odnose, ucno in poklicno uspešnost. Najprej v prispevku opredelimo pojem samopodoba, nato pa predstavimo rezultate empiricne raziskave, s pomocjo katere smo ugotavjali, kaksno samopodobo imajo studenti pedagogike Filozofske in Pedagoske fakultete. Od posameznikov z visoko samopodobo, ki sebe dojemajo kat uCinkovite in sposobne osebe ter vase zaupajo, lahko upraviceno pricakujemo, da bodo ohranili vedoželjnost skozi zivljenje in sprejeli permanentno izobrazevanje kot način svojega življenja, kar je v sodobni družbi pogoj za kakovost

Sodobne teme na področju edukacije III

Monografija Sodobne teme na področju edukacije III prinaša dvanajst prispevkov, ki so nastali v okviru doktorskega študijskega programa Pedagoške fakultete Izobraževanje učiteljev in edukacijske vede, in sicer v okviru modula Pisanje znanstvenih člankov in predstavitev rezultatov raziskovalnega dela. Vzgojno-izobraževalno področje je izrazito interdisciplinarno, zato tudi prispevki obravnavajo različna področja: dejavnike kakovostnega poučevanja naravoslovja in matematike, nadarjene dijake, osebe s posebnimi potrebami, priseljence, različne oblike pomoči osebam, ki so v stiski, psihično počutje posameznikov, medgeneracijsko sobivanje, vlogo Katoliške cerkve v vzgojno-izobraževalnem kontekstu in znanstvenoraziskovalno preučevanje vzgojno-izobraževalnega področja

Izbrani predlogi sistemskih rešitev v šolskem sistemu z vidika socialne kohezivnosti

V nadaljevanju bomo predstavili del podatkov, zbranimi z dvema empiričnima raziskavama, ki smo ju izvedli v okviru priprave Bele knjige o vzgoji in izobraževanju v Republiki Sloveniji (2011): raziskave o vlogi jezika v izobraževanju in raziskave o izobraževanju otrok s posebnimi potrebami v rednih osnovnih šolah. Ob tem predstavljamo tudi izbrane rešitve na področjih jezikovnega vključevanja priseljencev in vključevanja otrok s posebnimi potrebami v slovenski šolski sistem

Quality assurance, action research and a concept of a reflective practitioner

In the article we present action research as a factor in the teacher’s professional development and as a part of processes in ensuring quality in education. Action research is characteristically performed by practitioners, in this case teachers, and directly oriented towards improvement in practice. In the article we analyse the main characteristics of action research and present the results of empirical research which were used to determine whether there are any differences evident between teachers who have experience in research and those without such experience in terms of their interest for participation in the research process and at which stage of professional development are the teachers prepared to do research the most. We discuss the concept of the reflective practitioner which emphasises the particular skills needed to reflect constructively upon ongoing experience as a way of improving the quality and effectiveness of a teacher’s work. The concept encourages teachers and student teachers to reflect upon the effectiveness of a lesson or series of lessons through an attempt to evaluate what was learned, by whom, and how more effective learning might take place in the future. As such, it involves careful evaluation by teachers of their own classroom performance, planning, assessment and so on, in addition to and in conjunction with evaluations of pupils’ conduct and achievement

Samopodoba študentov in učna uspešnost. Vloga samopodobe v teoriji permanentnega izobraževanja

Članek obravnava samopodobo - psiholoski konstrukt, ki je eden najpomembnejSih delov posameznikove osebnosti, saj mocno vpliva na nase zivljenje, na medosebne odnose, ucno in poklicno uspešnost. Najprej v prispevku opredelimo pojem samopodoba, nato pa predstavimo rezultate empiricne raziskave, s pomocjo katere smo ugotavjali, kaksno samopodobo imajo studenti pedagogike Filozofske in Pedagoske fakultete. Od posameznikov z visoko samopodobo, ki sebe dojemajo kat uCinkovite in sposobne osebe ter vase zaupajo, lahko upraviceno pricakujemo, da bodo ohranili vedoželjnost skozi zivljenje in sprejeli permanentno izobrazevanje kot način svojega življenja, kar je v sodobni družbi pogoj za kakovost

Professional autonomy of the teacher or the law

Ethics is the key dimension of education practices. Ethics includes justice, that is, it determines how teacher and pupil act within the agreed rules. For the ethical position of the teacher, however, it is not only crucial that he/she can demonstrate a legal argument to the pupil. From the point of view of the pupil, what he/she thinks about the teacher’s actions, and what he/she believes to be the truth, is essential. The professional autonomy of teachers to act according to their own judgement is a cornerstone of pedagogics, but this autonomy is never absolute and cannot be guaranteed with legal instruments alone. When considering the behaviour of teachers, it is always possible to determine erroneous judgement or abuse. Suppose lawyers tried to help education by attempting to eliminate the „excessive” interference of law and strictly procedural requirements in pedagogical practices. Would they need to invent a special law that determined when to apply special procedural rules and when to apply general ones? In our opinion, an additional law would be incapable of solving the problem between ethics and legality, because it would only introduce a further legal regulation. On the other hand, parents always have the possibility of coming to school with a lawyer and, through threats or the actual introduction of a lawyer (procedural requirements), intervening in the pedagogical process. The solution does not, therefore, lie in introducing an additional legal regulation. The school, within the institution itself, has to agree on the norms and rules for which it stands, and it should arrive at these norms and rules through discussion with pupils and parents. However, if there is a conflict where a lawyer represents a pupil and his/her parents, engaging a lawyer is also essential on the part of the school

Editorial

The second issue of volume ten of the CEPS Journal presents seven articles, covering different topics from the field of education

Practitioner research in kindergarten and teachersʼ professional development

Research literacy is becoming a very important part in teacher education. There is ample evidence that teacher research can be a powerful factor in the lives of teacher-researchers: teacher-researchers report learning more about their students, about their schools or kindergartens, and about themselves; they use this knowledge to modify their practice, to feel more professional, and to engage ?authentically? with the profession of teaching in a new way (for more on this, see Berger, Boles & Troen 2005)