Spodbujanje aktivnega študija, kot ga zaznavajo študenti

In recent decades, the importance of student-centred teaching, reflected in the promotion of the student’s active role in the process of his own learning, has been increasingly emphasized in higher education. However, to promote meaningful knowledge construction, it is necessary to understand the learning process from the student perspective. The aim of our quantitative study is to investigate how students perceive higher education in terms of encouragement towards active knowledge construction, the connection between theories and research findings on the one hand and practical application on the other, and support in ICT use. 212 students from different undergraduate and postgraduate study programmes at the University of Maribor participated in the study. In order to examine different aspects of higher education as perceived by students, we used two sets of items. The results indicated that the students perceive a high level of active learning encouragement, especially in terms of connecting new learning content and their existing knowledge, being encouraged to self-organise their learning, and incorporating a variety of examples to promote deeper learning. There were some minor differences in the perception of higher education among undergraduate and postgraduate students, with undergraduate students perceiving instruction more favourably. We also found some differences in the perceptions of students pursuing different courses of study.V zadnjih desetletjih se tudi v visokem šolstvu vse bolj poudarja pomen na študenta usmerjenega poučevanja, ki se kaže predvsem v spodbujanju študentove aktivne vloge v procesu lastnega učenja. Za spodbujanje smiselnega grajenja znanja pa je treba razumeti učni proces s perspektive študenta. V ta namen smo v kvantitativni raziskavi želele ugotoviti, kako študenti zaznavajo visokošolski pouk tako z vidika spodbujenosti k aktivnemu osmišljanju učnih vsebin kot tudi z vidika povezovanja teorij in raziskovalnih ugotovitev s prakso in urjenja v uporabi informacijsko-komunikacijske tehnologije (IKT). V raziskavi je sodelovalo 212 študentov različnih študijskih programov prve in druge bolonjske stopnje Univerze v Mariboru. Z namenom preveriti različne vidike visokošolskega pouka, kot ga zaznavajo študenti, smo uporabile dva sklopa trditev. Rezultati so pokazali, da študenti zaznavajo dokaj visoko stopnjo spodbude pri aktivnem študiju, še zlasti pri povezovanju novih vsebin z njihovim predznanjem, spodbujenosti k samoorganizaciji učenja ter vključevanju raznolikih primerov, ki so v pomoč pri osmišljanju znanja. Med študenti prve in druge stopnje smo ugotovile nekaj manjših razlik v zaznavah visokošolskega pouka, pri čemer študenti prve stopnje visokošolski pouk zaznavajo ugodneje. Prav tako smo ugotovile nekaj razlik v zaznavah študentov različnih usmeritev

Zadovoljstvo studenata praksom u nastavi u sklopu studijskog programa za obrazovanje učitelja

Practical teacher training has gained even greater importance in undergraduate teacher education programs since the reform of the curriculum based on the Bologna Process, even though practical teacher training has been historically strongly incorporated into these programs in Slovenia in a somewhat fragmentary manner. To gain insight into the quality and integrity of practical teacher training from the students’ perspective research on students’ perception about practical teacher training was conducted. This paper presents the results of the research on student satisfaction with practical teacher training including the analysis of the possible changes required. The paper also presents the differences between certain teacher practice forms - preformed in the process of practical teacher training and the differences among several aspects concerning teaching practice at the faculty and at the school level. Based on the analyses of the acquired data the segments that are prospective for defragmenting the faculty and school mentors’ efforts for improvement of teaching practice are outlined.Praksa u obrazovanju učitelja dobila je još veću važnost u preddiplomskim programima za obrazovanje učitelja za vrijeme reforme kurikula prema Bolonjskom procesu iako je praktična nastava, doduše fragmentirana, bila vrlo važan dio programa za obrazovanje učitelja u Sloveniji. Kako bismo procijenili kvalitetu i integritet praktične nastave za buduće učitelje iz perspektive studenata, proveli smo istraživanje o percepciji studenata o praktičnoj nastavi. Ovaj rad prikazuje rezultate zadovoljstva studenata praktičnom nastavom, dajući pri tome i analizu mogućih potrebnih promjena. Rad također prikazuje razlike između određenih oblika praktične nastave na razini fakulteta i škole. Na osnovi analiza dobivenih podataka ukazujemo na dijelove koji nagovještavaju defragmentaciju te donosimo nastojanja mentora s fakulteta i iz škola za što kvalitetnijim izvođenjem nastavne prakse

Schulleitung und Bildungsqualität: Gemeinsamkeiten und Unterschiede in ausgewählten EU-Ländern

The paper focuses on different methods of school leadership and management styles. Effective school leadership is identified as crucial to students’ outcomes, second only to the quality of the teacher (Augustine et al., 2009 in OECD, 2012). In the paper the results of secondary empirical research based on TALIS data (2008) are presented. The predictive value of selected variables (such as school size, principals’ gender etc.) for different types of principals\u27 leadership and management styles were evaluated with multiple regression analyses. The results of the analysis are placed in the international context since the paper focuses on comparison of data from principals questionnaires for Austria, Hungary, Slovak Republic and Slovenia. The analyses indicate that the predictors for different leadership and management styles are mostly country specific and only years of experience have significant influence in most indexes. The answer to what are the best school management and leadership styles isn’t straightforward. Based on our research it is not possible to introduce or improve a specific indicator in order to achieve such school leadership.Članak se fokusira na različite metode vođenja škole i stilove (načine) upravljanja. Efikasno vođenje škole pokazalo se kao ključno za uspjeh učenika, odmah nakon kvaliteta učitelja (Augustine i dr., 2009 u OECD, 2012). U članku su predstavljeni rezultati drugog empirijskog istraživanja, koji se temelje na podacima iz projekta TALIS (2008). Predviđene vrijednosti izabranih varijabli (kao što su veličina škole, spol ravnatelja škole itd.) za različite vrste vođenja i stilova upravljanja škole bile su analizirane višestrukom regresijskom analizom. Rezultate analize možemo primijeniti u međunarodnom kontekstu (prostoru), pošto smo usporedili podatke upitnika za ravnatelje škola iz Austrije, Mađarske, Slovačke i Slovenije. Analizom je utvrđeno da su pokazatelji (prediktori) za različite vrste vođenja i stilove upravljanja školom pretežno zavisni odspecifike pojedinih država, značajan utjecaj na većinu indeksa imaju jedino godine radnog iskustva ravnatelja. Odgovor napitanje koje su najbolje vrste vođenja i stilovi upravljanja školom nije jednoznačan. Na temelju našeg istraživanja nije moguće izdvojiti neki posebni indikator za postizanje dobrog upravljanja.Der vorliegende Beitrag befasst sich mit verschiedenen Schulleitungsmethoden und Verwaltungsstilen. Eine effektive Schulleitung erweist sich nach der Qualität des Lehrers als zweitwichtigster Faktor für den Erfolg der Schüler (Augustine et al., 2009 in OECD, 2012). In diesem Beitrag werden die Resultate einer sekundären empirischen Untersuchung vorgestellt, die auf TALIS Daten (2008) basiert.Der prädikative Wert von ausgewählten Variablen (wie z. B.: Schulgröße, Geschlecht des Schulleiters etc.) für verschiedene Typen der Schulleitung und der Managementstile wurde mittels der multiplen Regressionsanalyse festgestellt. Die Resultate der Analyse wurden in den internationalen Kontext eingebettet,da sich der Beitrag auf den Vergleich der Fragebögen von Schulleitern aus Österreich, aus Ungarn, aus der Slowakei und aus Slowenien konzentriert. Die Analyse zeigt, dass die Prädikatoren für verschiedene Schulleitungs und Managementstile meistens länderspezifisch sind und dass in den meisten Indexen nur die Jahre der Erfahrungeine signifikante Rolle spielen. Esgibt keine eindeutige Antwort darauf, welche die besten Schulmanagement- und Schulleitungsstile sind. Unsere Untersuchung zeigt, dass es nicht möglich ist, einen Indikator einzuführen oder zu verbessern, um eine solche Schulleitung zu erreichen

Assessing social, emotional, and intercultural competences of students and school staff. A systematic literature review

The inclusion of social, emotional, and intercultural competences (SEI) in academic contexts has been supported by international organizations, such as the European Union, the United Nations, and the OECD, since the early 2000s. However, little information is yet available regarding the assessment of these competences. This paper shares the findings of a systematic literature review that produced an inventory of existing tools for the assessment of SEI competences of students and school staff. This is the first time assessment tools for these three competences have been concurrently reviewed. An interdisciplinary and international research team conducted this systematic literature review in the databases of ERIC, PsycInfo, PSYNDEX, Scopus, and Web of Science. Out of 13,963 articles, 149 assessment tools were examined and processed. In addition to the instrument analysis and a detailed description of the procedure, this article shows the basic theoretical concepts, as well as the limitations, of such a review. It was found that 1) the majority of the discovered instruments rely on self-reported survey and inventory data, 2) of the three competences, intercultural competence had the fewest relevant instruments, and 3) very few tools have been created to assess all three competences together. From this review, it is apparent that a wider variety of assessment tools (other than self-reports), as well as more comprehensive tools (e.g. qualitative analysis of vignettes) for the assessment of all three SEI competences, should be developed to meet international demand. The results of the literature review are available and freely accessible in the form of an assessment catalogue. (DIPF/Orig.

Curriculum –Integration of Algorithmic Thinking Skills into Preschool Education

ALGOLITTLE is an EU funded Erasmus+ KA203 project seeking the ways of integrating algorithmic thinking skills into preschool education to cultivate future’s code literates starting from the earliest years. When we consider the COVID-19 outbreak process, while a transformation has been being experienced in every field, education has also been digitalized in a tremendous way. These developments promise the systems digitalized in a more global scale. Therefore, it becomes important to raise individuals with the skills allowing them to keep up with the expectations of the 21st century business world. ALGOLITTLE project consortium consists of 6 partners: İzmir Democracy University (Turkey), Scuola di Robotica (Italy), University of Maribor (Slovenia), University of Rijeka (Croatia), Instituto Politecnico de Viseu (Portugal) and Educloud Ed-Tech (Turkey). The consortium has been developing a curriculum and teaching materials to equip early childhood education undergraduates with the new skills which modern world demands and support them to become competent to meet the requirements of their future professions. Algorithmic thinking skills are defined as thinking about the steps to achieve a determined objective in a clear and detailed way (Brown, 2015). This term was suggested for the first time by Wing (2006) and is based on the studies of Seymour Papert (Papert, 1980, 1991). Wing (2006) claims that algorithmic thinking requires “solving problems, designing systems and understanding human behaviour by benefiting from the basic concepts of computer science”. And this becomes an opportunity in teacher education to ensure undergraduate students gain contemporary and innovative skills.info:eu-repo/semantics/publishedVersio

Educational professionals in VET as active designers and guides of their own professional development

V prispevku predstavljamo del rezultatov evalvacijske študije o profesionalnem razvoju pedagoških delavcev na področju strokovnega in poklicnega izobraževanja, ki nakazujejo, v kolikšni meri lahko za to poklicno skupino govorimo, da aktivno oblikuje in usmerja svoj poklicni razvoj. Na osnovi analize podatkov o tem, na katerih področjih poklicnega dela in preko katerih oblik se učitelji najpogosteje izobražujejo ter kako pogosto se strokovnega izpopolnjevanja udeležujejo, lahko sklepamo, da premalo. Ob tem velja poudariti, da moramo za razumevanje značilnosti profesionalnega razvoja pri pedagoških delavcih v strokovnem in poklicnem izobraževanju izhajati iz specifik njihovega položaja med sfero izobraževanja in zaposlovanja in zato enoznačnega odgovora na to, kako to spremeniti, ni mogoče podati.The paper presents part of the evaluation study results on professional development of pedagogues in vocational education. The results indicate to what extent this group of teachers are active creators and guides of their own professional development. Based on the data analysis in what fields of their professional work and in what forms of professional training they participate most frequently, one can conclude that teachers in vocational programmes are not very active creators of their own professional development. Nevertheless, it has to be pointed out that professional development of teachers in vocational education programmes has to be derived from the specificities of their situation between the spheres of education and employment and that it is therefore not possible to provide a unique guideline how to activate teachers for their own professional development

Schulleitung und Bildungsqualität: Gemeinsamkeiten und Unterschiede in ausgewählten EU-Ländern

The paper focuses on different methods of school leadership and management styles. Effective school leadership is identified as crucial to students’ outcomes, second only to the quality of the teacher (Augustine et al., 2009 in OECD, 2012). In the paper the results of secondary empirical research based on TALIS data (2008) are presented. The predictive value of selected variables (such as school size, principals’ gender etc.) for different types of principals\u27 leadership and management styles were evaluated with multiple regression analyses. The results of the analysis are placed in the international context since the paper focuses on comparison of data from principals questionnaires for Austria, Hungary, Slovak Republic and Slovenia. The analyses indicate that the predictors for different leadership and management styles are mostly country specific and only years of experience have significant influence in most indexes. The answer to what are the best school management and leadership styles isn’t straightforward. Based on our research it is not possible to introduce or improve a specific indicator in order to achieve such school leadership.Članak se fokusira na različite metode vođenja škole i stilove (načine) upravljanja. Efikasno vođenje škole pokazalo se kao ključno za uspjeh učenika, odmah nakon kvaliteta učitelja (Augustine i dr., 2009 u OECD, 2012). U članku su predstavljeni rezultati drugog empirijskog istraživanja, koji se temelje na podacima iz projekta TALIS (2008). Predviđene vrijednosti izabranih varijabli (kao što su veličina škole, spol ravnatelja škole itd.) za različite vrste vođenja i stilova upravljanja škole bile su analizirane višestrukom regresijskom analizom. Rezultate analize možemo primijeniti u međunarodnom kontekstu (prostoru), pošto smo usporedili podatke upitnika za ravnatelje škola iz Austrije, Mađarske, Slovačke i Slovenije. Analizom je utvrđeno da su pokazatelji (prediktori) za različite vrste vođenja i stilove upravljanja školom pretežno zavisni odspecifike pojedinih država, značajan utjecaj na većinu indeksa imaju jedino godine radnog iskustva ravnatelja. Odgovor napitanje koje su najbolje vrste vođenja i stilovi upravljanja školom nije jednoznačan. Na temelju našeg istraživanja nije moguće izdvojiti neki posebni indikator za postizanje dobrog upravljanja.Der vorliegende Beitrag befasst sich mit verschiedenen Schulleitungsmethoden und Verwaltungsstilen. Eine effektive Schulleitung erweist sich nach der Qualität des Lehrers als zweitwichtigster Faktor für den Erfolg der Schüler (Augustine et al., 2009 in OECD, 2012). In diesem Beitrag werden die Resultate einer sekundären empirischen Untersuchung vorgestellt, die auf TALIS Daten (2008) basiert.Der prädikative Wert von ausgewählten Variablen (wie z. B.: Schulgröße, Geschlecht des Schulleiters etc.) für verschiedene Typen der Schulleitung und der Managementstile wurde mittels der multiplen Regressionsanalyse festgestellt. Die Resultate der Analyse wurden in den internationalen Kontext eingebettet,da sich der Beitrag auf den Vergleich der Fragebögen von Schulleitern aus Österreich, aus Ungarn, aus der Slowakei und aus Slowenien konzentriert. Die Analyse zeigt, dass die Prädikatoren für verschiedene Schulleitungs und Managementstile meistens länderspezifisch sind und dass in den meisten Indexen nur die Jahre der Erfahrungeine signifikante Rolle spielen. Esgibt keine eindeutige Antwort darauf, welche die besten Schulmanagement- und Schulleitungsstile sind. Unsere Untersuchung zeigt, dass es nicht möglich ist, einen Indikator einzuführen oder zu verbessern, um eine solche Schulleitung zu erreichen

Principal´s role in ensuring quality teaching

V prispevku se osredotočamo na pojem kakovosti pedagoškega dela in izpostavljamo vlogo, ki jo ima pri tem ravnatelj kot upravni in pedagoški vodja šole. V prvem delu prispevka opozorimo, da enoznačne definicije, kaj je kakovost izobraževanja, pravzaprav nimamo, saj gre za zapleten pojav, odvisen od mnogih dejavnikov. V nadaljevanju te dejavnike na kratko predstavimo. V drugem delu članka prikazujemo del rezultatov raziskave TALIS, kjer smo med drugim ugotavljali, kakšna je ravnateljeva vloga pri zagotavljanju kakovosti pedagoškega dela v odvisnosti od osnovnih značilnosti šole in ravnatelja samega.This paper focuses on the concept of quality teaching and emphasizes the role that a principal has as the administrative head and head teacher in a school. In the first part, we point out that there is no unambiguous definition of what quality of education actually is, since this is a complex phenomenon that depends on many factors. These factors are briefly introduced further on. The second part presents some of the results from the Teaching and Learning International Survey (TALIS), where we observed, among other things, what is the principals role in ensuring the quality of teaching in relation to the basic features of the school and the principal himself/herself