2008 - LETNIK 23
POVZETKI ŠTEVILKE 3-4

Dr. Zlatka Cugmas

OSEBNOSTNE ZNAČILNOSTI IN VREDNOTE UNIVERZITETNIH UČITELJEV

PERSONALITY CHARACTERISTICS AND VALUES OF UNIVERSITY TEACHERS

Pregledni znanstveni članek Author review
UDK 159.923.378.12 UDC 159.923.378.12
DESKRIPTORJI: osebnostne značilnosti, osebne vrednote, študentje, univerzitetni učitelji
DESCRIPTORS: personality characteristics, personal values, students, university teachers
POVZETEK - Cilj pričujoče raziskave je bil preučiti pričakovanja študentov o osebnostnih značilnostih in osebnih vrednotah idealnih univerzitetnih učiteljic in učiteljev. 131 študentov Pedagoške fakultete v Mariboru je ocenilo želene osebnostne značilnosti univerzitetnih učiteljic in učiteljev na prilagojeni lestvici BFO in njihove osebne vrednote na prilagojeni Lestvici osebnih vrednot. Od 40 osebnostnih značilnosti so študentje ocenili kot najpomembnejše za dobrega univerzitetnega učitelja naslednje: prijaznost, poštenost, prijateljstvo, zanesljivost, sproščeno obnašanje, inteligentnost in razgledanost; kot najmanj zaželene pa popustljivost, prevladovalnost, originalnost, voditeljstvo in drznost. ABSTRACT - The goal of the present study was to investigate students' expectations regarding personality features and personal values of ideal university teachers. The participants in the study were 131 students attending the Faculty of Education. They rated desired teachers' personality features on the revised BFO-scale as well as measured teachers' personal values on the revised Personal Values Scale. From the 40 personality features, students evaluated as the most important features for good university teachers as: kindness, honesty, friendship, dependability, relaxed behaviour, intellect, and erudition. The least important features assessed were: agreeableness, dominance, originality, leadership, and boldness.

Dr. Tatjana Devjak, Marija Zidar

DRUŽBENO KONSTRUIRANJE OTROŠTVA V SLOVENSKEM ŠOLSTVU

THE SOCIAL CONSTRUCTION OF CHILDHOOD IN SLOVENIAN SCHOOLING

Pregledni znanstveni članek Author review
UDK 37:159.922.73 UDC 37:159.922.73
DESKRIPTORJI: družbena konstrukcija otroštva, obvezno šolanje, šola skozi zgodovino, otrokove pravice, otrokove potrebe
DESCRIPTORS: social construction of childhood, compulsory education, historical perspectives of schools, children's rights, children's needs
POVZETEK - Otroštvo kot polje nedolžnosti in zaščite je zgodovinsko razmeroma nov "izum". V članku avtorici raziskujeta in prikazujeta otroštvo kot spreminjajoči se družbeni in zgodovinski konstrukt, ter se posebej osredotočata na vlogo šole in obveznega šolanja pri konstruiranju sodobnega otroštva v Sloveniji ter pri opredeljevanju vloge učenca v njej. Analizirata tudi pomembne poteze slovenskih srednjeveških, protestantskih in jezuitskih šol skupaj z nekaterimi drugimi tipi predmodernih šol. Avtorici trdita, da so oblikovanje razredov, šolske ideologije, uvedba discipline, oblikovanje moralnega zanimanja za učenca in učitelja ter uvedba vzgoje namesto zgolj posredovanja znanja iznajdbe moderne šole, ki se je počasi razvijala po uvedbi množičnega obveznega šolanja leta 1774, ter da so ti mehanizmi igrali ključno vlogo pri konstruiranju sodobnega otroštva. ABSTRACT - From a historical perspective, childhood as a sphere of innocence and protection is a relatively new "invention". In the article we examine childhood as a shifting social and historical construction, focusing in particular on the role that the school and compulsory education played in the construction of modern childhood in Slovenia, and in defining the role of the student. Relevant features of mediaeval, Protestant and Jesuit schools in the Slovene territory are analysed along with those of a few other pre-modern types of schools. We argue that the establishment of school classrooms, formation of school ideology, introduction of discipline and moral concern for the student and teacher, and introduction of education as opposed to simply imparting knowledge were inventions of the modern school that slowly developed after the introduction of mass mandatory education in 1774, and have all played a crucial role in the construction of modern childhood.

Dr. Jurka Lepičnik Vodopivec, Maja Kreslin

KAJ IN KAKO STARŠI OCENJUJEJO V OTROŠKIH REVIJAH

WHAT AND HOW PARENTS EVALUATE IN CHILDREN'S MAGAZINES

Pregledni znanstveni članek Author review
UDK 050-053.4 UDC 050-053.4
DESKRIPTORJI: predšolski otrok, starši, revija za otroke, medijska pismenost
DESCRIPTORS: pre-school child, parents, children's magazine, media literacy
POVZETEK - Revije uvrščamo med tiskane medije, s katerimi se seznanijo že predšolski otroci, ki se lahko ob njihovi ustrezni uporabi in s pomočjo posrednikov (v našem primeru staršev) medijsko opismenjujejo. Avtorici tako v teoretičnem delu izpostavita medijsko pismenost v povezavi z revijami za otroke ter pomen uporabe le-teh pri predšolskih otrocih. V nadaljevanju sledijo izsledki raziskave, opravljene na starši predšolskih otrok, kjer se avtorici osredotočita na pogostnost in način uporabe revij za otroke ter s tem njihovo vsebinsko zasnovanost. Prikažeta tudi razloge, zaradi katerih starši revije za otroke izbirajo in kaj menijo o ustreznosti revij. ABSTRACT - Children,s magazines are classified in the group of printed media with which already pre-school children come in contact. With a proper use and help from mediators (in our case parents) children are educated about the media. In the theoretical part, the authors point out media literacy in connection with children's magazines and the significance of their use with pre-school children. The theoretical part is followed by the results of the research carried out on parents of pre-school children. The authors focus on the commonness and application method of children's magazines and consequently on their content design. They also state the reasons why parents choose certain children's magazines and what they think about magazine's appropriateness.

Mag. Jožica Frigelj

VEČDIMENZIONALNOST UČNE METODE VSEBUJE TUDI VZGOJNO KOMPONENTO

MULTI-DIMENSIONAL NATURE OF TEACHING METHOD INCLUDES UPBRINGING COMPONENT

Pregledni znanstveni članek Author review
UDK 371.124 UDC 371.124
DESKRIPTORJI: metode, vzgoja, stališča, učitel
DESCRIPTORS: methods, upbringing, viewpoints, teacher
POVZETEK - Sodoben čas terja od učitelja vedno nove spretnosti in prilagajanja. Še nedavno nesporni in neizčrpni vir znanja postaja danes usmerjevalec učenčeve aktivnosti in tudi s primerno izbranimi učnimi metodami spodbujevalec učenčevega kritičnega razsojanja in osamosvajanja. Nesporno je, da z ustrezno izbrano aktivno učno metodo spodbujamo tudi otrokov moralni razvoj. Zelo aktualno je vprašanje, ali so učitelji pripravljeni sprejeti samostojnega in kritičnega posameznika ter poiskati in uporabiti tudi vzgojne učinke aktivne učne metode. Raziskava je pokazala, da se učitelji večinoma še vedno trdno oklepajo tradicionalnih metod in večina celo ni prepričana v vzgojno in izobraževalno učinkovitost aktivnih učnih metod. ABSTRACT - Modern times require new skills and knowledge from teachers. The source of knowledge which has been indisputable and inexhaustible recently is becoming the pointer of student's activity. With the proper choice of learning methods it can become the stimulator of student's critical judgement and independence. There is no doubt that a suitable learning method stimulates child's moral development as well. Are teachers prepared to except an independent individual with critical thinking? Are they willing to look for and apply pedagogical effects of an active learning method? The research has shown that teachers still cling to traditional methods. The majority is even sceptical about the efficiency of active learning methods.

Dr. Vlasta Hus, dr. Milena Ivanuš Grmek, dr. Branka Čagran

INTEGRACIJA PREDMETA SPOZNAVANJE OKOLJA Z DRUGIMI PREDMETI

INTEGRATION OF ENVIRONMENT EDUCATION WITH OTHER SUBJECTS

Pregledni znanstveni članek Author review
UDK 37.091.31 UDC 37.091.31
DESKRIPTORJI: integrirani pouk, osnovna šola, spoznavanje okolja
DESCRIPTORS: integrated education, elementary school, environment education
POVZETEK - Avtorice v svojem prispevku najprej teoretično osvetlijo didaktični koncept integriranega pouka, izpostavijo razprave o povezovanju pouka predmetov spoznavanje narave in družbe (sedaj spoznavanje okolja) in slovenskega jezika. V empiričnem delu pa ugotavljajo, kakšno mnenje imajo učiteljice prvega triletja do integriranega pouka in kako v ta koncept vključujejo predmet spoznavanje okolja. Ugotovitve kažejo, da v vzorec zajete učiteljice različno sprejemajo integrirani pouk. Kot temeljno prednost integriranega pouka pred klasičnim poukom vidijo v povezovanju pouka z življenjem učencev. Pri integraciji predmeta spoznavanje okolja z drugimi predmeti je v ospredju predmet slovenski jezik. Z nekaterimi predmeti, čeprav predvidenimi v nacionalnem učnem načrtu, učitelji ne najdejo povezav. Največ težav učitelji izkazujejo pri načrtovanju integriranega pouka. ABSTRACT - At the beginning of the article, the authors theoretically describe the didactic concept of integrated education and emphasize discussions on combining nature and society education (now environment education) and Slovenian language classes. In the empirical part, the authors try to determine the position of teachers of the first three years of elementary school on integrated education and how they incorporate environment education in this concept. The findings have shown that teachers who participated in the research perceive integrated education differently. According to the teachers, the basic advantage of integrated education compared to standard classes is drawing parallels between classes and pupils’ lives. In the integration of environment education with other subjects, Slovenian language is in the foreground. Teachers cannot find connections with other subject, even though they are envisaged in the national curriculum. The biggest problem for teachers represents the planning of integrated education.

Mag. Mateja Petrovič

UVAJANJE LEKSIKALNEGA PRISTOPA PRI UČENJU IN POUČEVANJU ANGLEŠČINE

INTRODUCTION OF LEXICAL APPROACH IN TEACHING AND LEARNING ENGLISH FOR SPECIFIC PURPOSES

Pregledni znanstveni članek Author review
UDK 372.880.20:81'373 UDC 372.880.20:81'373
DESKRIPTORJI: leksikalni pristop, avtentični materiali, strokovni jezik (ESP), poučevanje, vaje, dejavnosti, jezikovni koščki
DESCRIPTORS: lexical approach, authentic materials, ESP, teaching, exercises, activities, lexical chunks
POVZETEK - Avtor leksikalnega pristopa, Michael Lewis, jezikovne koščke deli v štiri osnovne skupine: besede, druge tri pa vsebujejo večbesedne zveze. Avtor predlaga, da pri učenju in poučevanju angleščine uporabimo številne vaje in dejavnosti, ki učencu omogočajo raziskovati besedilo.
Uvajanje leksikalnega pristopa ne pomeni izrazitega spreminjanja lastne prakse. Omogoča nam, da k učenju in poučevanju pristopimo nekoliko drugače, uvedemo drobne spremembe pri razširjanju besedišča in razvijanju sporazumevalne zmožnosti. Delo z avtentičnim besedilom pri učenju in poučevanju angleščine kot strokovnega jezika, opazovanje organizacije besedila, prepoznavanje in usvajanje jezikovnih koščkov, odzivi na zapisane informacije in njihova uporaba učencu pomagajo pri razvijanju zmožnosti razumevanja v različnih situacijah. Sporazumevanje, uporaba jezika v komunikacijske namene pa je cilj učenja in poučevanja jezika in hkrati temeljna prvina leksikalnega pristopa.
ABSTRACT - Michael Lewis claims that we could divide vocabulary into four basic groups; words, collocations, fixed expressions and semi-fixed expressions. The author also suggests various exercises and activities that enable our students to explore authentic texts and materials.
Implementing lexical approach does not bring drastic changes to our teaching processes. It enables us to introduce simple changes to our pedagogical processes while working with authentic materials and helping our students to develop their language skills. Our students work with the text, they observe the organisation of the text; they identify lexical chunks; they express their views about the information read. They learn to communicate in different situations, and that is what lexical approach is: to use language to communicate.

Dr. Jasmina Starc, dr. Marjan Blažič

DIDAKTIČNI VIDIKI IZOBRAŽEVANJA IN USPOSABLJANJA MENEDŽERJEV

DIDACTICAL VIEWS IN EDUCATING AND TRAINING MANAGERS

Pregledni znanstveni članek Author review
UDK 371.3:005 UDC 371.3:005
DESKRIPTORJI: menedžer, učne oblike, učne metode, organizacijske oblike, usposabljanje, izobraževanje
DESCRIPTORS: manager, teaching forms, teaching methods, organizational forms, training, education
POVZETEK - V prispevku prikazujemo ustreznost učnih metod, učnih oblik in organizacijskih oblik pri izobraževanju in usposabljanju menedžerjev. V prvem delu so predstavljene in razčlenjene učne oblike, učne metode in organizacijske oblike. V drugem delu so predstavljeni rezultati raziskave, ki je bila opravljena na vzorcu 353 višjih in srednjih menedžerjev. Anketiranci so v raziskavi ocenjevali primernost učnih metod in oblik ter organizacijskih oblik. Kot najprimernejšo učno obliko so respondentje ocenili skupinsko učno obliko, kot najprimernejše učne metode igro vlog, metodo primera in metodo diskusije ter kot najprimernejši organizacijski obliki delavnice in seminarje. ABSTRACT - In this article we show appropriate teaching methods, teaching and organizational forms of educating and training managers. In the beginning, we discuss in-detail the teaching forms, teaching methods, and organizational forms. In the central portion, we present the research results that were obtained using 353 top-level and middle-level managers. The participants in the study rated the adequacy of teaching methods and forms as well as organizational forms. The most appropriate teaching form assessed was group work whereas the most appropriate teaching method as role play, case studies, and methods of discussions. The most appropriate organizational form assessed were workshops and seminars.

Dr. Majda Pšunder, mag. Nataša Harl

POVEZANOST MATURE Z DIDAKTIČNO IZVEDBO UČNEGA PROCESA V GIMNAZIJAH

CONNECTION BETWEEN MATURA AND DIDACTIC IMPLEMENTATION OF EDUCATIONAL PROCESS IN GENERAL UPPER SECONDARY SCHOOLS

Pregledni znanstveni članek Author review
UDK 37.091.27 UDC 37.091.27
DESKRIPTORJI: matura, gimnazija, didaktična izvedba učnega procesa, stalno strokovno spopolnjevanje učiteljev
DESCRIPTORS: matura, general upper secondary school, didactic implementation of educational process, permanent professional teacher training
POVZETEK - V članku poročamo o rezultatih raziskave o povezanosti mature z didaktično izvedbo učnega procesa učiteljev maturitetnih predmetov. Zanimalo nas je, ali je didaktična izvedba učnega procesa zaradi mature drugačna, kot bi bila sicer, in če je, ali je zaradi nje bolj kakovostna in s tem kakovostnejše tudi znanje dijakov in gimnazijski program nasploh. V raziskavi so sodelovali dijaki in učitelji maturitetnih predmetov. Dijaki so primerjali didaktično izvedbo učnega procesa svojih učiteljev maturitetnih in nematuritetnih predmetov, učitelji pa so ocenjevali povezanost didaktične izvedbe svojih ur z maturo. Seveda pa smo najprej preučili, kaj je bilo o temi, ki je predmet našega raziskovanja, napisanega do sedaj, ter na koncu ugotavljali skladnost naših ugotovitev z dosedanjimi. ABSTRACT - In the article, the authors report on the results of the research on the connection between matura and the didactic implementation of educational process by matura subject teachers. The authors wanted to find out whether the didactic implementation of educational process is different because of matura and if so, is it of higher quality? Are students' knowledge and general upper secondary school programmes consequently better as well? Students and teachers involved in matura subjects participated in the research. Students compared the didactic implementation of educational process carried out by their matura subject teachers. Teachers evaluated a connection between the didactic implementation of their own classes and matura. First, the authors studied everything that has been written so far on the topic being their research subject. At the end, they tried to determine coherence of their findings with the existing ones.

Dr. Radmila Nikolić

NOVA PARADIGMA USPOSABLJANJA BODOČIH UČITELJEV ZA PRAKTIČNO DELO

NEW PARADIGM OF TRAINING FUTURE TEACHERS FOR PRACTICAL WORK

Pregledni znanstveni članek Author review
UDK 37.011.3 UDC 37.011.3
DESKRIPTORJI: bodoči učitelj, praktični razvoj, pedagoško delo, pragmatist, teoretično znanje
DESCRIPTORS: future teacher, practical development, pedagogical work, pragmatist, theoretical knowledge
POVZETEK - Priprava na takojšnje pedagoško delo je danes eno ključnih vprašanj pri izobraževanju učiteljev. Od učiteljev se zahteva obvladovanje številnih učnih veščin, kar odpira stare ter nove dileme in postaja predmet intenzivnega raziskovanja.
Bistveno omejitev pri nekdanjem načinu priprave učiteljev je predstavljalo pomanjkanje usklajenosti med znanjem, pridobljenim v času dodiplomskega študija ter znanjem in veščinami, razvitimi na podlagi praktičnega dela v učilnici ali v okviru drugega strokovnega usposabljanja.
Vprašanje je, čemu dati prednost pri strokovnem usposabljanju bodočih učiteljev. Bi bili učitelji v boljšem položaju, če bi pridobili več znanja med pripravljanjem na strokovno delo in če bi jih poučili kako to znanje uporabiti pri svojem delu, ali bi moral biti naš cilj učitelje pripraviti na nenehno spreminjanje tako sebe kot naučenih "pedagoških strategij".
ABSTRACT - Preparation for immediate pedagogical work is one of the key questions of teacher education today. The increased requirements concerning the teacher's educational skills have opened numerous old and new dilemmas and became a topic of intensive research.
The main restrictions of the former professional teacher preparation programs were mainly due to the lack of coordination between the knowledge gained during the preparation - the initial education, with the knowledge and skills of how to teach built through practical work within the classroom-professional training.
As such, the main question is whether priority should be given in the professional preparation of future teachers. Or would teachers be better in their work if they received more knowledge during their preparations for professional work. Furthermore, should they be instructed on how to apply that knowledge in their work or should our aim be to prepare them for constant changes of their own with those formerly learnt "pedagogical strategies".

Dr. Milena Valenčič Zuljan, dr. Janez Vogrinc

KAKO RAVNATELJI, MENTORJI IN PRIPRAVNIKI PRESOJAJO VLOGO UČITELJA MENTORJA

HOW MENTORS, PRINCIPALS, AND NOVICE TEACHERS VIEW THE ROLE OF A MENTOR

Pregledni znanstveni članek Author review
UDK 37.091.113 UDC 37.091.113
DESKRIPTORJI: mentorjeve naloge, profesionalni razvoj, učitelj mentor, učitelj začetnik
DESCRIPTORS: mentors' task, professional development, mentor, novice teacher
POVZETEK - Pripravništvo pomeni občutljivo obdobje učenja in profesionalnega razvoja učitelja začetnika, v katerem ima pomembno vlogo učitelj mentor. Za kakovostno opravljanje te naloge je pomembna usposobljenost mentorja za specifično vlogo mentorstva. V pričujočem prispevku so predstavljeni rezultati širšega projekta Partnerstvo fakultet in šol, ki je potekal na Pedagoški fakulteti v Ljubljani. V raziskavi je sodelovalo 361 pripravnikov, 331 mentorjev in 77 ravnateljev. Avtorja predstavljata kako mentorji, pripravniki in ravnatelji ocenjujejo usposobljenost mentorjev za posamezne mentorjeve naloge ter kako mentorji in ravnatelji presojajo potrebnost izobraževanja mentorjev za opravljanje mentorskih nalog. Raziskava je opozorila na zanimivo ugotovitev, da pripravniki ocenjujejo usposobljenost mentorjev za vse posamezne naloge višje, kot svojo usposobljenost ocenjujejo mentorji. ABSTRACT - In-service teacher training represents a sensitive period in the professional development of a novice teacher, and the novice teacher’s mentor plays an important role in this. To successfully complete this duty the aptitude of the mentor for the specific challenges of mentorship is of utmost importance. This article presents the results of an extensive project Partnership of Faculties and Schools, carried out at the Faculty of Pedagogy, University of Ljubljana. The study participants were 361 novice teachers, 331 mentors and 77 head teachers. The authors show how mentors, novice teachers, and headmasters rate the capability of mentors for the specific role of mentoring as well as the way that mentors and headmasters judge the need to educate mentors for carrying out the task of mentorship. The study revealed an interesting fact that novice teachers rate the capability of their mentors for the specific duties of mentoring more highly than mentors rate themselves.

Dr. Janez Stare, dr. Maja Klun

PROBLEMSKO NARAVNANA PRAKSA ŠTUDENTOV BOLONJSKIH PROGRAMOV

PROBLEM-ORIENTED PRACTICE FOR STUDENTS OF THE BOLOGNA

Strokovni članek Professional paper
UDK 377 UDC 377
DESKRIPTORJI: problemsko učenje, praksa v visokošolskem izobraževanju, bolonjski programi
DESCRIPTORS: problem-oriented learning, higher education training, Bologna process programmes
POVZETEK - Namen bolonjskega procesa je ustvariti tako področje evropskega visokega izobraževanja do leta 2010, ki bi študentom omogočalo izbiro širokega in transparentnega obsega visokokakovostnih programov ter enostavnejše postopke priznavanja diplom. Slovenija je omogočila začetek izvajanja prvih bolonjskih programov v letu 2005/06 in Fakulteta za upravo je bila ena od prvih treh fakultet Univerze v Ljubljani, ki je začela z izvajanjem bolonjskih programov v tem študijskem letu. Pomemben del programa je praksa oziroma praktično usposabljanje študentov. Le-ta je bila vključena tudi v stare programe, vendar pa se je fakulteta pri prenovi programov odločila za dvig kakovosti prakse tako, da je uvedla tako imenovano problemsko naravnano prakso. V članku je predstavljen potek projekta uvajanja problemske prakse skupaj s problemi, povezanimi z uvajanjem in uporabljenimi metodami ter samoevalvacijo. ABSTRACT - The Bologna Process aims to create a European Higher Education Area by 2010 where students will be able to choose from a wide and transparent range of high quality programmes and benefit from less complicated diploma recognition procedures. Slovenia began implementing the Bologna process in the higher education three years ago. The Faculty of Administration was among the first three faculties within the University of Ljubljana which started introducing programmes according to the Bologna Declaration in the study year 2005/06. An important part of the new programme is practical training, which was also a part of the old programme. But with a program renewal, the faculty decided to improve the training quality level by implementing the so called problem-oriented training for students. In the paper we present the implementation of problem-oriented training together with the problems relating to implementation process and methods used with self-evaluation.

Alenka Stres, Mateja Gorše

PEDAGOŠKA DOKUMENTACIJA V DEVETLETNI OSNOVNI ŠOLI

PEDAGOGICAL DOCUMENTATION

Strokovni članek Professional paper
UDK 371.267 UDC 371.267
DESKRIPTORJI: pedagoška dokumentacija, ustreznost, vodenje, učitelji
DESCRIPTORS: pedagogical documentation, suitability, management, teachers
POVZETEK - Pedagoška dokumentacija je nastajala hkrati z nastankom posameznih šol. Dokumentiranje vzgojno-izobraževalnega dela je vodilo v urejenost in premišljenost vzgojno-izobraževalnega procesa. Vodenje pedagoške dokumentacije v osnovni šoli ureja več pravnih aktov. Ker je vodenje dokumentacije ena od nalog učitelja, s katero se vsakodnevno srečuje, sva želeli raziskati, kako dobro učitelji poznajo dokumentacijo ter kakšna se jim zdi ustreznost dokumentacije glede na obliko in vsebino. Zanimalo naju je tudi mnenje učiteljev o količini in porabljenem času pri vodenju dokumentacije. Zaradi zelo razvejenega sistema pedagoške dokumentacije sva se osredotočili predvsem na dokumentacijo, ki jo učitelji vodijo o oddelkih in učencih. ABSTRACT - The appearance of pedagogical documentation coincides with the beginning of the first schools. Documenting educational work led to an ordered and well considered educational process. Management of pedagogical documentation is regulated by several legal acts. Because managing documentation is one of the teacher's daily duties, we wanted to research how well teachers know the documentation and find out their opinion about the documentation's suitability regarding the form and contents. We also wanted to find out how long the teachers spend managing the documentation. Due to a very diverse pedagogical documentation, we focused primarily on the documentation concerning pupils and classes.

Miroslava Kovačič

ODNOS UČENEC-UČITELJ

PUPIL-TEACHER RELATIONS

Strokovni članek Professional paper
UDK 37.064.2 UDC 37.064.2
DESKRIPTORJI: odnosi, učitelj, učenec, starši, avtoriteta
DESCRIPTORS: pupil-teacher-parent relations, influence of authority on pupil-teacher relation
POVZETEK - Odnos, ki tvori trikotnik med učitelji, učenci in starši, je najbolj kvantiteten v šoli, zato mora biti tudi najbolj kvaliteten. V njem vsi vpleteni zadovoljujejo svoje osnovne človeške potrebe, in če le ta ni zgrajen na kvalitetnih temeljih, potem teh potreb ne bo zadovoljil ne otrok, niti učitelj in ne starši. Skupne poti tega delovanja pa nas vse vpletene vodijo preko otroka in tega se moramo zavedati eni in drugi. Vsak si mora prizadevati na svojem področju narediti čim več in čim boljše. Otrok že po naravi išče vse, kar je dobro, lepo in prijetno, in največ lahko otroku damo, če ga imamo preprosto radi. Potrpežljivo in vztrajno jim je treba vsajati vrednote življenja, to pa je dolgoročna naloga nas vseh. Pomemben je predvsem odnos, saj se lahko neznanje zelo hitro zakrpa, odnos pa spreminjamo težje in tudi bolj dolgoročen je ta proces. Če zgradimo vzdušje medsebojnega spoštovanja in vzajemne simpatije, lahko v tem odnosu rastejo vsi, ki so v vzgojo hote ali nehote vpleteni. ABSTRACT - Eternal triangle of pupil-teacher - parent relations is the strongest in the school, therefore it must be of highest quality. Through these relations, all parties are trying to fulfil their basic human needs. In order for the teachers', the parents' and the children's needs to be satisfied, the relationships between them must have strong foundations. The central point of satisfying needs is the child which must be realized by all parties involved. By its very nature, the child wants only the very best, the most beautiful, pleasant and comforting and the utmost we can give to the child is love. We must patiently and persistently teach children values in life, which is a long-term task for all of us. Our attitude is the most important thing in this process since we can easily fill in the gaps in knowledge, but it is harder and takes longer to change attitudes. Only if we manage to build the atmosphere of mutual trust and sympathy, everybody willingly or unwillingly involved in this process can gain something and grow.

Nataša Litrop

OTROŠKA VESELICA KOT NEFORMALNA OBLIKA SODELOVANJA S STARŠI

CHILDREN'S PARTY AS INFORMAL FORM OF COOPERATION WITH PARENTS

Poročilo Report
UDK 37.018.26 UDC 37.018.26
DESKRIPTORJI: učenci, starši, neformalno sodelovanje, šolska veselica
DESCRIPTORS: pupils, parents, informal cooperation, school party
POVZETEK - Sodobne oblike šolskega dela na ravni sodelovanja s starši so pretežno usmerjene na kognitivno raven. Od staršev vse pogosteje pričakujemo in jih tudi vključujemo v različne projekte, ki zahtevajo miselne spretnosti in različna teoretična znanja. Vse premalo časa je odmerjenega sodelovanju na neformalni ravni. Avtorica v članku poroča o neformalnih oblikah sodelovanja s starši na primeru otroške šolske veselice. ABSTRACT - Modern school work forms at the level of cooperation with parents are mostly cognitive- oriented. Parents are more and more frequently expected to participate and are included in different projects requiring thinking skills and theoretical knowledge. Too little time is devoted to cooperation at an informal level. In the article, the author deals with informal forms of cooperation with parents. She uses a school party as an example.