Učitelji v prenovi - njihova strokovna avtonomija in odgovornost:
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | Slovenian |
| Veröffentlicht: |
Ljubljana
Znanstveni Inštitut Filozofske fakultete
2005
|
| Schriftenreihe: | Razprave Filozofske Fakultete
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Abstract |
| Beschreibung: | Zsfassung in engl. Sprache u.d.T: Teachers in school reform Uporabljena literatura: str. 95-96 Kazalo |
| Beschreibung: | 103 str. ilustr. 24 cm |
| ISBN: | 8672071689 |
Internformat
MARC
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Datensatz im Suchindex
| _version_ | 1804152388416700416 |
|---|---|
| adam_text | VSEBINA
1
UVOD
........................................................................................................................ 7
1.1
Okviri učiteljeve avtonomije
............................................................................... 9
1.2
Uveljavljanje učiteljevega vpliva med prenovo
.................................................. 14
2 NAMEN IN
PROBLEM RAZISKAVE
.................................................................... 15
2.1
Raziskovalna vprašanja
.......................................................................................15
3
METODA
................................................................................................................... 19
3.1
Osnovna raziskovalna metoda
.............................................................................19
3.2
Subjekti
................................................................................................................19
3.3
Pripomočki
..........................................................................................................21
3.4
Postopki
...............................................................................................................23
3.4.1.
Postopki zbiranja podatkov
......................................................................23
3.4.2
Kategoriziranje podatkov
..........................................................................23
3.4.3
Opis spremenljivk
......................................................................................36
3.4.4
Statistična obdelava podatkov
..................................................................37
4
REZULTATI
Z RAZPRAVO
....................................................................................39
4.1
Kako učitelji po
prenovi
pojmujejo
in doživljajo
avtonomijo
............................39
4.2
Kako učitelji pojmujejo
namen
prenove .............................................................
46
4.3
Učiteljeva presoja razbremenjenosti učnih
náčrtov,
uvedenih sprememb,
podpore,
pomoči
in
ovir pri tem
..........................................................................49
4.3.1
Razbremenjenost ucnih
náčrtov
................................................................49
4.3.2
Vpeljava sprememb
v pouk
na podlagi novih učnih
náčrtov
....................50
4.3.3
Podpora
pri uvajanju sprememb
................................................................53
4.3.4
Kdo
je
bil
učiteljem, ki
so
uvajali spremembe
v lastno
pedagoško
delo,
najbolj
v pomoč ................................................................................
54
4.3.5
Ovire pri uvajanju sprememb
....................................................................55
4.4
Učiteljeva presoja vpliva različnih
dejavnikov na pouk
in
od
česaje odvisna
................................................................................................56
4.4.1
Učiteljeva
ocena
vplivov različnih dejavnikov na pouk
..........................57
4.4.2
Učiteljeva
presoja vplivov
različnih
dejavnikov na pouk
—
glede
na
stopnjo, na kateri poučujejo, leta poučevanja
in
pridobljeni strokovni naziv
........................................................................59
4.4.3
Učiteljeva presoja
vplivov različnih dejavnikov na pouk
—
glede na njihovo pojmovanje
avtonomije, namen
prenove in
doživljanje ovir
........................................................................................ 61
4.4.4
Učiteljeva presoja stopnje doseganja ciljev glede na ocene vplivov
različnih dejavnikov na
pouk
.................................................................. 61
4.4.5
Ocena
vpliva zunanjega preverjanja znanja
............................................ 62
4.5
Učiteljeva presoja lastne usposobljenosti za strokovno delovanje
na posameznih področjih
ter vloga
izpopolnjevanja
......................................... 66
4.5.1
Presoja lastne usposobljenosti učiteljev za strokovno delovanje
na posameznih področjih
........................................................................ 66
4.5.2
Presoja lastne usposobljenosti glede na stopnjo, na kateri poučujejo,
izobrazbo
in pridobljeni
strokovni naziv
................................................ 69
4.5.3
Presoja lastne usposobljenosti glede na pojmovanje avtonomije,
namen
prenove in
glede na to,
ali
so
pri uvajanju sprememb
doživljali kakšne ovire
............................................................................ 70
4.5.4
Področja temeljitejšega izpopolnjevanja
................................................ 70
4.5.5
Opis izpopolnjevanja
-
vsebina, trajanje
in bistvena
spoznanja
............ 71
4.5.6.
Bistvene pridobitve strokovnega izpopolnjevanja
.................................. 73
4.5.7.
Področja, na katerih bi najbolj
potrebovali izpopolnjevanje
.................. 74
4.6
Pogledi učiteljev na cilje, njihovo doseganje
in
kriterije ocenjevanja
.............. 74
4.6.1
Učni cilji
.................................................................................................. 74
4.6.2
Doseganje ciljev
...................................................................................... 76
4.6.3
Pojmovanje kriterijev znanja
.................................................................. 77
4.7
Pojmovanje učiteljeve vloge
............................................................................. 79
5
POVZETEK, ZAKLJUČKI
IN PREDLOGI
........................................................... 85
UPORABLJENA LITERATURA
................................................................................ 95
PRILOGA
..................................................................................................................... 97
POVZETEK
..................................................................................................................102
Učitelji
v
prenovi
-
njihova strokovna avtonomija
in
odgovornost
TEACHERS IN SCHOOL REFORM
SUMMARY
The publication presents the results of a study of primary and secondary school teachers
in Slovenia which was carried out between
2000
and
2002.
The main aim of the study was
to establish the extent to which teacher in the reformed school system feel more au¬
tonomous in their decision making, better trained and also more professionally responsi¬
ble and successful. For the implementation of any
curricular
reform, particularly at the
level of the so called internal reform , it is crucial how teachers themselves perceive the
purpose and measures of the reform, how competent they consider themselves to intro¬
duce the desired changes, and their sources of hindrance and support. It is also important
to uncover potential lack of alignment between the declared aims and effects of educa¬
tional policies and the impact of the policies on the teacher s autonomy.
The introduction looks at various conceptualizations and definitions of the teacher s au¬
tonomy and the internal and external frameworks which define as well as limit this phe¬
nomenon. A basic dichotomy is shown in which the teacher s autonomy, related to his/her
professional competence (which is an assumption crucial to a successful reform) is limit¬
ed by a number of regulations in educational policies which take the decision making
about important issues away from the teachers.
The empirical study followed a descriptive and causal-non-experimental design in educa¬
tional research. A survey which contained an appropriate combination of closed and
open-ended questions and was first piloted on a smaller sample was carried out on a sam¬
ple of Slovenian primary school teachers of all grades from the 2nd and 3rd phase of in¬
troducing the new 9-year primary school and a sample of grammar school teachers. To ar¬
rive at constructs as authentic as possible (i. e. the actual opinions of teachers) we did not
set categories in advance but articulated them after the survey.
The study showed that teachers hold very different perceptions of their autonomy after the
reform, ranging from undifferentiated to highly differentiated. The latter related autono¬
my to responsibility, professional competence and personal growth. A majority of teach¬
ers feel that the reform did not bring any change as regards their autonomy or only slight¬
ly increased it. The teachers who feel most liberated by the reform are lower grade pri¬
mary school teachers, while grammar school teachers said they felt least autonomous or
less, on average, than before the reform. Grammar school teachers see external examina¬
tions, syllabi and beaurocracy as limiting factors. There were also differences in teachers
understanding of the purpose of the school reform. Lower grade primary teachers mainly
see the point of the reform in making school better suited to the needs of the students,
higher grade primary teachers in better quality (more practically applicable) learning re¬
sults, and grammar school teachers in the changes of curriculum content. In most teach¬
ers, however, the study showed a relatively narrow perception of the aims of the reform;
they did not mention the main aims of the reform as espoused in its official documents,
which seems to indicate that teachers are not aware of these aims.
102
Po v zetek
Most teachers feel that syllabi have not been significantly reduced. After the reform,
lower grade primary teachers mainly introduced changes in the methods of teaching,
higher grade primary teachers into testing and assessment, while grammar school teach¬
ers again mostly mentioned changes in content. All groups of teachers, however, seem to
exhibit a relatively superficial and partial understanding and implementation of change.
Generally, teachers feel that their environment offers them enough support in introducing
change. They also assess the impact of most factors affecting their work such as curricu¬
la, textbooks, students, parents, colleagues, headmasters...) mainly as positive.
Own professional competence in implementing the changes contained in the reform was
rated the most positively by lower primary grade and least positively by grammar school
teachers. Areas in which they have already been provided with enough training (but the
training is still being offered to them en masse) include novelties in
curricular
content and
ends-means (goallrelated) planning. They would like to receive more training in the area
of testing and assessment, although quite some of this kind of training had already been
provided as well. A large gap in the offering of in-service training programs is seen in the
area of integrating students with special needs, learning to learn, dealing with discipline,
behavior and related issues, streaming and individualizing instruction. Teachers answers
also suggest that the existing in-service courses have too little actual impact on actual
teachers work in the classroom; they only provide information and ideas.
Even though teachers stress that they are guides and facilitators in the teaching-learning
process more than traditional dispensers of knowledge, their conceptualizations of learn¬
ing aims and assessment criteria are mostly limited to lower
taxonomie
levels. Higher
order aims such as independent and critical thinking, creativity and training for lifelong
learning, which are all stressed in the reform, have not yet sufficiently permeated teach¬
ers thinking and work.
In interpreting the results of the study we have to underline that we surveyed primary
teachers in the 2nd and 3rd phase of the implementation of the new curricula, i. e. teach¬
ers who were quite thoroughly prepared for the reform. Thus the results are probably more
favorable than they would be if we included teachers from the next phase of the reform
with all schools included.
Based on the results of the study we articulated a list of suggested measures for increas¬
ing teachers autonomy and professional competence in the reform process.
103
|
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| geographic | Slowenien (DE-588)4055302-4 gnd |
| geographic_facet | Slowenien |
| id | DE-604.BV041985679 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T01:09:55Z |
| institution | BVB |
| isbn | 8672071689 |
| language | Slovenian |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-027428031 |
| oclc_num | 884715240 |
| open_access_boolean | |
| owner | DE-12 |
| owner_facet | DE-12 |
| physical | 103 str. ilustr. 24 cm |
| publishDate | 2005 |
| publishDateSearch | 2005 |
| publishDateSort | 2005 |
| publisher | Znanstveni Inštitut Filozofske fakultete |
| record_format | marc |
| series2 | Razprave Filozofske Fakultete |
| spelling | Učitelji v prenovi - njihova strokovna avtonomija in odgovornost Barica Marentič Požarnik ... Ljubljana Znanstveni Inštitut Filozofske fakultete 2005 103 str. ilustr. 24 cm txt rdacontent n rdamedia nc rdacarrier Razprave Filozofske Fakultete Zsfassung in engl. Sprache u.d.T: Teachers in school reform Uporabljena literatura: str. 95-96 Kazalo Učitelji / Avtonomija ssg Lehrer (DE-588)4035088-5 gnd rswk-swf Schulreform (DE-588)4053539-3 gnd rswk-swf Selbstverwaltung (DE-588)4054442-4 gnd rswk-swf Slowenien (DE-588)4055302-4 gnd rswk-swf Slowenien (DE-588)4055302-4 g Lehrer (DE-588)4035088-5 s Selbstverwaltung (DE-588)4054442-4 s Schulreform (DE-588)4053539-3 s DE-604 Marentič Požarnik, Barica Sonstige oth Digitalisierung BSB Muenchen 19 - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027428031&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung BSB Muenchen 19 - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027428031&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Abstract |
| spellingShingle | Učitelji v prenovi - njihova strokovna avtonomija in odgovornost Učitelji / Avtonomija ssg Lehrer (DE-588)4035088-5 gnd Schulreform (DE-588)4053539-3 gnd Selbstverwaltung (DE-588)4054442-4 gnd |
| subject_GND | (DE-588)4035088-5 (DE-588)4053539-3 (DE-588)4054442-4 (DE-588)4055302-4 |
| title | Učitelji v prenovi - njihova strokovna avtonomija in odgovornost |
| title_auth | Učitelji v prenovi - njihova strokovna avtonomija in odgovornost |
| title_exact_search | Učitelji v prenovi - njihova strokovna avtonomija in odgovornost |
| title_full | Učitelji v prenovi - njihova strokovna avtonomija in odgovornost Barica Marentič Požarnik ... |
| title_fullStr | Učitelji v prenovi - njihova strokovna avtonomija in odgovornost Barica Marentič Požarnik ... |
| title_full_unstemmed | Učitelji v prenovi - njihova strokovna avtonomija in odgovornost Barica Marentič Požarnik ... |
| title_short | Učitelji v prenovi - njihova strokovna avtonomija in odgovornost |
| title_sort | ucitelji v prenovi njihova strokovna avtonomija in odgovornost |
| topic | Učitelji / Avtonomija ssg Lehrer (DE-588)4035088-5 gnd Schulreform (DE-588)4053539-3 gnd Selbstverwaltung (DE-588)4054442-4 gnd |
| topic_facet | Učitelji / Avtonomija Lehrer Schulreform Selbstverwaltung Slowenien |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027428031&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027428031&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT marenticpozarnikbarica uciteljivprenovinjihovastrokovnaavtonomijainodgovornost |