Search results for: Slovenia
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The aim of this study was to identify how initial teacher education programmes in Slovenia address the question of empowering prospective teachers with research competence. The author analysed all of the initial teacher education programme curricula and established that: (i) overall, more than half of the initial teacher education programmes do not include acquiring research competence as an aim of their study programmes; (ii) the majority of bachelor initial teacher education programmes include courses aimed at gaining research competence, but half of the master’s initial teacher programmes do not provide any courses related to research; and (iii) there is a variety of European Credit Transfer and Accumulation System (ECTS) weightings for educational research courses across initial teacher education programmes in Slovenia.
Updated: Dec. 12, 2020
The Cultural Responsiveness of Teacher Candidates towards Roma Pupils in Serbia and Slovenia – Case Studies
This study seeks to determine how differences in the Slovenian and Serbian contexts are reflected in differences in the initial cultural responsiveness of student teachers with regard to Roma minority pupils and their parents in the two countries. The results indicate that most student teachers in both groups favoured educating Roma pupils in regular schools and were aware of discrimination against Roma pupils in the education system. In addition, the results indicate that most of the student teachers agreed with the forms of cooperation that are most common in elementary schools, for example, parent meetings and individual meetings with parents. Finally, the results also indicate that the majority of student teachers from both groups would enrol Roma pupils in their class if they were charged with making this decision.
Updated: Nov. 18, 2015
This article argues for the value of using student ratings to measure quality of teaching. An international study to test the validity of the dynamic model of educational effectiveness was conducted. At classroom level, the model consists of eight factors relating to teacher behaviour: orientation, structuring, questioning, teaching modelling, application, management of time, teacher role in making classroom a learning environment and assessment. The analyses revealed that student ratings are reliable and valid for measuring the functioning of the teacher factors of the dynamic model.
Updated: Jan. 15, 2015
Who Is Responsible for Vulnerable Pupils? The Attitudes of Teacher Candidates in Serbia and Slovenia
This study aimed to explore how teacher candidates (TCs) from Serbia and Slovenia understand the level of responsibility that they feel towards vulnerable pupils in mainstream elementary schools. Specifically, the study sought to elicit teacher candidates’ views about division of responsibility for the academic achievement and additional support of vulnerable pupils and their views on the factors that most affect learning difficulties in those pupils. The findings suggest that participants from both faculties perceive the teacher and the parents as very important, in terms of responsibility for academic achievements and in terms of providing learning support to the pupil. Parents and teachers are also described as factors that affect a pupil’s learning difficulties, but the pupil’s disability is seen as more important.
Updated: Sep. 09, 2014
Education Policy Convergence through the Open Method of Coordination: Theoretical Reflections and Implementation in ‘Old’ and ‘New’ National Contexts
The current article addresses two key questions about the convergence of education policies in the European Union (EU). The authors argue that the open method of coordination (OMC) brings to national policy making a particular set of ideas about education, such as an emphasis on the contribution of education to building competitive economies. Finally, the paper suggests – on the basis of a preliminary exploration of the implementation of education OMC measures in the United Kingdom and Slovenia – that education OMC policy ideas resonate to varying degrees in ‘old’ and ‘new’ member states.
Updated: Jan. 25, 2011
A study of 542 Slovene teachers examined grammar and elementary school teachers' perceptions of cooperating learning and how they assess the value of group learning in comparison to individual learning. Findings indicate that elementary school teachers place greater importance on group learning than grammar school teachers. In addition, when grouped according to seniority, teachers expressed differences in their assessment methods of group learning.
Updated: Feb. 05, 2008