20.500.12556/DKUM-52591 Pedagoška praksa kot motivacija za ustvarjalno likovnopedagoško delo bodočih likovnih pedagogov The teaching practice as motivation for future art teachers Na Pedagoški fakulteti v Mariboru si pri predmetu Didaktika likovne vzgoje prizadevamo, da bi kar najbolj motivirali bodoče likovne pedagoge za likovnopedagoško delo. Učitelj, ki sam ni motiviran za likovnopedagoško delo, bo zelo težko motiviral učence ali dijake. Pri tem je ključnega pomena pedagoška praksa, ki jo študentje likovne pedagogike opravljajo v tretjem in četrtem letniku študija na osnovnih in srednjih šolah. Študentje v času pedagoške prakse spoznavajo utrip šole, preizkušajo teoretična znanja v praksi, so v neposrednem stiku z učenci in učitelji ter ob tem pridobivajo vedno več izkušenj. Prav slednje lahko študentom pedagoški del študija približa in jih motivira za nadaljnje razvijanje lastne likovnopedagoške prakse ali pa je učinek povsem nasproten. V študijskem letu 2008/09 smo po opravljeni praksi na osnovni in srednji šoli izvedli anketiranje med študenti tretjih in četrtih letnikov likovne pedagogike (n = 34). Zanimalo nas je, kakšna so stališča študentov do opravljene prakse, pridobljenih izkušenj ipd. Ugotovili smo, da študentje prakso večinoma ocenjujejo pozitivno, kljub temu pa obstajajo nekatera področja prakse, ki bi jih bilo potrebno izboljšati. At the Faculty of Education in Maribor we have been using didactics lectures and practical lessons as a way of motivating future art educators. Teachers who are not motivated for art education themselves will hardly be able to motivate their pupils or students. Teaching in the classroom is of key importance and is a part of the studies in the third and fourth years of university, performed at elementary and secondary schools. As a part of their practical training, students get acquainted with a school's everyday environment, try out theories in practice, interact with students and teachers and continue to gain experience. In fact, it is the latter that comes closest to the pedagogical part of their study: where students are motivated to further develop their own art education practice. But it can also have a directly opposite effect. During the 2008/2009 study year, we interviewed students who were in the third and fourth years of art education (n = 34) , after they had completed their practice in classroom teaching. We wanted to find out how these students viewed practical teaching, the experience they had gained etc. We established that students predominantly estimated their experiences in teaching as positive, yet there are still some areas that need improvement. pedagoška praksa mentorstvo reflektivno poučevanje likovna pedagogika teaching practice mentoring reflective teaching art education true true true Slovenski jezik Angleški jezik Članek v reviji 2015-07-10 17:55:19 2015-07-10 17:55:19 2024-03-18 14:11:17 2021-05-10 03:23:16 2009 0 0 str. 67-78 št. 4 Letn. 2 dec. 2009 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 1855-4431 73/76:378.091.212 239555072 17392136 1855-4431 URN:SI:UM:DK:AEW8C33E Revija_za_elementarno_izobrazevanje_2009_Herzog,_Duh,_Batic_Pedagoska_praksa_kot_motivacija_za_ustvarjalno_likovnopedagosko_delo_bodocih.pdf Revija_za_elementarno_izobrazevanje_2009_Herzog,_Duh,_Batic_Pedagoska_praksa_kot_motivacija_za_ustvarjalno_likovnopedagosko_delo_bodocih.pdf 1 9711E1FEB8326DA2D07B833F13A97744 51a57effb17fc178bdbc7f10bc8eb8bb0aefc1fd416a0303baa69af829d9383e 49bc0194-7c0f-11eb-bb7a-00155d0001ca https://dk.um.si/Dokument.php?lang=slv&id=118339 http://rei.pef.um.si/images/Izdaje_revije/2009/Let_02_st_4_revija.pdf 1 https://dk.um.si/Dokument.php?lang=slv&id=77150 Pedagoška fakulteta Revija za elementarno izobraževanje 0 0 0