20.500.12556/DKUM-68915 »Potrebujemo več prakse!« Kako bodoče učiteljice in učitelji nemščine vrednotijo svoje izkušnje z mikropoučevanjem? “We need more Practice!” How future teachers evaluate their experiences with micro-teaching? V prispevku obravnavamo mikropoučevanje kot možnost povezovanja teorije in prakse v času študija bodočih učiteljev in učiteljic nemščine. Eden izmed ključnih elementov povezovanja teorije in prakse je pedagoška praksa na osnovnih in srednjih šolah. Iz študentskih refleksij o praksi ugotavljamo, da je študentom pridobljeno teoretično znanje zelo težko ustrezno uporabiti v praksi. Da bi omilili začetne težave in osebne stiske bodočih učiteljev, smo na Oddelku za germanistiko z nederlandistiko in skandinavistiko uvedli poseben model mikropoučevanja, v katerem so sodelovali študenti 2. letnika magistrskega pedagoškega programa. Samoevalvacija študentov o učinkih mikropoučevanja je pokazala, da je model pridobivanja prvih pedagoških izkušenj s pomočjo mikropoučevanja ustrezen, ker študentom omogoča, da preko refleksije in povratne informacije učiteljev didaktikov in študijskih kolegov ozavestijo didaktične in metodične principe sodobnega poučevanja tujega jezika in se tako bolje pripravijo na prakso v šolah. This paper deals with micro-teaching as a possibility for combining theory and practice during the studies of future teachers of German. One of the key elements for combining theory and practice is pedagogical practicums in primary and secondary schools. From students’ reflections on their practicums, we have seen that it is very difficult for students to put their theoretical knowledge into practice. In order to alleviate initial difficulties and the anxiety future teachers face, we have implemented a specific micro-teaching model at the Department of German, Dutch and Swedish; students in the second year of the MA-level pedagogical stream participated in the model. The students’ self-evaluation on the effects of micro-learning showed it to be a useful model for obtaining their first pedagogical experience because it allows students, through reflection and feedback from their didactics teachers and from their fellow students, to become aware of the didactic and methodological principles of modern foreign language teaching and thus to be better prepared for their teaching practicums. mikropoučevanje refleksija povratna informacija poučevanje micro-teaching reflection feedback teaching true true true Slovenski jezik Angleški jezik Članek v reviji 2017-11-13 13:23:27 2017-11-13 13:24:46 2024-10-17 14:09:32 2019-07-11 17:00:37 2016 0 0 str. 139-154 št. 4 Letn. 9 2016 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 1855-4431 378.147:811.112.2 239555072 63067746 1855-4431 URN:SI:UM:DK:DYAYGME3 Revija_za_elementarno_izobrazevanje_2016_Retelj,_Kosevski_Puljic_Potrebujemo_vec_prakse!_kako_bodoce_uciteljice_in_ucitelji_nemscine_vr.pdf Revija_za_elementarno_izobrazevanje_2016_Retelj,_Kosevski_Puljic_Potrebujemo_vec_prakse!_kako_bodoce_uciteljice_in_ucitelji_nemscine_vr.pdf 1 4C245EA286549250DF7DB36ACC195B57 2b3b158a15df94490a9724446a0e24c3b2d935bdbabe58ecae6888ebb0f01821 7c4f5db3-7c0f-11eb-bb7a-00155d0001ca 20.500.12556/dkum/89fcdd7b-a2c1-4dde-ae36-2a5cd29d31cb https://dk.um.si/Dokument.php?lang=slv&id=120174 http://rei.pef.um.si/images/Izdaje_revije/2016/4/REI_9_4_cl_9.pdf 1 https://dk.um.si/Dokument.php?lang=slv&id=120173 Pedagoška fakulteta Revija za elementarno izobraževanje 0 0 0