20.500.12556/DKUM-75028 Razlike v didaktičnih metodah in strategijah dela pri zgodnjem poučevanju angleščine ter poučevanju angleščine v višjih razredih osnovnih šol v Sloveniji z vidika učiteljev Teachers' View: the Disparities between Early English Teaching and English Teaching in Higher Levels of Primary Schools in Slovenia Namen magistrske naloge je bil raziskati razlike v didaktičnih metodah in strategijah dela pri zgodnjem poučevanju angleščine (1.-4. razred) ter poučevanju angleščine v višjih razredih osnovnih šol. Teoretični del magistrske naloge sloni na preučevanju otrokovega razvoja in kako le-ta vpliva na učenje tujega jezika ter kakšna je vloga učitelja prav pri tem procesu. Pozorni morajo biti na otrokovo osebnost, njegove učne sposobnosti in motiviranost ter v skladu s tem izbrati didaktične metode in strategije dela. Cilj empiričnega dela magistrske naloge je bil raziskati razlike v delu med razrednimi in predmetnimi učitelji ter s kakšnimi težavami se soočaju pri poučevanju. Teachers are increasingly forced to upgrade their knowledge of working with young children, which can be seen in the enforcement of the 2004 Act that requires the implementation of the module for early teaching of English (Early Years Education module). Because the age of pupils is an important psychological factor influencing the choice of methods and strategies of teaching - especially in the teaching of a foreign language, the aim of our master's thesis is to determine how teaching techniques differ depending on the level at which teachers teach. Therefore, our research was conducted on 120 anonymous teachers, of which 50 were class level teachers of English and 70 were subject level teachers. The data was collected using an online questionnaire and included questions that covered the lesson preparation process, opinions on the usefulness of coursebooks and other materials, teaching techniques and interaction patters they opt for, and lastly, problems that teachers face in the classroom. Data analysis showed that class level teachers usually choose other materials and aids over coursebooks, which consequently influences the time they spend on lesson preparation. Furthermore, they have a higher occurrence of problems in the classroom and often prefer using teaching techniques that involve students in an interactive and engaging way, e.g. games and realia. In contrast, subject level teachers tend to opt for cross-curricular teaching, more individual and autonomous tasks, rely much more on the coursebook and its tips for teachers for guidance, thus they need less time for lesson preparation than class level teachers. učenje tujega jezika zgodnje poučevanje angleščine strategije in metode poučevanja učna priprava učbenik problemi poučevanja. foreign language learning early English teaching teaching techniques lesson preparation coursebook teaching problems. true true false [V. Čeh, M. Tenko] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2019-09-17 15:17:54 2019-10-10 13:29:24 2022-08-09 09:53:07 2019-10-14 03:12:26 2019 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.3:811.111\'243(043.2) 24801288 URN:SI:UM:DK:3MKBYYVU MAG_Ceh_Valentina_2019.pdf MAG_Ceh_Valentina_2019.pdf 1 7D484A0A67314A7FDEE6D0F33E2B79DF ea5f3b7338bd0ddb451e80e309c03a47d7a5ed11687b0bf00899fe222450515e fcd9d8b2-7c10-11eb-bb7a-00155d0001ca 20.500.12556/dkum/17efe966-abd1-49bb-b212-7762b14ace23 https://dk.um.si/Dokument.php?lang=slv&id=138129 Filozofska fakulteta 0 0 0