Nekateri vidiki dobre prakse na Canadian International School, primarni program vzgoje in izobraževanja v Singapurju

Čuk, Katja

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Title:	Nekateri vidiki dobre prakse na Canadian International School, primarni program vzgoje in izobraževanja v Singapurju
Authors:	ID Čuk, Katja (Author) ID Goriup, Jana (Mentor) More about this mentor...
Files:	UNI_Cuk_Katja_2009.pdf (763,85 KB) MD5: DE0F9D49E13E5724E5E1B8238DAD798D PID: 20.500.12556/dkum/36268e09-bbd2-43ae-8760-5107b2f834d2
Language:	Slovenian
Work type:	Undergraduate thesis
Organization:	FF - Faculty of Arts
Abstract:	Vzgoja in izobraževanje sta nepogrešljivi temi, ko se govori o osebnostnem in družbenem razvoju. Zagotavljanje vzgoje in izobraževanja za vse in zagotavljanje kakovosti na tem področju sta temi, ki sta pogosto v osrčju razprav o družbi in njeni politiki. Diplomsko delo predstavlja Canadian Internacional School Singapur kot IB (International Baccalureate) world school. Osredotoča se na tri vidike: oblikovanje kurikuluma, učiteljevo avtonomijo in celosten razvoj otroka kot cilj vzgoje in izobraževanja. Teme so izbrane iz teorij vzgoje in izobraževanja, ker se pogosto izpostavlja njihov pomen za zagotavljanje kvalitetne šole. Omenjene teme smo sprva osvetlili teoretično. Nadalje smo predstavili International Baccalureate Organisation. IBO je organizacija, na kateri sloni obravnavana šola: Canadian International School Singapur. Kasneje je predstavljena tudi šola sama. Zanimalo nas je ali lahko ugotovimo in predstavimo nekatere dobre prakse šole, ki se nanašajo na omenjene teme: učiteljevo avtonomijo, oblikovanje kurikuluma in celosten razvoj otroka. Z metodo intervjuja smo potrdili zastavljene hipoteze. Ugotovili smo, da se učitelji pri svojem delu čutijo avtonomne, da lahko govorimo o razvojno-procesno oblikovanem kurikulumu, in nenazadnje, da šola podpira filozofijo o celostnem razvoju otroka in jo udejanja v praksi. Omenjeni primeri niso bile edine dobre prakse, ki smo jih zasledili na obravnavani šoli.
Keywords:	Ključne besede: vzgoja in izobraževanje, avtonomija učiteljev, celosten razvoj otroka, kurikulum
Place of publishing:	Maribor
Publisher:	[K. Čuk]
Year of publishing:	2009
PID:	20.500.12556/DKUM-11130
UDC:	37(043.2)
COBISS.SI-ID:	17321736
NUK URN:	URN:SI:UM:DK:TUKTBKLN
Publication date in DKUM:	23.12.2009
Views:	3454
Downloads:	224
Metadata:
Categories:	FF
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Secondary language

Language:	English
Title:	Some aspects of good practise on CIS, PYP in Singapure
Abstract:	Upbringing and education are two indispensable subjects when it comes to personal and social development. To assure those two subjects and to assure the quality of their manner are two topics that are very often in the centre of the debates about the society and the politics concerning it. My diploma presents the Canadian International School Singapore as an IB world school. In the focus of my research are three aspects: the forming of the curriculum, the teacher's autonomy and the integrated development of a child as an aim of upbringing and education. The topics are chosen from theories of the educational sphere, because they are often exposed as being very significant for the assurance of a quality school. First of all, the mentioned topics are illuminated theoretically; furthermore, the International Baccalaureate Organisation is introduced. The IBO organisation is the basis for the mentioned school: Canadian International School Singapore. Later on, also the school itself is introduced. The main interest of my intention was, if I could find out and present some of the good performances of the school, which are referring to the aforementioned themes: the forming of the curriculum, the teacher’s autonomy and the integrated development of a child. With interviews as the method of my research I confirmed my set hypotheses. I discovered that teachers are learning autonomy throughout their work, and in this way we can talk about a curriculum formed on the basis of procedural development. Finally I discovered that the school supports the philosophy of the integrated development of a child and takes an active part in the performance of it. The abovementioned examples are not single cases among the schools excellent practises, which I traced in the institution under discussion.
Keywords:	Keywords: education, teacher’s autonomy, integrated development of a child, curriculum

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