Pedagoška praksa kot motivacija za ustvarjalno likovnopedagoško delo bodočih likovnih pedagogov

Herzog, Jerneja; Duh, Matjaž; Batič, Janja

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Title:	Pedagoška praksa kot motivacija za ustvarjalno likovnopedagoško delo bodočih likovnih pedagogov
Authors:	ID Herzog, Jerneja (Author) ID Duh, Matjaž (Author) ID Batič, Janja (Author)
Files:	Revija_za_elementarno_izobrazevanje_2009_Herzog,_Duh,_Batic_Pedagoska_praksa_kot_motivacija_za_ustvarjalno_likovnopedagosko_delo_bodocih.pdf (900,09 KB) MD5: 9711E1FEB8326DA2D07B833F13A97744 http://rei.pef.um.si/images/Izdaje_revije/2009/Let_02_st_4_revija.pdf
Language:	Slovenian
Work type:	Article
Typology:	1.02 - Review Article
Organization:	PEF - Faculty of Education
Abstract:	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.
Keywords:	pedagoška praksa, mentorstvo, reflektivno poučevanje, likovna pedagogika
Publication status:	Published
Publication version:	Version of Record
Year of publishing:	2009
Number of pages:	str. 67-78
Numbering:	Letn. 2, št. 4
PID:	20.500.12556/DKUM-52591
ISSN:	1855-4431
UDC:	73/76:378.091.212
ISSN on article:	1855-4431
COBISS.SI-ID:	17392136
NUK URN:	URN:SI:UM:DK:AEW8C33E
Publication date in DKUM:	10.07.2015
Views:	1584
Downloads:	139
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Categories:	Misc.
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Record is a part of a journal

Title:	Revija za elementarno izobraževanje
Publisher:	Založba PEF, Pedagoška fakulteta, Založba PEF, Pedagoška fakulteta, Založba PEF, Pedagoška fakultete Univerze, Univerza na Primorskem, Pedagoška fakulteta, Univerzitetna založba Univerze v Mariboru
ISSN:	1855-4431
COBISS.SI-ID:	239555072

Licences

License:	CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

Link:	http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:	The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:	10.07.2015

Secondary language

Language:	English
Title:	The teaching practice as motivation for future art teachers
Abstract:	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.
Keywords:	teaching practice, mentoring, reflective teaching, art education

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This document is a part of these collections:

Revija za elementarno izobraževanje

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