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Title:EVALVACIJA RAZPRŠENE PEDAGOŠKE PRAKSE ZA IZPOPOLNJEVANJE UČITELJEV IZ ZGODNJEGA UČENJA TUJEGA JEZIKA
Authors:ID Božič, Deja (Author)
ID Brumen, Mihaela (Mentor) More about this mentor... New window
Files:.pdf MAG_Bozic_Deja_2015.pdf (518,09 KB)
MD5: 6668E21BD731A36594BB66EBA73BE915
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:V magistrskem delu z naslovom Evalvacija razpršene pedagoške prakse za izpopolnjevanje učiteljev iz zgodnjega učenja tujega jezika smo ugotavljali ustreznost razpršene pedagoške prakse Študijskega programa za izpopolnjevanje iz zgodnjega učenja angleščine oz. nemščine, ki ga izvajata Pedagoška fakulteta in Filozofska fakulteta Univerze v Mariboru. Spoznanja iz raziskave omogočajo udeležencem, profesorjem na fakultetah, oblikovalcem študijskih programov in drugim zaposlenim v izobraževanju, da se seznanijo s pomenom in z uspešnostjo razpršene pedagoške prakse učiteljev, ki bodo poučevali tuji jezik v 1. vzgojno-izobraževalnem obdobju osnovne šole, ter hkrati z odpravo pomanjkljivosti pri nadaljnjem izvajanju študijskih programov. Mnenja o razpršeni pedagoški praksi so bila pridobljena s pomočjo samorefleksivnega vprašalnika, ki so ga izpolnili udeleženci razpršene pedagoške prakse na Univerzi v Mariboru. Analize rezultatov so vezane na izkušnje pri razpršeni pedagoški praksi, posebej na načrtovanje in izvedbo učnih ur v tujem jeziku. Sledi analiza kompetenc, ki jih udeleženci pridobijo med prakso, ter predlogov za izboljšanje razpršene pedagoške prakse. Nazadnje so predstavljene še ugotovitve udeležencev o lastni kompetentnosti za poučevanje tujega jezika v otroštvu. Ugotovitve so pokazale, da so udeleženci izobraževanja v veliki meri zadovoljni s potekom razpršene pedagoške prakse in se čutijo kompetentne za poučevanje tujega jezika v prvem vzgojno-izobraževalnem obdobju osnovne šole po opravljenih obveznostih. Kljub temu pa so imeli nekaj težav med opravljanjem prakse, kar se odraža tudi v predlogih za izboljšanje prakse, ki naj bodo osnova za izboljšanje nadaljnjega izvajanja programa izpopolnjevanja izobrazbe iz zgodnjega učenja tujega jezika.
Keywords:pedagoška praksa, samorefleksija, zgodnje poučevanje, program izpopolnjevanja, kompetence učiteljev, tuji jezik
Place of publishing:Maribor
Publisher:[D. Božič]
Year of publishing:2015
PID:20.500.12556/DKUM-55457 New window
UDC:37.011.3-051:331.36:811.111'243(043.2)
COBISS.SI-ID:21807112 New window
NUK URN:URN:SI:UM:DK:EFVF7RSA
Publication date in DKUM:17.12.2015
Views:1770
Downloads:207
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:TEACHING PRACTICE EVALUATION OF PRIMARY FOREIGN LANGUAGE TEACHERS
Abstract:This master thesis, entitled Evaluation of diversified teaching practices in teacher training for early learning of foreign languages determines the suitability of diversified teaching practices of the study programme for improvement of early learning of English or German language, conducted by the Faculty of Education and Faculty of Arts at the University of Maribor. Findings of the research enable participants, professors at the faculty, experts preparing the curriculum and other employees of the education system to become acquainted with the importance and effectiveness of diversified pedagogical practices for teachers of early learning of foreign language and at the same time corrective actions in case of deficiencies in executing future study programmes. Opinions about scattered teaching practices are acquired through self-reflective questionnaires filled in by the participants of dispersed teaching practice at the University of Maribor. Analysis of the results is bound to experiences on dispersed pedagogical practice, particularly in planning and execution of lessons in foreign language. It is followed by an analysis of competencies acquired by the participants during the practical training and proposals for improving the diversified pedagogical practice. The thesis is concluded by findings about the participants own competence in teaching a foreign language at early age. The results point out that training participants are mostly satisfied with the process of the practical training and feel competent to teach foreign languages in the first cycle of primary school after completing all the obligations. Nevertheless, they had some problems during practical training which also reflects in proposals for improving the practical part of education. These proposals should be considered as the basis for further improvement of the programme for early teaching and learning of a foreign language.
Keywords:teaching practices, self-reflection, early teaching programme, practical training programme, competencies of teachers, foreign language


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