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Title:Kontekstualni dejavniki spodbujanja avtonomije učencev pri učiteljih osnovne in srednje šole
Authors:ID Košir, Katja (Author)
ID Kos Strašek, Tjaša (Author)
Files:.pdf Revija_za_elementarno_izobrazevanje_2015_Kosir,_Kos_Strasek_psihologinja_Kontekstualni_dejavniki_spodbujanja_avtonomije_ucencev_pri_ucit.pdf (148,46 KB)
MD5: CFE2A04F64DC44AA065CF7F1AFB88777
PID: 20.500.12556/dkum/c270cbac-f8b4-4b35-a428-0231cc382d16
 
URL http://rei.pef.um.si/images/Izdaje_revije/2015/4/REI_8_4_cl_03.pdf
 
Language:Slovenian
Work type:Article
Typology:1.01 - Original Scientific Article
Organization:PEF - Faculty of Education
Abstract:Ključni namen raziskave je bil preveriti nekatere dejavnike spodbujanja avtonomije učencev pri učiteljih v osnovni in srednji šoli: značilnosti delovnega mesta, vključenost učiteljev v priprave učencev na zunanje preverjanje znanja in dosežke šole na zunanjih preverjanjih znanja. Dodatno smo preverili še spol učitelja in stopnjo poučevanja kot dejavnika spodbujanja avtonomije učencev. V raziskavi je sodelovalo 260 učiteljev (78,8 % žensk), od tega 144 (55,4 %) osnovnošolskih in 116 (44,6 %) srednješolskih učiteljev. Ugotovili smo, da se zaznana avtonomija v delovnem okolju ne povezuje s spodbujanjem avtonomije učencev. Učitelji, ki učence pripravljajo na katero od oblik zunanjega preverjanja znanja, v manjši meri spodbujajo avtonomijo učencev, niso pa se pokazale razlike v spodbujanju avtonomije med učitelji glede na dosežke šole na zunanjem preverjanju znanja. Pokazalo se je tudi, da učiteljice bolj spodbujajo avtonomijo učencev kot učitelji.
Keywords:avtonomija, spodbujanje, učenci, učitelji, preverjanje znanja, značilnosti delovnega mesta
Publication status:Published
Publication version:Version of Record
Year of publishing:2015
Number of pages:str. 49-64
Numbering:Letn. 8, št. 4
PID:20.500.12556/DKUM-68441 New window
ISSN:1855-4431
UDC:37.015.31:37.091.26
ISSN on article:1855-4431
COBISS.SI-ID:21855496 New window
NUK URN:URN:SI:UM:DK:OT0WCAZJ
Publication date in DKUM:21.09.2017
Views:1408
Downloads:215
Metadata:XML DC-XML DC-RDF
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 New window

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:21.09.2017

Secondary language

Language:English
Title:Contextual factors of teachers' support to student autonomy in basic and in secondary school
Abstract:The main purpose of the present research was to examine some factors of teachers’ support to student autonomy in basic and secondary school: job characteristics, teachers’ involvement in preparing students for external assessment of knowledge, and school achievements in external assessment. Additionally, we examined teachers’ gender and educational level as factors of support to student autonomy. In the study 260 teachers (78.8% females) participated, among them 144 (55.4%) teachers in basic school and 116 (44.6%) teachers in secondary school. The results show that there is no relation between perceived autonomy at work and support to student autonomy. . Teachers that prepare their pupils for external assessment score lower on autonomy support. We found no differences in autonomy support with regard to school achievements in external evaluation. Female teachers exhibit a higher level of autonomy support.
Keywords:autonomy support, pupils, teachers, assessment, job characteristics


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This document is a part of these collections:
  1. Revija za elementarno izobraževanje

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