Izkušnje učiteljev z novim konceptom razširjenega programa v slovenski osnovni šoli : magistrsko delo

Čakš, Špela

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Title:	Izkušnje učiteljev z novim konceptom razširjenega programa v slovenski osnovni šoli : magistrsko delo
Authors:	ID Čakš, Špela (Author) ID Mithans, Monika (Mentor) More about this mentor... ID Ograjšek, Sabina (Comentor)
Files:	MAG_Caks_Spela_2026.pdf (1,12 MB) MD5: 917BF5ECB3441CB946D40CF8728AD253
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	Razširjeni program je v slovenskem osnovnošolskem prostoru v zadnjih letih doživel kurikularno prenovo, katere cilj je oblikovati bolj celostno, vključujoče in razvojno naravnano učno okolje. Novi koncept s poudarkom na prečnih veščinah, individualizaciji, gibanju in kulturi predstavlja pomemben premik k strukturiranemu razširjenemu programu, ki učencem omogoča bogatejše prostočasne izkušnje. Ker so učitelji ključni izvajalci in nosilci sprememb, je razumevanje njihovih izkušenj bistveno za vrednotenje dejanske uspešnosti reforme. V raziskavi smo se osredotočili na izkušnje učiteljev razrednega pouka z izvajanjem novega koncepta razširjenega programa. Preučevali smo, kako potekajo načrtovanje, izvedba in evalvacija dejavnosti, vključevanje učencev ter kakšne so razlike v primerjavi s prejšnjim programom. Posebno pozornost smo namenili prednostim in izzivom novega koncepta, predlogom izboljšav ter usposobljenosti učiteljev za njegovo izvedbo. V raziskavo smo vključili osem namensko izbranih učiteljev, ki poučujejo v razširjenem programu štirih podravskih osnovnih šol, ki so prvo leto vključene v uvajanje razširjenega programa. Podatke smo pridobili s pomočjo poglobljenega polstrukturiranega intervjuja. Izkazalo se je, da se učitelji soočajo tako s pozitivnimi učinki, kot so večja pestrost dejavnosti, upoštevanje interesov učencev in možnost vključevanja lastnih močnih področij, kot tudi z izzivi, npr. organizacijske obremenitve, preobremenjenost učencev ter pomanjkanje proste igre. Učitelji se na splošno počutijo kompetentne za izvajanje dejavnosti, vendar kljub temu izpostavljajo potrebo po izmenjavi dobrih praks in nadaljnjem strokovnem razvoju.
Keywords:	razširjeni program, osnovna šola, celodnevna šola, prosti čas, šolska reforma
Place of publishing:	Maribor
Place of performance:	Maribor
Publisher:	Š. Čakš
Year of publishing:	2026
Number of pages:	1 spletni vir (1 datoteka PDF (XI, 89 str.))
PID:	20.500.12556/DKUM-96416
UDC:	37.091.2(043.2)
COBISS.SI-ID:	267273731
Publication date in DKUM:	04.02.2026
Views:	207
Downloads:	99
Metadata:
Categories:	PEF
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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:	06.01.2026

Secondary language

Language:	English
Title:	Teachers' Experiences with the New Concept of Extended Curriculum in Slovenian Primary School
Abstract:	The extended curriculum in Slovenian primary education has undergone a curricular reform in recent years, aimed at creating a more holistic, inclusive, and development-oriented learning environment. The new concept, with its emphasis on transversal skills, individualisation, movement, and culture, represents an important shift toward a more structured extended programme that offers pupils richer leisure-time experiences. As teachers are the key implementers and carriers of change, understanding their experiences is essential for evaluating the actual effectiveness of the reform. In this study, we focused on the experiences of primary school teachers with the implementation of the new extended curriculum. We examined how planning, implementation, and evaluation of activities take place, how pupils are involved in the process, and how the current programme differs from its previous form. Special attention was devoted to the perceived advantages and challenges of the new concept, teachers' proposals for improvement, and their sense of self competence. The research included eight purposively selected teachers who work in the extended curriculum at four primary schools in the Podravje region, all of which are in their first year of introducing the renewed programme. Data were collected through in-depth semi-structured interviews. The findings show that teachers experience both positive effects - such as a greater variety of activities, better consideration of pupils' interests, and the opportunity to incorporate their own strengths — and various challenges, including organisational burdens, pupil overload, and a lack of free play. Although teachers generally feel competent to carry out the activities, they nonetheless emphasise the need for sharing good practices with other schools and for continued professional development.
Keywords:	extended curriculum, primary school, all-day school, leisure time, school reform

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