91. |
92. Professional competences of preschool teachers for working with gifted young children in SloveniaSonja Čotar Konrad, Mojca Kukanja-Gabrijelčič, 2015, original scientific article Abstract: Recognizing giftedness in young preschool children presents an important challenge to all educators. Because giftedness needs nurturing, the aim of the research was to emphasize the importance of gifted children's right to adequate educational opportunities, which will stimulate the optimal development of their potentials. In order to achieve the latter, appropriately qualified preschool teachers are needed, in both diagnostic (the identification of the preschool gifted children) and educational field. The main purpose of the study (N=180) was to analyse professional qualifications and attitudes of preschool teachers in the area of identifying and working with gifted children from age 2 to age 6. The non-experimental causal method was used. The results of the research in Slovenia show the following problems: preschool teachers are inadequately informed about the issues concerning working with gifted children; they tend to have low self-competence in identifying personal characteristics of gifted children and in the appropriate use of teaching strategies when working with them; they stress the necessity for further education and professional training in the field of gifted children education.
Keywords: nadarjeni otroci, vzgojitelji, strokovna usposobljenost
Published in RUP: 08.08.2016; Views: 3263; Downloads: 115
 Link to full text |
93. Learning from history textbooks - is it challenging for gifted students? An international comparative analysis of questions and tasks in history textbooksMojca Kukanja-Gabrijelčič, 2015, original scientific article Keywords: nadarjeni učenci, učbeniki za zgodovino, primerjalne analize, gifted and talented, high ability students, history textbooks, comparative analysis, questions of tasks, United Kingdom, Italy, Slovenia
Published in RUP: 08.08.2016; Views: 2903; Downloads: 109
Link to full text |
94. Subjective theories and main problems of preschool teacher working with gifted childMojca Kukanja-Gabrijelčič, 2016, original scientific article Abstract: In this paper, main problems regarding preschool teacher's subjective theories, problems and professional development in working with gifted children are presented. The results of the empirical research show the following problems: preschool teachers are inadequately informed about the issues concerning identifying and working with gifted young children; they tend to have low self-competence in identifying personal characteristics of gifted children and in the appropriate use of teaching strategies when working with gifted children; they stress the necessity for further education and professional training in the field of gifted children education. In addition to various possibilities of further education and in-service training, there are some issues that should be arranged on the national level, e. g.: empowering preschool teachers; providing teaching materials, teaching aids and special - didactic recommendations; shorter training workshops and others
Keywords: nadarjeni otroci, vzgojitelji, strokovna (ne)usposobljenost, težave, subjektivne teorije
Published in RUP: 08.08.2016; Views: 3263; Downloads: 473
Link to full text |
95. Nadarjeni učenci v Sloveniji, Italiji, Angliji in na Danskem - primerjava zakonodajnih in programskih izhodiščMojca Kukanja-Gabrijelčič, 2013, original scientific article Abstract: V prispevku predstavljamo strateško dokumentacijo na področju vzgojno- izobraževalnega dela z nadarjenimi in talentiranimi učenci v Republiki Sloveniji, Veliki Britaniji - Angliji, Italiji in na Danskem. Namen komparativne raziskave je bil ugotoviti, v kolikšni meri in na kakšen način je slovenski, angleški, italijanski in danski izobraževalni prostor v programskih in zakonodajnih izhodiščih v osnovni šoli naklonjen nadarjenim in talentiranim učencem v smislu spodbujanja in razvijanja njihovih potencialov. Ugotovili smo, da: obstajajo večje terminološke vrzeli pri opredeljevanju pojmov, ki se nanašajo na nadarjene in talentirane učence; v slovenskem prostoru nimamo učnega modela za delo z nadarjenimi in talentiranimi učenci oz. alternativne različice le-tega; ni ustreznih empiričnih podatkov in raziskav s področja dela s tovrstnimi učenci; obstajajo tehnične in strokovne pomanjkljivosti pri prepoznavanju in nadaljnji pedagoško-psihološki obravnavi nadarjenih učencev; nimamo ustreznih strateških izhodišč, ki bi interdisciplinarno zajela vsa področja odkrivanja in nadaljnje peda-goško-psihološke oskrbe nadarjenih in talentiranih učencev. Nadarjenim in talentiranim učencem so najbolje prilagojeni v angleškem osnovnošolskem sistemu (z vidika zakonskih in programskih izhodišč, ki obravnavajo področje dela z nadarjenimi učenci; obveznosti vključevanja in skrbi zanje; učno diferenciranih programov ter možnosti akceleracije in alternativnih možnostih izobraževanja), najmanj pa v Italiji. Slovenski izobraževalni prostor v programskih in zakonodajnih izhodiščih sicer upošteva področje odkrivanja in dela z nadarjenimi ter talentiranimi, na izvedbeni ravni pa se razkrivajo nekatere pomanjkljivosti uresničevanja njihovih potencialov.
Keywords: nadarjenost, nadarjeni učenci, talentiranost, šolski sistemi, šolska zakonodaja, primerjalne analize
Published in RUP: 21.12.2015; Views: 4439; Downloads: 134
Link to full text |
96. |
97. |
98. |
99. |
100. |
