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Title:Aktivna soudeležba študentov kot osnova za kakovosten študij
Authors:Hmelak, Maja (Author)
Lepičnik-Vodopivec, Jurka (Author)
Files:URL http://www.zrs.upr.si/monografije/single/aktivnosti-ucencev-v-ucnem-procesu-1953
 
Language:Slovenian
Work type:Not categorized
Tipology:1.16 - Independent Scientific Component Part or a Chapter in a Monograph
Organization:PEF - Faculty of Education
Abstract:Študij je vedno odvisen od časa in prostora, v katerem poteka, ter tega, kako profesorji organizirajo delo. Postmoderna družba je družba nenehnih sprememb (kulturnih, političnih, družbenih), ki zahtevajo prilagajanje tako od posameznikov kot tudi organizacij. In zato je tudi študij, še posebno kakovost njegove izvedbe, močno odvisen od širših družbenih dogajanj in (ali pa še posebno) osebe (profesorja), ki je neposredno odgovorna za njegovo izvedbo. Kot protiutež profesorju je študent, torej oseba, željan novega znanja in dokazovanja svojih dosedanjih sposobnosti, spretnosti, znanja. Njune poti se srečujejo, da pa bi tudi sodelovala, si je treba prizadevati za aktivno udeležbo obeh. Avtorici v članku tako preučujeta problem kakovostnega študija z vidika aktivnosti študentov, predvsem se osredotočata na dejavnike in osebe, ki k temu pripomorejo, pa tudi načine za njegovo uresničitev. V prvem delu predstavljata teoretična izhodišča, pri čemer sta soočili razmišljanja različnih avtorjev (Apple 1992; Biutink 2009; Lepičnik Vodopivec 2002; Saracho in Spodek 2007 in drugi) ter podali odgovore na vprašanja o kakovostnem študiju preko aktivnosti samih študentov. Ob tem sta posegli tako na področje strokovnega izobraževanja in učenja kot tudi osebnostnega razvoja oseb, ki v procesu aktivnega študija sodelujejo (študentje in profesorji). V drugem delu predstavljata in utemeljujeta možnosti, načine in naloge za spodbujanje aktivnosti študentov. Osredotočili sta se na študij predšolske vzgoje in študente, ki se pripravljajo za poklic vzgojitelja predšolskih otrok. Konkretno sta prikazali primer naloge (priprava in izdelava ter predstavitev priročnika preko delnih nalog in zadolžitev) za spodbujanje aktivnosti študentov in hkrati utemeljili dosežke tako na strokovnem kot tudi osebnostnem področju študenta. Ob tem sta pojasnili, kakšen vpliv ima aktivna soudeležba med drugim na strokovni in osebnostni razvoj profesorja. V zaključku poudarjata pomembnost medsebojnega sodelovanja in nujnost samoaktivnosti študenta za kakovosten študij kot celoto in predvsem za kakovosten strokovni in osebnostni razvoj vseh udeleženih (študentov in profesorjev).
Keywords:aktivnost, študentje, študij, kakovost, učenje, predšolska vzgoja, strokovno izobraževanje, osebnostni razvoj
Year of publishing:2015
Number of pages:Str. 117-133, 600-601
UDC:378
COBISS_ID:1537766084 Link is opened in a new window
Views:1200
Downloads:24
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Secondary language

Language:English
Abstract:Academic studies depend on the time and the space in which they are carried out, and on how professors organize their work. The post-modern society is a society of constant change (cultural, political, social) which individuals and organizations have to adapt to. That is why higher education, especially its implementation, strongly depends on broader social events and (particularly) the person (professor) that is directly responsible for its implementation. The professor's counterpoint is the student, the person with the desire for new knowledge and the intent to prove his skills, abilities and knowledge. Their paths intertwine and in order to achieve cooperation, we must strive for active participation of both sides. The paper deals with the problem of quality studies from the viewpoint of student activity, particularly focusing on factors and individuals that contribute to it, but also on the methods of its implementation. In the first part of the paper, the authors present the theoretical bases, whereby they confronted the thoughts of several different authors and presented the answers to questions about quality studies based on student activity. In doing so they touched upon the field of professional education and learning as a personal development of persons that participate in the process of active studies (students and professors). In the second part they present and justify the possibilities, methods and exercises for promoting student activity. Their point of focus is the preschool education studies and the students preparing themselves for the preschool teacher profession. They present a model exercise for promoting student activity and base the outcomes on students' professional and personal spheres. At the same time they offer an explanation of the influence of active participation on professors' professional and personal development. In conclusion they stress the importance of mutual cooperation and the necessity for students' own engagement for quality higher education studies as a whole and particularly for a quality professional and personal development of all stakeholders (students and professors).
Keywords:activity, quality, learning, preschool education, professional training, personal development

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