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Title:Model spodbujanja rezilientnosti v šolskem okolju
Authors:ID Kiswarday, Vanja Riccarda (Author)
Files:URL http://www.dlib.si/details/URN:NBN:SI:doc-T1AI25FF
 
Language:Slovenian
Work type:Not categorized
Typology:1.01 - Original Scientific Article
Organization:PEF - Faculty of Education
Abstract:Teorija rezilientnosti preučuje dejavnike, ki večajo učinkovitost posameznika pri preseganju ovir, ki se v obdobju odraščanja povezujejo s šolanjem. Spodbujanje razvoja rezilientnosti je najučinkovitejše, ko poteka neposredno prek izkustvenega učenja. Literatura kot ključne dejavnike izpostavlja: vključujoče, varno in skrbno učno okolje, ki postavlja realno visoka pričakovanja, zagotavlja ustrezno pomoč in podporo, razvija vseživljenjske kompetence ter omogoča samostojno in aktivno participacijo. Te dejavnike poudarjajo tudi sodobna didaktično-metodična načela, zato nas je zanimalo, v kolikšni meri rezilientnost v šoli spodbujajo slovenski učitelji, čeprav s teorijo rezilientnosti niso seznanjeni. Oblikovali smo Model spodbujanja rezilientnosti v šolskem okolju in ga evalvirali na vzorcu 429 učiteljev različnih strokovnih profilov.
Keywords:učna uspešnost, učno okolje, rezilientnost, napredovanje, učenci, učna pomoč, učitelji, strokovna usposobljenost
Year of publishing:2014
Number of pages:str. 41-61
Numbering:Letn. 7, št. 2
PID:20.500.12556/RUP-7618 This link opens in a new window
ISSN:1855-4431
UDC:37.091.2
COBISS.SI-ID:1536591044 This link opens in a new window
Publication date in RUP:21.12.2015
Views:4336
Downloads:55
Metadata:XML DC-XML DC-RDF
:
KISWARDAY, Vanja Riccarda, 2014, Model spodbujanja rezilientnosti v šolskem okolju. [online]. 2014. Vol. 7, no. 2, p. 41–61. [Accessed 5 April 2025]. Retrieved from: http://www.dlib.si/details/URN:NBN:SI:doc-T1AI25FF
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Secondary language

Language:English
Title:A model of fostering resilience in school context
Abstract:Resiliency theory examines the factors that increase the efficiency of the individual to overcome the obstacles that in adolescence are associated with schooling. Promoting the development of resiliency is the most effective when conducted directly through experiential learning. Literature highlights an inclusive, safe and sound learning environment that sets high but realistic expectations, provides assistance and support to develop lifelong competences, and allows an independent and active participation as key factors. These factors are also highlighted by the modern didactic and methodical principles, so we were interested in the extent to which at school resiliency is promoted by Slovenian teachers, although not being familiar with the theory of resiliency. We designed a model to promote resiliency in the school environment and evaluated it on a sample of 429 teachers of different professional profiles.


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