Mnenje učiteljev slovenščine (mater inščine) o poučevanju na daljavo v osnovni šoli

Autor: Petek, Tomaz
Jazyk: angličtina
Rok vydání: 2021
Předmět:
Schülerbeurteilung
Lower secondary education
Computer-aided instruction
Correspondence studies
Erziehung
Schul- und Bildungswesen

Primary school lower level
Slovenia
Satisfaction
Slowenisch
Lower secondary
Fernunterricht
Elementary School
Computer based training
Wirkung
Feedback
Education
Native language instruction
Slovenian
Secondary education lower level
Questionnaire survey
ddc:370
Slowenien
Fragebogenerhebung
Bildungsorganisation
Bildungsplanung und Bildungsrecht

Partizipation
Unterrichtsgestaltung
Grundschule
Fachdidaktik/Sprache und Literatur
Lehrer
Sekundarstufe I
Primary school
Pandemie
Teacher
COVID-19
Pupil
Hausunterricht
Zufriedenheit
Computerunterstützter Unterricht
Home Teaching
Pupils
Computer-assisted instruction
Coronavirus
Programmed instruction
Distance study
Muttersprachlicher Unterricht
Einstellung
Home schooling
Lower level secondary education
Schüler
Zdroj: CEPS Journal 11 (2021) Special Issue, S. 383-406
Popis: The Slovene language has several roles in the educational process in the Republic of Slovenia, including its role as a subject in the curriculum in its own right. It is a basic general education subject in public primary schools and has the most hours of all of the subjects. All teachers were forced to teach remotely for the first time in the history of education (first during the 2019/20 school year and then in the 2020/21 school year) during the Covid-19 coronavirus pandemic. The results of a survey comprising 348 teachers with the ability to teach the mother tongue at primary school level (grades 1–9 of primary school; 59% were class curriculum teachers and 41% were Slovene language teachers) show, among other things, that teachers mostly have a good attitude towards distance teaching and feel empowered for this type of teaching, although they feel that this method makes them mentally and physically more tired than teaching in the classroom. Among the advantages of distance teaching, teachers mention the greater use of modern information and communication technology, more use of e-material and the opportunity for formal monitoring of students. In their opinion, the biggest problems of distance teaching (of the Slovene language) include: lack of student participation; lack of non-verbal communication, thus creating difficulties in understanding; and technical issues. Most teachers believe that students acquire less knowledge or far less knowledge by distance education than they would from education in the classroom. Teachers who feel more empowered to teach remotely also have a better attitude towards teaching their mother tongue and are more satisfied with the communication aspect with students in distant teaching. Teachers who have received the necessary training for distance teaching as part of their work feel more empowered to teach this way than teachers who have not had such training. (DIPF/Orig.)
Databáze: OpenAIRE