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  1.  6
    Teacher Perceptions of the Goals of Effective School Reform and Their Own Role in It.Jana Kalin & Milena Valenčič Zuljan - 2007 - Educational Studies 33 (2):163-175.
    The role of the teacher in the modern school system is increasingly important and complex. A teacher needs a high level of professional knowledge and autonomous decision‐making when faced with professional challenges. The curricular reform in Slovenia has encompassed several areas of teachers’ professional activities. This paper establishes that declarative goals by themselves are not enough for successful introduction of reform, as the achievement of reform goals in practice is highly dependent on teacher perceptions and how actively they are involved (...)
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  2.  6
    Action Research in Schools – an Important Factor in Teachers’ Professional Development.Janez Vogrinc & Milena Valenčič Zuljan - 2009 - Educational Studies 35 (1):53-63.
    Quality performance of the increasingly important professional role of the teacher requires a continued learning and professional growth of every individual. Action research represents one of the important factors in teachers’ professional development, in particular when it is designed as a collaborative process involving teachers and researchers. This dimension of cooperation has been developed as part of the project “Partnership between Faculties and Schools”, which also included an empirical study presented in this article. The survey has shown that among teachers, (...)
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  3.  3
    Problem‐Based Instruction in Mathematics and its Impact on the Cognitive Results of the Students and on Affective‐Motivational Aspects.Mara Cotič & Milena Valenčič Zuljan - 2009 - Educational Studies 35 (3):297-310.
    International studies on the knowledge of mathematics at the generalist‐class teaching level have indicated that Slovene students are quite skilled at computations, but have difficulties solving mathematical problems. This finding stimulated us to create a problem‐based instruction model. We wanted to find out whether the students in the experimental group, who received problem‐based instruction, would display greater ability in solving difficult mathematical problems compared to the group receiving conventional instruction. We were also interested in the students’ attitude towards mathematics. We (...)
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  4.  5
    Didactic Competencies of Teachers From the Learner's Viewpoint.Milena Valenčič Zuljan, Cirila Peklaj, Sonja Pečjak, Melita Puklek & Jana Kalin - 2012 - Educational Studies 38 (1):51-62.
    Teacher competencies can be researched in many different ways. In the present article they are studied from the learner’s viewpoint. The article presents results of the extensive project “Teacher Education for New Competencies for the Knowledge Society and the Role of these Competencies in Educational Goal Attainment at School”, carried out at the Faculty of Arts of the University of Ljubljana, with the financial support of the Slovenian Ministry of Education and Sport. We present the results of the learner’s judgement (...)
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    Students' Conceptions of Knowledge, the Role of the Teacher and Learner as Important Factors in a Didactic School Reform.Milena Valencic Zuljan - 2007 - Educational Studies 33 (1):29-40.
    In the first part of this paper, conceptions of trainee teachers are defined, together with their importance for the process of teacher education. Many studies concerning teacher conceptions and models of teacher development show that the conceptions of instruction, knowledge, and teacher and learner roles are a key part of the teacher’s professional equipment. They affect his/her thinking, experiences and actions, and thus directly determine the quality of instruction and the teacher’s professional growth. The Slovene school system has been undergoing (...)
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