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Teacher's autonomy in selecting and using teaching materials for teaching Slovene in the primary school

Zala Cerar (2016) Teacher's autonomy in selecting and using teaching materials for teaching Slovene in the primary school. MSc thesis.

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    Abstract

    The White Paper on Education in the Republic of Slovenia defines autonomy as one of the most general principles of education. The so-called internal autonomy of the teacher, allows the flexibility and autonomy on selection of the teaching materials, teaching content, selection or replacement of assignments, etc. Several studies (e.g. PISA) have shown that Slovenian students reach good results only on the lower levels of reading literacy whereas they are not successful on the higher levels. We hypothesize that the reason for these results might be the possibility that the teachers avoid selection of complex and high level contents from the teaching materials. To verify this assumption, we decided to study the teaching process in Slovenian language class, with the focus on the study materials. We were interested in class use of teaching materials and teachers opinion on individual assignments. The Theoretical part on communication skills, knowledge taxonomies, reading comprehension, literacy, the PISA survey, teaching materials and autonomy, was supplemented by empirical work. Research was conducted using the descriptive and causal non-experimental statistical method. The research approach was quantitative using a non-coincidental, i.e. casual. A sample set of 36 survey questionnaires on the teaching units selected by Slovene language teachers was analyzed. In this dissertation we were analyzing ,which types of assignments based on knowledge categories are included in the so-called text (and linguistic) units in the primary school Slovenian language classes from 3rd to 6th (and also 8th) grade. We found out that teaching materials predominantly consist of assignments that according to Bloom's taxonomy include remembering and understanding, or to put it differently - assignments that require pupil's first and second levels of reading comprehension. We were also interested in the teachers opinion on the teaching materials. Further, the correlation of their background (such as: years of experience, title, grade) with the selection of teaching materials was studied. We were interested in their justification of selection of certain materials. Based on the survey questionnaires the conclusions were done on the reasoning on the selection of working material. We can conclude that the teachers are more autonomous at adding the assignments than skipping them. Most of the teachers that add the assignments, prepare these theirselves. Finally, we concluded that the teachers background (such as: years of experience, title, grade) do not have statistically significant influence on their selection of teaching materials.

    Item Type: Thesis (MSc thesis)
    Keywords: communication skills, reading literacy, knowledge taxonomies, levels of text comprehension, teacher’s autonomy, teaching materials
    Number of Pages: 190
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Marja Bešter TurkMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=11048777)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 3509
    Date Deposited: 21 Jun 2016 17:01
    Last Modified: 21 Jun 2016 17:01
    URI: http://pefprints.pef.uni-lj.si/id/eprint/3509

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