Towards Greater Faith in Teachers' Professional Authority: Restructuring the primary teachers' study programme in Slovenia     

Mojca Pecek  Cveta Razdevsek-Pucko 《欧洲师范教育杂志》2000,23(3):261-274

This paper analyses recent Slovenian primary school legislation and considers the new position for primary school teachers arising from it. Its building block is the belief that school and students cannot succeed without teachers who are dedicated, who believe in their work, and who are able and willing to make their own professional decisions and stand by them. In Slovenia, this means teachers have to learn to feel confident with their own decision making. In order to achieve this goal, however, future teachers have to be offered suitable and updated knowledge, which requires a more balanced mix of theoretical and practical courses in their study programme. In this context, the paper also outlines proposals for a restructuring of primary teachers' education and training in Slovenia generated by a Tempus project called the Restructuring Primary Teachers' Study Programme. Involved in the project have been the Faculty of Education at Ljubljana University, as the project co-ordinator, and the Faculties of Education of the University of Helsinki and of the University of Strathclyde, Glasgow. L'exposé présente des réflexions sur la situation mise en place et prescrite aux instituteurs par la législation relative à l'enseignement primaire de Slovénie. Il émane de la conviction que l'école et les élèves ne peuvent réussir sans le dévouement et la foi des instituteurs en leur travail, sans des instituteurs capables et prêts à prendre et à défendre des décisions professionnelles indépendantes. Dans notre cas, cela signifie que les instituteurs devraient avoir une plus grande confiance en soi lorsqu'ils prennent des décisions professionnelles indépendantes. Pour atteindre ce but, il est indispensable de leur fournir des connaissances appropriées et mises à jour, ce qui implique, dans notre cas concret, l'égalisation et l'harmonisation de la partie théorique académique et de la partie professionnelle pédagogique de leur formation. Dans le contexte de ces réflexions, des propositions de rénovation de la formation des instituteurs de l'enseignement primaire de Slovénie ont étérecueillies dans le cadre du Projet Tempus intitulé Restructuration du programme d'études des enseignants primaires. Outre la Faculté de Pédagogie de l'Universitéde Ljubljana, qui a assuréla coordination de ce projet, ont également participé à ce projet les Facultés de Pédagogie de l'Université d'Helsinki et de l'Universitéde Strathclyde à Glasgow. La ponencia presenta las reflexiones sobre la posición que brinda y prescribe a los maestros de primer ciclo de primaria la nueva legislación sobre la escuela primaria en Eslovenia. Se basa en la convicción de que la escuela y los alumnos no pueden alcanzar resultados positivos sin un maestro dedicado a su trabajo, que confía en él y estápreparado y dispuesto a tomar y a defender sus proprias decisiones profesionales. En nuestro caso esto significa que los maestros deberían tener más confianza en símismos en el momento de tomar sus proprias decisiones profesionales. Para la realización de este objetivo es necesario dar a los maestros un conocimiento actualizado correspondiente, lo que en nuestro caso concreto significa la necesidad de estabilizar el desequilibrio y la falta de coordinación entre las partes académicoteórica y pedagógico-profesional de su formación. En el marco de estas reflexiones se presentan las propuestas relativas a la renovación de la formación de maestros de primer ciclo de escuela primaria en Eslovenia. Estas propuestas son el resultado de la labor hecha en el marco del proyecto de Tempus Restructuring Primary Teachers' Study Programme. Además de la Facultad de Pedagogía de la Universidad de Ljubljana, coordinadora del proyecto, el proyecto contócon la participación de la Facultades de Educación de la Universidad de Helsinki y la Universidad de Strathclyde, Glasgow. Der Beitrag stellt einige Überlegungen über die durch die neue Schulge setzgebung geregelte Situation der Grundschullehrer in Slowenien dar. Er geht von der Überzeugung aus, daß ohne einen seiner Arbeit ergebenen und engagierten Lehrer, der in der Lage und bereit ist, selbständige fachbezogene Entscheidungen zu treffen und durchzusetzen, weder die Schule noch die Schüler erfolgreich sein können. In unserem Fall bedeutet das, daß Lehrer mehr Vertrauen zu ihren eigenen Entscheidungen entwickeln sollten. Um dieses Ziel zu verwirklichen, müssen ihnen angemessene, moderne Kenntnisse vermittelt werden, was eine ausgeglichenere Balance zwischen den akademisch-theoretischen und den pädagogisch-professionellen Anteilen ihrer Ausbildung erfordert. Als Folge dieser Überlegungen werden einige Vorschläge zur Erneuerung der Ausbildung für Grundschullehrer in Slowenien vorgestellt, die wir im Rahmen des Tempus Projekts unter dem Titel 'Restruktuierung des Studienprogramms für Grundschullehrer in Slowenien' formuliert haben. Am Projekt haben neben der Fakultät für Pädagogik der Universität in Ljubljana, die das Projekt koordiniert hat, auch die Fakultät für Lehrerausbildung der Universität in Helsinki und die Fakultät für Lehrerausbildung der Universität in Strathclyde, Glasgow, mitgearbeitet.  相似文献   

Do systems pass university entrance exams?     

Alvaro Rodrigo  Anselmo Peñas  Yusuke Miyao  Noriko Kando 《Information processing & management》2018,54(4):564-575

Reading Comprehension tests are commonly used to assess the degree to which people comprehend what they read. This is why we work with the hypothesis that it is reasonable to use these tests to assess the degree to which a machine “comprehends” what it is reading. In this work, we evaluate Question Answering systems using Reading Comprehension tests from exams to enter University. This article analyses the datasets generated, the kind of inferences required, the methodology followed in three evaluation campaigns, the approaches presented by participants and current results. Besides, we study the evolution of systems and the main lessons learned in this evaluation process. We also show how current technologies are unable to pass university-entrance exams. This is because these tests require a deep understanding of texts, as well as detecting the similar meaning of phrases with different words. Future directions focused on these ideas seem more promising than including a massive amount of data for training systems, what has allowed systems to obtain outstanding results in Reading Comprehension tests with more straightforward questions. We think this study helps to increase the knowledge about how to develop better Question Answering systems.  相似文献   

SCHOOL ANXIETY INVENTORY: RELIABILITY AND VALIDITY EVIDENCE IN A SAMPLE OF SLOVENIAN ADOLESCENTS     

Melita Puklek Levpu&#x; ek  Candido J. Ingls  Juan C. Marzo  Jose M. García‐Fernndez 《Psychology in the schools》2015,52(9):860-873

The purpose of this study was to examine the reliability and validity of the School Anxiety Inventory (SAI) using a sample of 646 Slovenian adolescents (48% boys), ranging in age from 12 to 19 years. Single confirmatory factor analyses replicated the correlated four‐factor structure of scores on the SAI for anxiety‐provoking school situations (Anxiety about School Failure and Punishment, Anxiety about Aggression, Anxiety about Social Evaluation, and Anxiety about Academic Evaluation), and the three‐factor structure of the anxiety response systems (Physiological Anxiety, Cognitive Anxiety, and Behavioral Anxiety). Equality of factor structures was compared using multigroup confirmatory factor analyses. Measurement invariance for the four‐ and three‐factor models was obtained across gender and school‐level samples. The scores of the instrument showed high internal reliability and adequate test–retest reliability. The concurrent validity of the SAI scores was also examined through its relationship with the Social Anxiety Scale for Adolescents (SASA) scores and the Questionnaire about Interpersonal Difficulties for Adolescents (QIDA) scores. Correlations of the SAI scores with scores on the SASA and the QIDA were of low to moderate effect sizes.  相似文献   

Providing written feedback on students’ mathematical arguments: proof validations of prospective secondary mathematics teachers     

Sarah K. Bleiler  Denisse R. Thompson  Milé Krajčevski 《Journal of Mathematics Teacher Education》2014,17(2):105-127

Mathematics teachers play a unique role as experts who provide opportunities for students to engage in the practices of the mathematics community. Proof is a tool essential to the practice of mathematics, and therefore, if teachers are to provide adequate opportunities for students to engage with this tool, they must be able to validate student arguments and provide feedback to students based on those validations. Prior research has demonstrated several weaknesses teachers have with respect to proof validation, but little research has investigated instructional sequences aimed to improve this skill. In this article, we present the results from the implementation of such an instructional sequence. A sample of 34 prospective secondary mathematics teachers (PSMTs) validated twelve mathematical arguments written by high school students. They provided a numeric score as well as a short paragraph of written feedback, indicating the strengths and weaknesses of each argument. The results provide insight into the errors to which PSMTs attend when validating mathematical arguments. In particular, PSMTs’ written feedback indicated that they were aware of the limitations of inductive argumentation. However, PSMTs had a superficial understanding of the “proof by contradiction” mode of argumentation, and their attendance to particular errors seemed to be mediated by the mode of argument representation (e.g., symbolic, verbal). We discuss implications of these findings for mathematics teacher education.  相似文献   

Extending the understanding of mobile banking adoption: When UTAUT meets TTF and ITM     

Tiago Oliveira  Miguel Faria  Manoj Abraham Thomas  Aleš Popovič 《International Journal of Information Management》2014

Mobile banking (mBanking) enables customers to carry out their banking tasks via mobile devices. We advance the extant body of knowledge about mBanking adoption by proposing a model for understanding the importance and relationship between the user perception of mBanking, initial trust in mBanking services, and the fit between the technology and mBanking task characteristics. We synergistically combine the strengths of three IS theories – task technology fit (TTF) model, unified theory of acceptance and usage of technology (UTAUT), and initial trust model (ITM). The model was tested in a study conducted in Portugal, one of the European Union (EU) countries with the highest mobile phone adoption. Based on the sample of 194 individuals we applied partial least squares (PLS) to test the conceptual model propose. The path significance levels were estimated using the bootstrapping method (500 resamples). The study found that facilitating conditions and behavioral intentions directly influence mBanking adoption. Initial trust, performance expectancy, technology characteristics, and task technology fit have total effect on behavioral intention. The paper offers valuable insights to decision-makers involved in the implementation and deployment of mBanking services. For researchers, the paper highlights the usefulness of integrating TTF, UTAUT and ITM in the development of a decision support framework to study the adoption of new technologies.  相似文献   

Practical Components in Teacher Training Programmes in Slovenia (Yugoslavia)     

B. Marentič Požarnik  N. Kotnik 《欧洲师范教育杂志》1988,11(1):41-48

For the present development of teacher training system in Slovenia (Yugoslavia) two trends are characteristic: the prolongation of studies for elementary school teachers (grades 1‐8) from two to four years and an institutional shift of responsibility for subject teacher training from ‘mono‐technical’ (pedagogical academies) to ‘polytechnical’ institutions (different faculties or departments of the universities).

These trends are having important implications for the scope of practical training and its relationship to other parts of the studies. Traditional forms of practical training that had developed at pedagogical academies are being discontinued but the new ones are not yet firmly established.

The existing forms of practical training of student teachers are briefly described (exercises in general professional courses, exercises in classroom observation, teaching attempts and block practice). In addition, the role of teachers of special didactics and the role of practice teachers is analysed.

The pragmatic character of practical training has to be overcome on the basis of systematic attempts to confront students’ subjective theories on teaching and learning, based on experience, with scientific theories throughout the process of their training.

An important prerequisite for the necessary integration of different components of study and especially of theory and practice is cooperation between university teachers of academic, general professional subjects and special didactics. How do we achieve such a cooperation and overcome the negative attitude of teachers of academic subjects toward professional and practical training of students? This remains one of the open problems in the reform of teacher training in Slovenia.  相似文献   

Interpersonal Neural Synchrony During Father–Child Problem Solving: An fNIRS Hyperscanning Study     

Trinh Nguyen  Hanna Schleihauf  Melanie Kungl  Ezgi Kayhan  Stefanie Hoehl  Pascal Vrtička 《Child development》2021,92(4):e565-e580

Interpersonal neural synchrony (INS) has been previously evidenced in mother–child interactions, yet findings concerning father–child interaction are wanting. The current experiment examined whether fathers and their 5- to 6-year-old children (N = 66) synchronize their brain activity during a naturalistic interaction, and addressed paternal and child factors related to INS. Compared to individual problem solving and rest, father–child dyads showed increased INS in bilateral dorsolateral prefrontal cortex and left temporo-parietal junction during cooperative problem solving. Furthermore, the father’s attitude toward his role as a parent was positively related to INS during the cooperation condition. These results highlight the implication of the father’s attitude to parenting in INS processes for the first time.  相似文献   

Development of Math Attitudes and Math Self-Concepts: Gender Differences,Implicit–Explicit Dissociations,and Relations to Math Achievement     

Dario Cvencek  Ružica Brečić  Dora Gaćeša  Andrew N. Meltzoff 《Child development》2021,92(5):e940-e956

Three hundred and ninety-one children (195 girls; M_age = 9.56 years) attending Grades 1 and 5 completed implicit and explicit measures of math attitudes and math self-concepts. Math grades were obtained. Multilevel analyses showed that first-grade girls held a strong negative implicit attitude about math, despite no gender differences in math grades or self-reported (explicit) positivity about math. The explicit measures significantly predicted math grades, and implicit attitudes accounted for additional variance in boys. The contrast between the implicit (negativity for girls) and explicit (positivity for girls and boys) effects suggest implicit–explicit dissociations in children, which have also been observed in adults. Early-emerging implicit attitudes may be a foundation for the later development of explicit attitudes and beliefs about math.  相似文献   

Power in Bayesian Mediation Analysis for Small Sample Research     

Milica Miočević  David P. MacKinnon  Roy Levy 《Structural equation modeling》2017,24(5):666-683

Bayesian methods have the potential for increasing power in mediation analysis (Koopman, Howe, Hollenbeck, & Sin, 2015; Yuan & MacKinnon, 2009). This article compares the power of Bayesian credibility intervals for the mediated effect to the power of normal theory, distribution of the product, percentile, and bias-corrected bootstrap confidence intervals at N ≤ 200. Bayesian methods with diffuse priors have power comparable to the distribution of the product and bootstrap methods, and Bayesian methods with informative priors had the most power. Varying degrees of precision of prior distributions were also examined. Increased precision led to greater power only when N ≥ 100 and the effects were small, N < 60 and the effects were large, and N < 200 and the effects were medium. An empirical example from psychology illustrated a Bayesian analysis of the single mediator model from prior selection to interpreting results.  相似文献   

Retirement lifestyle conceptualization and well-being in recent retirees     

Viera Bačová  Peter Halama 《Educational gerontology》2020,46(11):688-695

ABSTRACT

The retirement literature contains four distinct conceptualizations of retirement lifestyle. Retirement can be seen as an opportunity to make a new start, the continuation of a pre-retirement lifestyle, an unwelcome imposed disruption, and a transition to old age. This research examines the conceptualizations of retirement lifestyle and how they relate to retirement adjustment and well-being in recent retirees (N = 173). A factor analysis confirmed the existence of four factors identifying four retirement conceptualizations. Although previous studies have presented retirement conceptualizations as mutually incompatible, significant relationships were found between them in this research, indicating that recent retirees can synchronously conceptualize seemingly distinct lifestyles. The cluster analysis identified three types of retirees in the sample. These types were labeled to reflect the prevailing retirement lifestyle concepts. The first type of retiree (N = 90) is “New beginning and continuation,” the second (N = 44) is “Imposed disruption without hope,” and the third is (N = 39) “Accepted disruption and ending.” The analysis of variance revealed the three types differ significantly in the level of satisfaction in retirement, subjective happiness, and life meaningfulness – with the highest level being found in the first retiree type and the lowest level in the second retiree type. The findings suggest that conceptualizations of retirement lifestyle change over time and affect psychological well-being in the recent retiree cohort. The theoretical and practical implications of the results are outlined.  相似文献