The paper discusses the issue of developing professional competencies and study activities at the university level. It's aim was to find out how students in Belgrade in the first and third year of study of Pedagogy and those from Ljubljana in the Educational Sciences track assess the quality of their study programmes and what their opinions on its specific contents are. We were interested in students' attitudes towards the content and structure of the study, forms of education, study materials, and how they assess their ability to perform their potential future profession. The survey results show that students of both universities recognized practical training and exercises as crucial for the development of professional competencies. Among academic activities that can contribute to the development of their competences, students from Slovenia marked lectures, self-study, and classroom observations higher than students from Serbia. Serbian students, on the other hand, assessed the relevance of research to the development of their professional competencies statistically significantly higher.
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COBISS.SI-ID: 53641826Globalization processes have a strong influence on the language, especially on scientific terminology. The field of learning in community is not an exception. Slovenian linguistics are following the paradigm of developing our own terminology, following the tradition and the existing cultural framework. For this reason, we focused on the problem of inadequate coordination between established classical pedagogical theories with their own terminology and parallel, especially to English speaking world bound terminology, which is being recognized in the field of Andragogy. The situation in Slovenia is analyzed, with some practical examples, which shows how existing terms can be adequately applied even in new concepts and why the using of Slovene terms and consequently the evolution of Slovene terminology is reasonable even in a case when, due to scientific globalization, the use of foreign, i.e. English terms seems to be more appropriate.
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COBISS.SI-ID: 52301922Throughout the history of education, pupils were grouped for various purposes and thus various criteria were applied to classify pupils. The question of grouping pupils is extremely relevant even today. In the Slovenian school system, methods of grouping pupils and the quest for most optimal solutions have been altering ever since the new school legislation of 1996, which introduced the so-called setting system of differentiation at lessons of mathematics, Slovenian language and foreign language in the 8th and 9th grade of elementary school. In 2006, the legislation introduced new possibilities for grouping pupils – one of them was work in heterogeneous groups. This paper analyses advantages and limitations of working in homogeneous and heterogeneous groups, based on research of different authors, presenting results of a survey carried out in Slovenian elementary schools among teachers of mathematics and Slovenian language. As perceived by teachers, an advantage of teaching in homogeneous groups is in success of both weaker and stronger pupils, motivation of the latter and the adjusted pace of acquiring the learning material. Some of the advantages of teaching in heterogeneous groups pointed out by teachers are: learning success and motivation of average pupils, encouragement to achieve best possible results, increased discipline, creation of the group climate, respect for the differences between pupils and their mutual cooperation. It is important that teachers are properly qualified for the selection and performance of a specific type of differentiation and for evaluation of its effects.
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COBISS.SI-ID: 9980489Recently, a lot of attention has been focused on the methods of acquiring and transferring knowledge which exceed traditional approaches and classifications. A shift from emphasizing formal procedures and methods of education and learning to non-formal and informal learning is evidently prevailing in adult education. New trends are being formed and understanding of the importance of learning throughout life is growing. Two key components of attaining the knowledge in such a manner, namely professional development and development of an individual’s personality, can be identified in other historical periods as well. In Ancient Greece and Rome, many educationalists pointed out the importance of acquiring knowledge after completed »formal schooling«. It was characteristic of the Middle Ages that the necessity of development of professional knowledge and skills as well as an individual’s personality was emphasized, bearing in mind that each of the three social classes/orders had its particular and distinctive system of acquiring and transferring knowledge. At the time of the Reformation, a new paradigm of understanding learning using non-formal approaches emerged, particularly with its demand for individualizing contacts with the God and the demand for the faithful to read the Bible by themselves in their mother tongues. The famous Slovene Protestant Primož Trubar implemented and improved these ideas of acquiring knowledge using non-formal methods; he designed his works in the way that all, irrespective of age, could learn to read. He also demanded continuous reading of the Bible through one’s entire life, with the purpose of developing or changing a personality of an individual.
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COBISS.SI-ID: 52424546The contribution is about knowledge on the importance of older adults education for the successful mentoring. In brief the importance of older adults and their education in a modern society are presented. The mentorship as the form of the education of older adults is defined. Especially characteristics of the effective mentor are emphasized, in the situation of a group mentorship in which older adults participate as mentors and as mentées. It was established that mentors as leaders are directed into goals achievement as well as into maintenance of good group relationships. Especially they are aware of the importance of continuous own professional development and evaluation and selfevaluation of their own mentorship work.
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COBISS.SI-ID: 52902242