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Abstract: V današnjem hitro razvijajočem se izobraževalnem okolju sposobnost raziskovanja ni več omejena na akademsko sfero. Za učiteljice in učitelje je sposobnost izvajanja in uporabe pedagoških raziskav ključnega pomena pri spodbujanju na dokazih temelječih praks ter zagotavljanju, da so pedagoške strategije usklajene s trenutnim razvojem in z različnimi potrebami razredov. Poglavja v tej monografiji tako izražajo enotno sporočilo: če učiteljice in učitelje opremimo z raziskovalnimi kompetencami, s tem ne le krepimo njihovo strokovno rast, temveč tudi izboljšujemo izobraževalne rezultate na vseh ravneh. Ena od osrednjih tem, ki se pojavlja v poglavjih, je dvojna vloga, ki jo morajo imeti učiteljice in učitelji kot izobraževalke in izobraževalci ter raziskovalke in raziskovalci. Ta dvojna vloga zahteva razvijanje miselnosti, ki ceni raziskovanje, kritično mišljenje in refleksivno prakso. Učiteljice in učitelji, ki so usposobljene in usposobljeni, da svoje učilnice obravnavajo kot dinamične prostore za raziskovanje in inovacije, se lahko bolje odzovejo na edinstvene izzive svojih učenk in učencev. Vsebina te monografije se poglobi v različne vidike tega pristopa in se prevprašuje, kako je tako za učiteljice in učitelje kot za učenke in učence mogoče oblikovati učno okolje za spodbujanje teh kompetenc.
Keywords: učitelji, vzgojitelji, poklicno zobraževanje
Published in DiRROS: 24.09.2025; Views: 438; Downloads: 205
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Abstract: Priročnik za načrtovanje krepitve vključujoče razredne in šolske klime ter preprečevanja in odzivanja na medvrstniško nasilje v osnovni šoli poglobljeno predstavlja pojav medvrstniškega nasilja in njegove dejavnike. V priročniku so prav tako predstavljene ključne ugotovitve kvantitativne in kvalitativne raziskave, ki jo je raziskovalna skupina izvedla v okviru projekta Socialni kontekst kot dejavnik medvrstniškega nasilja: kako z oblikovanjem pozitivne vrstniške kulture prispevati k vključujoči šoli?. V priročniku so predstavljene z dokazi podprte smernice za preprečevanje in odzivanje na medvrstniško nasilje, namenjene učiteljem, svetovalnim delavcem in ostalim strokovnim delavcem ter učencem na osnovnih šolah. Predstavljeni so tudi primeri dobrih praks.
Keywords: medvrstniško nasilje, osnovna šola, razredna klima, smernice, priročniki
Published in DiRROS: 08.07.2025; Views: 460; Downloads: 287
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Abstract: Peer victimization and anxiety are consistently positively correlated, though the longitudinal relationship remains inconsistent. Previous research often failed to ac count for the reciprocal relationship between traditional and cyber victimization, with limited evidence of the influence of broader societal factors. Thus, the present study aimed to longitudinally examine the relationship between victimization, cyber victimization, and anxiety within the specific context of the COVID-19 pandemic during one school year (2021/22), employing both the cross-lagged panel model and the random-intercept cross-lagged panel model. The study included 1766 stu dents (58.5% females; Mage= 15.33; SD = 1.20) from lower- and upper-secondary schools in Slovenia who participated in three time-points with approximately 8 weeks apart, with T1 occurring before school closures, T2 during school closures (which lasted 17–21 weeks), and T3 after school closures. Findings revealed that the relationship between anxiety and victimization changed across the school year. The results of the cross-lagged panel model indicated that traditional victimization in T1 positively predicted anxiety in T2, and anxiety in T2 positively predicted traditional victimization in T3. Cyber victimization at T2 predicted lower anxiety at T3. The results of the random-intercept cross-lagged panel model showed that t the within-person level, students experiencing more cyber victimization than ex pected reported greater subsequent victimization, especially after school closures. The study provides insights into the dynamics of the relationship between peer victimization and anxiety during a specific period of school closure. The findings do not fully align with any single theoretical model, highlighting the complexity of these interactions in the pandemic context. This study underscores the need to con sider broader socio-environmental factors in understanding the relationship between peer relationships and psychosocial outcomes.
Keywords: victimization, cyber victimization, enxiety, middle adolescents, longitudinal studies, school closure
Published in DiRROS: 20.03.2025; Views: 753; Downloads: 287
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Keywords: vzgoja in izobraževanje, medvrstniško nasilje, fokusne skupine, učenci, učitelji, svetovalni delavci
Published in DiRROS: 18.02.2025; Views: 962; Downloads: 327
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Abstract: Tailored interventions within the school context can promote the Five Cs of positive youth development—competence, confidence, character, caring, and connection—thus aiding in mitigating behaviours such as bullying. This study aimed to evaluate the effectiveness of tailored interventions targeting each of the Five Cs and its indirect impact on bullying and victimisation during school closures. The sample comprised 66 students in four experimental groups (general, technical, vocational, and short vocational school) and 47 students in two control groups (general and vocational). Each experimental group was analysed separately, considering the specific contextual needs of each. Results varied across groups: competence, character, and caring remained unchanged post-intervention, while connection increased in the experimental group from general school, and confidence decreased in the experimental groups from technical and vocational schools. When compared to control groups from each school, experimental groups from general and vocational schools had higher connection and experimental group from general school had lower competence than control group from the same school. Bullying outcomes showed a decrease in verbal bullying and victimisation in the experimental group from general school, an increase in cyberbullying in the experimental group from short vocational school, and a decrease in social bullying in the experimental group from general school. The study suggests that brief interventions can positively influence aspects of the Five Cs, impacting bullying and victimisation outcomes.
Keywords: positive youth development, bullying, intervention, covid-19, pandemic, the Five Cs
Published in DiRROS: 27.01.2025; Views: 812; Downloads: 659
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