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31.
Supporting teachers’ social and emotional competencies and diversity awareness in the future : implications for educational policies and practices
Urška Štremfel, Ana Kozina, Tina Vršnik Perše, Iva Odak, Ivana Jugović, Lisa Paleczek, Valerie Fredericks, Nina Rozcen, Mojca Rožman, Nina Eliasson, Helene Dahlström, Gina Tome, Margarida Gaspar de Matos, Hrvoje Bakić, Aleš Ojsteršek, Iva Perković, 2024, samostojni znanstveni sestavek ali poglavje v monografski publikaciji

Povzetek: The chapter is based on summarised findings of both the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges policy experiment (presented in volume 1) and analyses of current European Union and national policy frameworks (presented in this volume), and elaborates on the conditions needed to ensure the scalability, transferability and thus sustainability of the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges project outcomes and the systematic policy and political support needed on the European Union and national levels. It sets out 39 guidelines organised in 5 areas: 1) Including social and emotional and diversity awareness content in teachers’ professional development; 2) Supporting the development and implementation of teachers’ social and emotional competencies and diversity awareness programmes; 3) Considering the role of working conditions in teachers’ well-being; 4) Enhancing teachers’ professional status in society; and 5) Improving policy frameworks for supporting teachers’ social and emotional competencies and diversity awareness on all levels of the European Union’s multi-level governance. While considering the differences in current national policy arrangements and challenges to teachers’ well-being and the development of their social and emotional competencies and diversity awareness in the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges project field-trial countries (Austria, Croatia, Portugal, Slovenia, Sweden), the chapter also introduces specific guidelines concerning ways to foster teachers’ SEDA development in their respective national contexts.
Ključne besede: education, European Union, field trial countries, HAND:ET, social and emotional competencies, diversity awareness, initial and continuous professional development, professional development, working conditions, teachers' professional status in society
Objavljeno v DiRROS: 27.01.2025; Ogledov: 40; Prenosov: 21
.pdf Celotno besedilo (4,42 MB)
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33.
Policies supporting teachers’ social and emotional competencies, and diversity awareness on the European union level
Urška Štremfel, 2024, samostojni znanstveni sestavek ali poglavje v monografski publikaciji

Povzetek: The chapter presents the embodiment of teachers’ social and emotional competencies, and diversity awareness in European Union policies in a longer-term perspective. It demonstrates how teachers’ social and emotional competencies and diversity awareness have slowly entered the European Union agenda ever since the European Community was set up in 1951. This path has been marked by supporting teachers’ mobility (1990s), strengthening their intercultural competencies (2010s) and, finally, establishing teachers’ well-being as a high political priority (2020s). The chapter shows that teachers’ competencies (also those implicitly related to social and emotional competencies and diversity awareness) are treated mostly as support for students’ outcomes and assuring quality and effective education and training and, to a large extent the exposure of their importance in European Union policy documents, is influenced by external factors (the economic, migrant and COVID crises). By describing past and particularly current European Union strategic priorities concerning the development of teachers’ well-being and social and emotional competencies, and diversity awareness, the chapter outlines the European Union policy framework in which the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges project was initiated and to whose realisation it is expected to contribute.
Ključne besede: education, European Union, teacher policy, historical development, social and emotional competencies, diversity awareness, well-being
Objavljeno v DiRROS: 27.01.2025; Ogledov: 33; Prenosov: 18
.pdf Celotno besedilo (4,42 MB)
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34.
Perspectives from Slovenia
Urška Štremfel, Aleš Ojsteršek, Stanka Lunder Verlič, Mija Javornik, 2024, samostojni znanstveni sestavek ali poglavje v monografski publikaciji

Povzetek: The chapter presents the systemic support currently available for developing teachers’ social and emotional competencies and diversity awareness in Slovenia. It demonstrates that in educational legislation they are implicitly related to a safe and supportive learning environment. They are not systematically supported in initial professional development in various pedagogical programmes. Although several continuous professional development programmes in the field can be found in Slovenia, these are mainly shorter-term programmes that teachers attend voluntarily. Several developmental programmes conducted in the last few years in Slovenia were related to a safe and supportive learning environment and developing teachers’ diversity awareness. However, research shows that teachers’ social and emotional competencies and diversity awareness, based on the Teaching and Learning International Survey and rare national research findings, particularly in recent years, in addition to teacher shortages and stress, remain important challenges of the education system in Slovenia. The ongoing educational policy reforms aim to address them by recognising the importance of teachers’ social and emotional competencies and diversity awareness for the quality of teaching and learning and highlighting the need for systemic support for the development of teachers’ relational competencies and the intended renewal of initial and continuous teachers’ professional development in this respect.
Ključne besede: education, teachers, social and emotional competencies, diversity awareness, safe and supportive school environment, professional development, Slovenia
Objavljeno v DiRROS: 27.01.2025; Ogledov: 34; Prenosov: 19
.pdf Celotno besedilo (4,42 MB)
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35.
Perspectives from Croatia
Hrvoje Bakić, Gordana Galić, Urška Štremfel, 2024, samostojni znanstveni sestavek ali poglavje v monografski publikaciji

Povzetek: The chapter provides a review of current policy frameworks supporting teachers’ social and emotional competencies and diversity awareness in Croatia. It shows that although these competencies of teachers are not explicitly addressed in educational legislation, strategies and other relevant policy documents, implicitly the need for healthy (social and emotional) development of students is implied. Despite teachers’ social and emotional competencies and diversity awareness not being systemically supported in initial and continuous professional development programmes in Croatia, several examples of such courses and programmes are identified. The integrated supervision for teachers and other professional staff conducted by the National Education and Teacher Training Agency addresses the development of both teachers’ social and emotional competencies and diversity awareness competencies and their needs in the field. In the National Plan for Development of the Education and Training System until 2027, the pressing challenges facing the teaching profession (teacher shortages, working conditions, professional status in society) are planned to be addressed with several measures for advancing teachers’ professional development. The research findings presented in the chapter hold several policy implications indicating that the development of teachers’ social and emotional competencies and diversity awareness should be incorporated into the planned renewal of teacher professional development and thereby be better systemically supported.
Ključne besede: education, teachers, social and emotional competencies, diversity awareness, professional development, policy, Croatia
Objavljeno v DiRROS: 27.01.2025; Ogledov: 34; Prenosov: 17
.pdf Celotno besedilo (4,42 MB)
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36.
National policy support for developing teachers’ social and emotional competencies and diversity awareness : comparative insights
Urška Štremfel, 2024, samostojni znanstveni sestavek ali poglavje v monografski publikaciji

Povzetek: The chapter aims to provide comparative insights into national policy frameworks supporting the development of teachers’ social and emotional competencies and diversity awareness in the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges project field trial countries (Austria, Croatia, Portugal, Slovenia, Sweden). The results show that, despite several good practices being identified, the field is not systematically supported in the mentioned countries. This is evident in the lack of clear definitions and goals in key national policy documents, the non-obligatory presence of the topic in both initial teacher education and continuous professional development, the absence of systematic monitoring of teachers’ well-being and social and emotional competencies and diversity awareness, coupled with the scarce policy-related research in the field. Nevertheless, significant differences between countries are established. These findings are important for determining fields in need of further improvement, identifying good practices for policy learning between European Union countries as well as providing one of the several backgrounds for understanding the complexity of the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges policy experiment results.
Ključne besede: education, teachers' well-being, social and emotional competencies, diversity awareness, national educational policy, comparative insights
Objavljeno v DiRROS: 27.01.2025; Ogledov: 33; Prenosov: 21
.pdf Celotno besedilo (4,42 MB)
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37.
Conceptual framework of the project HAND in HAND : empowering teachers
Ana Kozina, Tina Vršnik Perše, 2024, samostojni znanstveni sestavek ali poglavje v monografski publikaciji

Povzetek: This chapter explores three key areas. The first one centres on the significance of social and emotional competencies along with diversity awareness (SEDA) for teach‐ers. SEDA competencies play an important role in teachers’ personal and professional development, promoting their growth and fostering students’ progress in these areas. The second area provides an overview of the project HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges (“HAND:ET”). This project seeks to support teachers in developing SEDA competencies, equipping them to navigate the complexities of their daily work in ever more diverse classrooms and adapt to new challenges. The third area delves into the core concepts of the HAND:ET project, their interconnectedness, and the anticipated outcomes. The central elements of the HAND:ET project follow the complexity of educational processes within classrooms and schools and can be grouped into core concepts, tools and outcomes. The main concepts encompass social and emotional competencies (self-awareness, self-management, social awareness, relationship skills, responsible decision-making) as well as diversity awareness. These concepts are deliv‐ered through the tools of mindfulness, empathic curiosity, and reflection. The outcomes directly expected are teachers possessing enhanced SEDA competencies, with indirect effects expected to include positive relationships within classrooms and schools.
Ključne besede: education, HAND:ET project, teachers, social and emotional competencies, diversity awareness, core concepts
Objavljeno v DiRROS: 27.01.2025; Ogledov: 35; Prenosov: 21
.pdf Celotno besedilo (7,17 MB)
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38.
Responsible decision making in the use of artificial intelligence from students’ perspective
Marta Licardo, Tina Vršnik Perše, 2024, samostojni znanstveni sestavek ali poglavje v monografski publikaciji

Povzetek: Responsible decision making in the use of artificial intelligence (AI) has been one of the key issues in recent years. With technological development progressing faster than ever and no formal regulations yet in place, young people must often rely on their judgement and critical thinking. The aim of this study was to determine students’ perspectives on the use of AI in lectures, as well as on AI and social and emotional skills as transversal competencies. The written responses of the 49 university students (pre-service early childhood education teachers) on the topic of responsible decision making and the use of AI were analysed. The main findings show that students are aware of the potential of AI use and are quite enthusiastic about the potential of AI in problem solving, reasoned judgement and evaluation. However, they also reported concerns relating to trust, accuracy, addiction to AI, the impact on personal development, i.e. AI is unable to predict and assess consequences or impacts due to the complexity of human life. The study is important because it provides insight into students’ perceptions of important themes related to responsible decision making in the use of AI.
Ključne besede: social and emotional skills, responsible decision making, artificial intelligence, students’ perspectives
Objavljeno v DiRROS: 27.01.2025; Ogledov: 29; Prenosov: 17
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39.
Addressing the sense of school belonging among all students? : a systematic literature review
Urška Štremfel, Klaudija Šterman Ivančič, Igor Peras, 2024, pregledni znanstveni članek

Povzetek: The sense of school belonging plays an important role in students’ academic, behavioural, and psychological outcomes. Based on a systematic review, following the PRISMA 2020 guidelines and examining 86 studies conducted between 1990 and February 2023, the article addresses two research questions: (a) what are the predictors of the sense of school belonging at the individual, micro, meso, exo, macro, and chrono levels of the bioecological model of human development; (b) do these predictors differ based on students’ individual characteristics, and if so, how. The findings reveal individual factors as important predictors of school belonging and indicate the lack of studies that take into consideration the interplay of different (micro, meso, exo, macro, chrono) levels in addressing the sense of school belonging. Considering the complexity and multi-factorial nature of the sense of school belonging, it calls upon further research, which would support the development of evidence-based interventions for fostering school belonging among different groups of students, particularly those who are at risk of feeling alienated from school, and thus promote equity in education.
Ključne besede: education, sense of school belonging, predictors, bioecological model of human development, equity, systematic review
Objavljeno v DiRROS: 27.01.2025; Ogledov: 34; Prenosov: 18
.pdf Celotno besedilo (1,12 MB)
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40.
Supporting the Five Cs of positive youth development amid the COVID-19 pandemic : the impact on adolescents’ bullying behaviour
Tina Pivec, 2024, izvirni znanstveni članek

Povzetek: 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.
Ključne besede: positive youth development, bullying, intervention, covid-19, pandemic, the Five Cs
Objavljeno v DiRROS: 27.01.2025; Ogledov: 45; Prenosov: 26
.pdf Celotno besedilo (1,00 MB)
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