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Iz uvoda Monografija z naslovom Specialne didaktike v visokosolskem prostoru: podrocje naravoslovja je nastala s pomocjo desetih visokosolskih sodelavcev na Pedagoski fakulteti Univerze v Ljubljani in vsebuje sedem znanstvenih prispevkov, ki na inovativen in ustvarjalen nacin uvajajo razlicne pedagoske pristope v studijski proces ucenja in poucevanja naravoslovja, tehnologije, inženirstva, matematike in gibanja, ki izboljsuje kakovosti ucenja in visokosolskega poucevanja. Ucenje snovalskega razmisljanja, ucenje z raziskovanjem, projektno ucno delo, terensko delo kot pomemben in bistven sestavni del studijskih programov naravoslovnih in okoljskih znanosti, problemsko ucenje so pristopi, s katerimi »v visokosolskem prostoru ustvarjamo novo znanje in gradimo nove vizije realnosti«, kot je zapisala ena izmed soavtoric monografije. Nastala je v okviru projekta Inovativno ucenje in poucevanje za kakovostne kariere diplomantov in odlicno visoko solstvo ali na kratko Inovativno ucenje in poucevanje v visokem solstvu (INOVUP), ki ima za glavni cilj izboljsevati kakovost visokosolskega izobraževanja z uvedbo prožnejsih, sodobnih oblik ucenja in poucevanja. Stevilo strani: 175 Projekt INOVUP sofinancirata Evropska unija iz Evropskega socialnega sklada in Republika Slovenija. Vec informacij o projektu: www.inovup.si.

In the paper, we argue that fostering the autonomy of children in kindergarten contributes to the positive effects of the individual’s autonomy later in life. Various sources substantiate the assumption that there is a relationship between the child’s autonomy and the autonomy of educators. In the paper, we identify and investigate how preschool teachers evaluate the factors of their own professional autonomy, we determine the factors and conditions that, in their opinion, foster the autonomy of preschool children, and we verify whether the assessment of both factors and conditions affects the actual state of the stimulation of the autonomy of children in kindergarten. With regard to fostering the autonomy of children, we have in mind the participation of children, enabling them to play and learn and to manipulate materials and teaching aids in their own way, so that preschool teachers can offer them a choice, take into account their feelings and perspectives, and provide them with rational feedback. The results of the research show that an evaluation of the factors and conditions for fostering the autonomy of children by preschool teachers (N = 524) has a beneficial effect on fostering the autonomy of the children, but it is not crucial. The most important factors in fostering the autonomy of children are the preschool teacher as a person and the participation of children.

In this paper, the authors analyse the importance of educational concepts and preventive education in elementary school, and support the need for the systematic planning, implementation, monitoring, and evaluation of educational activities in public primary schools. This assumes that social changes also affect changes in the socialisation of children and youth. The authors reveal the complexity of factors that contribute to deviant, aggressive, or violent behaviour, discuss theories of anomie and interaction theory as the basis for the analysis of deviant behaviour, and present preventive discipline in response to educational problems, violence, and deviant behaviour in public elementary schools.

This paper analyses the importance, role, and methods of cooperation between parents and preschool institutions through the different concepts of preschool education and different educational approaches and formal frameworks. Through educational approaches, the authors analyse how cooperation affects the implementation of preschool education in alternative educational approaches, such as the Waldorf, Montessori, and Reggio Emilia approaches, and Slovenian public preschool institutions. They envisage that different educational approaches in preschool education perceive the importance and role of cooperation with parents differently and conclude that there are various models of cooperation, which can be demonstrated through a theoretical analysis of the aforementioned alternative preschool approaches. In their view, partnership promotes a shared commitment to the quality realisation of educational goals; it also develops understanding and an ethos of openness in the relationship between all actors in the process of care and education of preschool children.

In this article, the authors discuss teachers’ and pupils’ perspectives on civic education in Slovenian public schools. More specifi cally, the authors discuss various factors influencing the implementation of the subject, which since 2008/2009 has been referred to as ‘Citizenship and Homeland Education and Ethics’, previously referred to as ‘Civic Education and Ethics’.1 In Slovenian public schools, the subject is taught in the last triad, more specifically, in the seventh and eighth grades, but not in the ninth grade.In primary schools, the objectives of the subject are value-oriented, drawing on human rights, and originating from learners’ pre-existing knowledge, abilities, and interests. Teachers derive their teaching practice from didactical principles and criteria based on the developmental period of the child, the child’s experiences, personal experiences, ideas, pre-existing knowledge, interests and their fundamental needs when choosing content, individual motivation, case studies, actively including each pupil and achieving social, emotional, motivational, aesthetic, and moral ethical goals. The results of the research show that factors such as the curriculum, teaching and learning methods, teaching aids, the organisation of school life and work, the number of hours per subject, and the teacher’s professionalism have an important influence on teachers’ and pupils’ viewpoints regarding the success of the course. Thus, this article examines the view of pedagogical practice and highlights the views of teachers and students on the implementation of this subject., Autori u prilogu prikazuju rezultate istraživanja mišljenja učitelja i učenika o poučavanju nastavnih predmeta sa sadržajima građanskog odgoja u slovenskoj javnoj školi te utjecaj raznih čimbenika koji utječu na ostvarivanje nastave predmeta koji su od školske godine 2008/09 nazvani građanski i domovinski odgoj te etika. Prije toga ti su predmeti nazivani kratko građanski odgoj i etika. Predmeti se u slovenskoj školi poučavaju u zadnjoj trećini trajanja obavezne škole, u sedmom i osmom razredu, ali ne i u devetom. U osnovnoj školi ciljevi predmeta nadovezuju se na vrijednosti koje proizlaze iz ljudskih prava i za njihovo ostvarivanje mora se, kao i kod svih ostalih predmeta, polaziti od učenikovih predznanja, sposobnosti i interesa. Pri organiziranju nastave učitelji polaze od didaktičkih načela i kriterija kao što su razvojna dob djeteta, djetetova iskustva, osobni doživljaji, učenikovo mišljenje, predznanje, interesi i temeljne potrebe učenika pri izboru sadržaja, motivacija, proučavanje slučajeva, aktivno uključivanje svakog učenika te ostvarivanje socijalnih, osjetilnih, motivacijskih, estetskih te moralnih i etičkih ciljeva. Rezultati istraživanja su pokazali da čimbenici kao što su nastavni program, oblici i metode rada, nastavna sredstva, organizacija života i rada u školi, broj nastavnih sati i stručnost učitelja značajno utječu na osobna stajališta učenika i učitelja o uspješnosti izvedbe nastave. Ovaj rad tako prikazuje pogled u pedagošku praksu izvođenja nastave prikazanog nastavnog predmeta i objašnjava razlike u gledanjima učitelja i učenika na ostvarivanje nastave ovih predmeta.

The globalization processes in society promote the globalization of education and affect the speed of changes in education. It is important to develop a system that directly and indirectly enables the acquisition of new knowledge and skills, but at the same time develops educational and socializing values in pupils and students. The challenges of modern education are reflected in the competent planning, organization, management and evaluation of the process, as well as in the systematic development of teaching methods and strategies that promote active learning of subjects in the process. This requires professional and societal consensus, networking, and international collaboration. The papers presented provide an overview of theoretical starting points and implications for practice, innovative approaches to education, and critical discussions worthy of consideration in the context of ongoing reflection and questioning of the scope of modern approaches to education.

This publication was developed under the European Union funded TEMPUS project “Modernizing Teacher Education at the University of Prishtina”. This monograph provides insights into identifying the important dimensions of teacher education that need to be addressed in order to produce the desired teacher professionalism as well as the development of the teaching profession in general. This publication is a response to this new reality of viewing teacher education. It is written from a perspective of summarizing the general literature trends and debates in the specific area including the tendency of providing a model for viewing teacher education reform by bringing together all relevant elements of a bigger framework in which teacher education is embedded. In particular, this contribution is related to the need of responding to the challenge of developing inclusive practices in schools and the need to develop teachers who respond to this challenge, analyzing the social dimension of inclusion which emphasizes the elements of the human right to education and citizenship.