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Целью данной работы является изучение психологических факторов, влияющих на изучение иностранного языка, и роли преподавателя в этом процессе, студентами образовательной программы 44.03.01 «Методика обучения иностранному языку» Уральского федерального университета. Для достижения этой цели было проведено исследование, показывающее прогресс в изучении иностранного языка с использованием знаний о процессах мозга и психики человека, а также был проведен и проанализирован опрос для выявления барьеров в изучении иностранного языка. Результаты показали, что учебный процесс становится более продуктивным, а школьники лучше усваивают новые слова и грамматику, если при обучении пользоваться методикой, основанной на достоверных данных о мозговой деятельности. The purpose of this paper is to study the psychological factors that influence learning a foreign language and the role of the teacher in this process, by students of the educational programme 44.03.01 "Foreign Language Teaching Methods" of the Ural Federal University. For achieving this purpose, the research has been held. It demonstrates the relation between progress in studying foreign language and effective using knowledge about the processes of human brain and psychic. A survey has been conducted to identify barriers in learning a foreign language. The results have shown that educational process is becoming more productive and school students learn new words and grammar better by building a methodology based on reliable data about brain activity.

As interactive whiteboards have been used recently in secondary schools for sustainability, this study on use of interactive whiteboards is considered to be very important in terms of knowing the effects of interactive whiteboards on mathematics lessons, determining the perspectives of teachers as users of the system and increasing the efficiency of the attempts related to the use of interactive whiteboards. In this respect, the purpose of the study was to investigate the use of interactive whiteboard in teaching mathematics for sustainability and to examine its effects on the role of teachers. The qualitative research approach was adopted in the study as it tried to conduct a deep analysis of a situation. The study was conducted with eight secondary school mathematics teachers working in the province of Adiyaman in Turkey. The research data were collected using a semi-structured interview form developed by the researchers. Each interview lasted in a period of time ranging from 8 to 14 minutes. The data collected in the study were analyzed using descriptive analysis with a qualitative approach. In the study, the data were interpreted considering the following themes: “The changes created by interactive whiteboards in the process of teaching mathematics”, “The facilities provided by the system for mathematics teachers”, “The effects of using interactive whiteboards in teaching mathematics on the role of teachers”, “The preparations for using interactive whiteboards in teaching mathematics” and “Use of computer software with interactive whiteboards in teaching mathematics”. The results obtained in the study revealed that the teachers were not sufficiently informed or directed regarding the use of whiteboards in teaching mathematics or provided with in-service training support which they needed in relation to the use of interactive whiteboards especially in teaching mathematics. Current role of teachers existing in accordance with the constructivist educational approach has not changed with the use of interactive whiteboards in teaching mathematics, but this role has only become stronger. Furthermore, it was found that interactive whiteboards in mathematics classes are generally used for mathematical exercises.

The article discusses the problems of the implementation of the educational process at the university from the position of organizing successful interaction between a teacher and a student of a new genera-tion. The authors carried out a comparative analysis of the socio-cogni-tive and psychological characteristics of generation Z, which allowed the teacher to take a fresh look at the process of perception, assimilation and development of new competencies in students in the process of studying at a university. The article presents conclusions about the possible influ-ence of the selected characteristics of students on the organization and building of the educational process by the teacher.

Posamezniki s posebnimi potrebami so bili vso zgodovino odrinjeni na obrobje in bolj ali manj socialno izključeni. Nova paradigma ter ideje in gibanje integracije in nato inkluzije so prinesle mnoge spremembe, ki so jih usmerjali številni mednarodni dokumenti. S tem so se zmanjševale tudi možnosti za socialno izključevanje. Magistrsko delo je razdeljeno na dva dela na teoretični in empirični del. V prvem delu so opredeljeni otroci s posebnimi potrebami, podrobneje je opisano inkluzivno izobraževanje. Predstavljena je tudi vloga učitelja pri vključevanju učenca s posebnimi potrebami v razred, sodelovanje in komunikacija učitelja ter odnosi v razredu. V empiričnem delu je predstavljena raziskava, v kateri so sodelovali učitelji razrednega in predmetnega pouka. Podatke smo zbirali s pomočjo anketnih vprašalnikov in jih obdelali v statističnem programu SPSS. Raziskava je pokazala, da je večina učiteljev pridobila znanje za delo z učenci s posebnimi potrebami z obiski seminarjev in dodatnih izobraževanj. Več kot polovica anketirancev je mnenja, da je potrebno učence s posebnimi potrebami vključevati v redne osnovne šole. Ugotovili smo, da učitelji razrednega pouka namenijo več pozornosti vključevanju učencev s posebnimi potrebami v razred kot učitelji predmetnega pouka. Prav tako smo ugotovili, da večina učiteljev poskuša izboljšati socialno sprejetost učencev s posebnimi potrebami s pogovorom. Through the history, individuals with special needs have been put on the edge of community being more or less socially excluded. New paradigm as well as ideas and integration movement and subsequently inclusion have brought a whole range of changes, which were directed by several international documents. By doing so, opportunities for social exclusion have decreased. This master's thesis consists of two parts, namely the theoretical and the empirical part. First part presents a definition of children with special needs as well as a detailed description of inclusive education. In addition, the role of a teacher in social inclusion of a student with specials needs into classroom community, cooperation and communication of a teacher and classroom relations are presented. The empirical part focuses on a research, which teachers of the first cycle and teachers of the second cycle of primary education took part in. The data were collected using a questionnaire and analysed with the help of a statistical programme SPSS. The results showed that most of the teachers had gained knowledge required for working with students with special needs through seminars and further education. More than a half of interviewees believe students with special needs should be included in regular primary schools. We found out that teachers of the first cycle of primary education draw more attention to inclusion of students with special needs into classroom community compared to the teachers at the second cycle of primary education. We also came to a finding that most of the teachers tend to improve social acceptance of students with special needs through conversation.

日本語教育には，その教育内容の正当性，また，日本語教育という職業の専門性について疑問あるいは不安が常に存在しているように思われる。それは，日本語教育の学習内容と，学習後の活動とが，直接的な結びつきを持つとは言えないからである。福島（2010）の言う「空洞の共同体」という性格は，日本語教育の中にも見られるのである。この空洞への対処することが，正当性への不安を解消することにつながる。空洞を認めない限り，正当性は得られない。この空洞への対処は，日本語教育の核であり，また専門性の根拠になっているはずである。空洞への対処には，学習者へのカウンセリング機能の必要性の認識，教育内容の透明化が少なくとも必要である。学習者への最小限の介入，最大限の支援，そこに日本語教育の役割がある。 In Japanese Language Teaching, we always feel an anxiety or doubt about the legitimacy of its educational content, and of the specialty of the profession. It is because it is difficult to find any direct relations between the content and the activities after learning. Character of "community of cavity" in Fukushima (2010) is seen also in the Japanese education. To deal with this cavity leads to resolve the fear of legitimacy. As long as you do not accept the cavity, it is not possible for us to obtain legitimacy. To deal with this cavity must be a nucleus of Japanese Language Teaching. At the same time, it should have become the basis for expertise. However, to deal with the cavity, that is, responses to each individual learner should be careful. It is because a teacher has a compelling force. Minimal intervention, maximum support, these are the roles of a teacher.

Kurikulum za vrtce (1999) vsebuje različna področja izobraževanja, ki se med seboj smiselno in celostno povezujejo. Narava je eno izmed področij, ki predstavlja otrokovo prvo spoznavanje sveta in prvo vodeno spoznavanje narave. Naravoslovne vsebine so namreč zelo primerne za raziskovanje, saj so predmeti in pojavi konkretni in za otroke bolj privlačni. Pouk naravoslovja bi tako lahko deloval kot izhodišče za vse druge vsebine, vendar poučevanje naravoslovja povzroča številne težave, predvsem s tem, kako vsebine predstaviti otrokom. To pogosto predstavlja izziv in odgovornost za vzgojitelje, saj mora biti podajanje vsebine prilagojeno otrokovi starosti, uporabljati morajo pravilno izrazoslovje, hkrati pa se morajo izogibati pretiranemu poenostavljanju in posploševanju. Plovnost je naravni pojav, s katerim se sreča vsak otrok, a ga je težko razložiti. V prispevku ocenjujemo poznavanje in razumevanje plovnosti pri izrednih študentih študijskega programa Predšolska vzgoja Pedagoške fakultete Univerze na Primorskem, ki se izvaja na različnih lokacijah po Sloveniji. Gre za študente, ki že poučujejo v vrtcih, in zato predpostavljamo, da so z navedeno vsebino dobro seznanjeni, saj so se z njo že srečali pri fizikalnih vsebinah med študijem. Preverili smo, na kašen način razložijo plovnost otrokom in če se njihovo znanje o plovnosti razlikuje glede na kraj izvajanja študija. Ugotovili smo, da je znanje študentov o plovnosti izredno slabo in pomanjkljivo. Poleg tega imajo študentje o plovnosti precej napačnih predstav, ki jih prenašajo na otroke. Z raziskavo potrdimo, da niti delovna doba niti kraj izobraževanja bistveno ne vplivata na njihovo razlago o plovnosti (p > 0,05). Kindergarten curricula (Bahovec et al. 1999, 37) cover different areas of education that are sensibly interconnected and integrated. Science is one of the areas that represent child's first learning about the surrounding world and the first introduction to nature. Science education is a very suitable approach of introducing children into basic research work, since in nature objects and phenomena are more concrete, and hence the children are instinctively attracted. Therefore, science education could act as a starting point for all other areas of education. Teaching science comprises several difficulties, which are mainly connected with the way how contents are introduced to children. This is often a great challenge and great responsibility for pre-school teachers, because the scientific content needs to be explained in an appropriate way taking into consideration the child's age, the use of correct terminology, and at the same time avoiding inadequate generalization and over-simplification. Buoyancy is a natural phenomenon that is experienced by every child, but which, on the other hand, is quite difficult to explain. With the present study we wished to assess the knowledge considering buoyancy of the part-time students within the Pre-school Teaching educational programme at the Faculty of Education of the University of Primorska, which is performed on different locations throughout Slovenia. These students already teach in the kindergartens and should be well acquainted with buoyancy from previously passed physics courses at the Faculty of Education. We examined how they explained the buoyancy to children in kindergartens, and whether the knowledge about buoyancy is affected by their working experience or the location of their study. The results show that the students' knowledge about buoyancy is insufficient and incomplete. In addition, many misconceptions about buoyancy are transmitted to the children in the process of teaching. Furthermore, it can be stated that neither the working experience nor the location of the study affects the interpretation of buoyancy (p

The purpose of this study is to describe the young children's learning of a living thing and the role of their teacher at a breeding activity. We focused on 6-year-olds at kindergarten, participated in the breeding of beetles. In our observation, children interacted with beetles, having intellectual curiosity, and gained new biological knowledge about them. In addition, they seemed to regard the beetles as creatures which had minds like human beings, but it was hard for them to be sympathetic to the beetles at all times. A teacher gave the children some clues for their intellectual findings, and admonished them to care the beetles more gently. These findings indicate that the teacher played a role to keep the balance of children's learning between natural science and bioethics at breeding.

This study investigated the pretend play by three-year olds, who newly entered a kindergarten, and their teacher. The investigators observed children's and their teacher's activities at free-playtime, once a week from April to July. The results of the observation show that in a sandbox, the children mainly enjoyed pretending to proper food with sand and water, occasionally changed their parts and plots about the play, and interacted with their teacher more frequently than their peers, while the teacher accepted and adapted children's intention in their play, tried to lead them to have a representative response jointly, and encouraged them to interact with mutually. Lastly, it was considered that the teacher played a role of a safety base for three-year-olds and contributed to new relationships between them.

Diplomsko delo z naslovom Praznovanja v vrtcih in prvih razredih osnovne šole je sestavljeno iz dveh delov, teoretičnega in empiričnega dela. V teoretičnem delu smo natančneje predstavili praznike in praznovanja, njihov izvor, pomen in vsebino. Praznike smo predstavili po koledarju in jih ločili med osebnimi, državnimi in cerkvenimi prazniki. Empirični del zajema ugotovitve, ki smo jih pridobili s pomočjo anketnega vprašalnika, ki so ga izpolnili vzgojitelji pomurskih vrtcev in vzgojitelji pomurskih osnovnih šol. Namen raziskave je bil ugotoviti, katere praznike praznujejo otroci v vrtcu in katere v prvem razredu osnovne šole ter na kakšen način jih praznujejo. Prav tako je bil namen raziskave ugotoviti, ali so otroci v vrtcu in prvem razredu osnovne šole seznanjeni z najpomembnejši ter raznolikimi prazniki, njihovim praznovanjem in običajem oziroma pomenom praznovanja. Rezultati anket kažejo, da se praznovanja v vrtcu razlikujejo od praznovanj v prvem razredu osnovne šole. Otroci v vrtcu so seznanjeni s prazniki, vendar še ne ločijo med državnimi in cerkvenimi prazniki. Praznike spoznajo in doživijo preko igre, dejavnosti in različnih aktivnosti. Otroci prvega razreda osnovne šole spoznajo praznike pri predmetu Spoznavanje okolja. V osnovni šoli dajejo prednost državnim praznikom. The diploma entitled Celebrations in nursery schools and in first grade of primary schools consists of two parts: theoretical and practical. In the theoretical part, holidays and celebrations, their origin, significance and content are introduced in more detail. Holidays are presented according to the calendar and divided into personal, national and religious. The practical part comprises findings that were gained by the usage of questionnaires prepared for teachers of nursery schools and primary schools in the Prekmurje region. The purpose of this research was to determine which holidays are celebrated by children and students, and in what way. Moreover, it was also to discover whether children in nursery schools are acquainted with the main and different holidays, the ways they are celebrated, their customs and their significance. With the results, we came to the conclusions that show that celebrations in nursery schools and first grade of primary schools do differentiate. Children in nursery schools are acquainted with the holidays however, they do not differentiate between national and religious holidays. In nursery schools, children learn about them and experience them through games and different activities. In first grade of primary schools, students learn about the holidays during classes, such as Learning about the environment. In addition, they give preference to national holidays.