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Projects / Programmes source: ARIS

Pedagoško-andragoške raziskave - Učenje in izobraževanje za kakovostno življenje v skupnosti (Slovene)

Periods
Research activity

Code Science Field Subfield
5.01.00  Social sciences  Educational studies   

Code Science Field
5.03  Social Sciences  Educational sciences 
Evaluation (rules)
source: COBISS
Researchers (16)
no. Code Name and surname Research area Role Period No. of publicationsNo. of publications
1.  12274  PhD Monika Govekar Okoliš  Historiography  Researcher  2009 - 2012  319 
2.  24508  PhD Petra Gregorčič Mrvar  Social sciences  Researcher  2010 - 2012  180 
3.  10876  PhD Andreja Hočevar  Educational studies  Researcher  2009 - 2012  236 
4.  15248  PhD Sabina Jelenc Krašovec  Educational studies  Researcher  2009 - 2012  476 
5.  14322  PhD Janica Kalin  Educational studies  Head  2009 - 2012  671 
6.  01060  PhD Mojca Kovač Šebart  Culturology  Researcher  2009 - 2012  533 
7.  07654  PhD Robert Kroflič  Philosophy  Researcher  2009 - 2012  666 
8.  06354  PhD Sonja Kump  Educational studies  Researcher  2009 - 2012  419 
9.  15531  PhD Nives Ličen  Anthropology  Researcher  2009 - 2012  621 
10.  18920  PhD Jasna Mažgon  Social sciences  Researcher  2009 - 2012  337 
11.  04839  PhD Janko Muršak  Educational studies  Researcher  2009 - 2012  415 
12.  20411  PhD Marko Radovan  Educational studies  Researcher  2011 - 2012  316 
13.  18854  PhD Klara Skubic Ermenc  Educational studies  Researcher  2009 - 2012  362 
14.  24031  PhD Damijan Štefanc  Educational studies  Researcher  2010 - 2012  339 
15.  19007  PhD Barbara Šteh  Psychology  Researcher  2009 - 2012  320 
16.  19022  PhD Tadej Vidmar  Historiography  Researcher  2009 - 2012  229 
Organisations (1)
no. Code Research organisation City Registration number No. of publicationsNo. of publications
1.  0581  University of Ljubljana, Faculty of Arts  Ljubljana  1627058  97,901 
Significance for science
The interdisciplinarity of the research group has contributed to academic development in various areas: • The results of the research program have direct relevance for the development of study courses for undergraduate and post-graduate program of pedagogy and adult education as well as for foundational education programs for teachers and supplemental career training programs. The development of instruments for evaluation in the context of assuring quality in the field of higher education has a long-term influence on development within the field and encourages the professional development of university teachers. • By deepening the theoretical knowledge of integration and inclusion in education from the standpoint of interculturality, we are making use of new theoretical approaches in general and special pedagogy, thus adding new knowledge to the development of intercultural education and learning. • The interdisciplinary and synthetic application of theoretical concepts from various disciplines and professions (especially philosophy, ethics, psychology, sociology, and law) is essential to the field of pedagogy. Research contributes to the modern integrating aspect of the educational concept, the understanding of quality education, the introduction of inductive approaches to moral education, theories of essential knowledge and concepts of core reflection as well as to the use of art in the context of developing identity and moral sense among children and young adults. • New knowledge about the role of education in the development of active citizenship is contributing to the formation of both individual and national identity as well as to establishment of suitable conditions for multinational communities and for an ethnically- heterogeneous Slovenian society. • On a theoretical level, the research program contributes to clarifying knowledge conceptualization and establishing theoretical foundations and explications for new concepts that relate to the introduction of competence-based knowledge in Slovenian education. • By respecting the traditions and achievements of historical pedagogical research and methodology, we are developing our own research methodology in the field of comparative pedagogy, which has been one of the less developed pedagogical disciplines in Slovenia. Our research on intergenerational education and learning had its roots in the theoretical definition of the concept of community education and its role in encouraging intergenerational learning and education. Community education creates the conditions and ties for a transfer of knowledge and experience between those segments (e.g. social groups) that otherwise do not cooperate. Above all this means non-formal education and frequently also informal learning that takes place in various civil society organisations. The most important characteristic of community learning is a strong group identity, active participation and working for the common good; this needs to be set as an important goal when intergenerational education is introduced in a community. Since discussion of the concept of community education is weak and infrequent in Slovenia, our research results represented a contribution to scholarly debate and development in this field. At the theoretical level, the research contributed new knowledge about the needs and possibilities for intergenerational education and learning, particularly in the case of older people in the context of active ageing in the community. The research results are directly relevant for the development of study disciplines in undergraduate and postgraduate education and adult education programmes, and also for further teacher training.
Significance for the country
The results of the research programme contribute to an enrichment of school practice and overall educational practice at all levels of the education system. Longitudinal monitoring of the professional development of education and adult education students and analysis of learning experiences that have an important influence on them and enable reflection on the quality of the course of study. At the same time it represents an important lever for quality shifts in teaching, the implementation of the course of study itself and the professional growth of university teachers. Through participation in the applied project 'Professional training of staff for the implementation of elements of the special pedagogical principles of the Reggio Emilia concept in preschool education (2009–2013)', we have trained around 400 nursery school teachers and assistants for the professional and coherent implementation of some dimensions of the Reggio Emilia approach in our environment. Inclusion in European trends in the field of education, particularly vocational and technical education, means a risk of loss of the role of general education in the preservation of national identity and the emancipatory role of general education contents at all levels of education. In the field of vocational education we devoted particular attention to understanding the factors that help strengthen the social-cohesion role of vocational education in Slovenia and to formulating concrete proposals to this end. The findings of the research part of the programme enrich educational practice through research on the history of Slovene education in the second half of the 19th century from the point of view of the formation of the national identity of Slovenes. The findings are important for teachers and adult educators and all who are interested in the field of the development of the national identity of the Slovenes. Through awareness of multiculturality in the school environment and the acquisition of new 'intercultural' knowledge, skills and experiences, the members of the programme group have developed an integrated approach to the integration of pupils from an immigrant background into the education system. The results of the research work are important in the formulation of training programmes and the ongoing professional training of counselling staff and teachers. At a time of difficult economic conditions and as a result of the ageing population, the threat of intergenerational conflicts is becoming increasingly real. The results of our research show that one solution to the threat of intergenerational intolerance and the selfishness of individual generations may lie in the development of intergenerational programmes within the context of the community. In Slovenia a systematic approach to the preparation of intergenerational programmes will be necessary along with a certain amount of external encouragement, including the training of key personnel who will act as initiators of intergenerational cooperation in the community. We were encouraged by research results that show that most respondents would be prepared to get involved in intergenerational activities and intergenerational learning programmes (with appropriate external encouragement). Through participation in the National Expert Group responsible for developing a White Paper on education in Slovenia, we analysed the situation in education in Slovenia and abroad. On the basis of theoretical studies, international comparisons and empirical research, we have obtained knowledge that will be helpful in the planning and implementation of changes in the field of education in Slovenia in years to come. The research contributes to the formation of new knowledge for the modernisation of basic teacher training programmes and ongoing professional training for the introduction of a new culture of teaching and learning deriving from changes in the conceptualisation of knowledge at all levels of the education system.
Most important scientific results Annual report 2009, 2010, 2011, final report, complete report on dLib.si
Most important socioeconomically and culturally relevant results Annual report 2009, 2010, 2011, final report, complete report on dLib.si
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