Researchers from the University in Maribor (Slovenia) will hold presentations about:
Student teaching is an important part of educating future teachers and its scope increased with the implementation of Bologna study programmes. The student obtains the first practical experiences already in the first year of study through observation teaching practice. During student teaching, the student is accompanied by a mentor, who plays an important role in the relationship with the student.The empirical part of the presentation presents the results of an empirical study that focused on: designing an organisational model of student teaching in the first and second trimester of primary school in art education in Slovenia that could be transferred to other subjects.We therefore designed an organisational model of student teaching in the first and second trimester of primary school in Slovenia with which we wish to ensure that students receive high-quality observation lessons in individual subjects, which would be achieved with an appropriately trained mentor for observation lessons for individual subjects. The new model establishes a closer connection between mentors in primary schools and organisers of student teaching as well as subject-specific educationalists at faculties through cooperation and continual professional training.
of Students’ Artworks
The preliminary research report presents art teachers’ opinions on the selected criteria for the evaluation and assessment of grammar school students’ artworks. The report highlights the fact that the responsibility for the assessment of student performance in the arts today mainly lies with teachers. It then presents contemporary theoretical findings about the role of the teacher in the process of evaluation and assessment in art education. The presented pilot empirical study examines art educators’ opinions on the importance of different evaluation and assessment criteria. The sample was small but comprises respondents from six countries (Finland, Estonia, Latvia, Germany, Canada, and Slovenia). The greatest importance is attributed to the integration of idea and social context, knowledge on contemporary art, creativeness, imagination and sensitive personal expression. Less importance is attributed to the students’ technical skills, formal visual art language and usage of already existing art forms. The findings and the respondents’ comments can support future studies on the role of the teacher in the process of evaluation and assessment in art education.
students in the Secondary School
The contemporary art education practice is based on the development of the productive and receptive skills of the students. The simultaneous development of both skills is a prerequisite to talk about a development of artistic abilities. Museums and galleries are authentic spaces of Fine Arts, where works of art can be experienced differently and intense. For this reason, the tasks of museum educators are no longer confined to the sorting, processing and presentation of art collections, but are also directed to profound pedagogical work. This must be based on the development and review of contemporary teaching strategies that increase the level of artistic skills of the participants of the educational process. About the perception and reception of works of art, students come to an individual artistic reinterpretation of the considered works of art.
Contact person: Dr. Herbert Zoglowek (Herbert.zoglowek@uit.no)
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