{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-71ZK4BH4/59b7efa6-88e1-4649-80ef-3ed05d20fb15/PDF","dcterms:extent":"379 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-71ZK4BH4/27a595b9-1f23-4890-a4a4-aca3b9593278/TEXT","dcterms:extent":"0 KB"}],"edm:TimeSpan":{"@rdf:about":"2006-2020","edm:begin":{"@xml:lang":"en","#text":"2006"},"edm:end":{"@xml:lang":"en","#text":"2020"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-71ZK4BH4","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-QGFSTTZH"},{"@xml:lang":"sl","#text":"Šolsko polje"}],"dcterms:issued":"2010","dc:creator":["Ličen, Nives","Puklek Levpušček, Melita","Šterman Ivančič, Klaudija"],"dc:format":[{"@xml:lang":"sl","#text":"letnik:21"},{"@xml:lang":"sl","#text":"številka:3/4"},{"@xml:lang":"sl","#text":"str. 139-164"}],"dc:identifier":["ISSN:1581-6036","COBISSID_HOST:2135383","URN:URN:NBN:SI:doc-71ZK4BH4"],"dc:language":"sl","dc:publisher":[{"@xml:lang":"sl","#text":"Pedagoški inštitut"},{"@xml:lang":"sl","#text":"Slovensko društvo raziskovalcev šolskega polja"}],"dc:subject":[{"@xml:lang":"en","#text":"adult education"},{"@xml:lang":"en","#text":"clearly defined education criteria"},{"@xml:lang":"sl","#text":"izobraževanje odraslih"},{"@xml:lang":"sl","#text":"jasno zastavljeni kriteriji izobraževanja"},{"@xml:lang":"sl","#text":"predstavitev seminarske naloge"},{"@xml:lang":"en","#text":"seminar presentation"},{"@xml:lang":"en","#text":"social anxiety"},{"@xml:lang":"sl","#text":"socialna anksioznost"},{"@xml:lang":"sl","#text":"vzgoja in izobraževanje"}],"dcterms:temporal":{"@rdf:resource":"2006-2020"},"dc:title":{"@xml:lang":"sl","#text":"Opazovanje socialne anksioznosti ob predstavitvi seminarske naloge - je vidna očem zunanjega opazovalca?|"},"dc:description":[{"@xml:lang":"sl","#text":"In this article we deal with social anxiety from the point of view of a socially anxious individual in the process of adult education. More precisely,in the context of the so called active methods of teaching, which are nowadays in the forefront of adult education and higher education as well.We present the results of the research which helped us ascertain whether it is possible to identify exterior indicators of social anxiety in the process of education. Th e research was executed on the sample of university part-time students (N = 28). We undertook the study of social anxiety multilaterally by using questionnaires as well as observing the participants during the actual socially evaluative situation (seminar presentation). Due tonot being available in our country, we have created a special questionnaire within the research for measuring the presence of social anxiety in the process of adult education. Th e instrument has proved itself to be very reliable for the needs of the research thus it is presented in this articleTh e results of the research show that there is no essential diff erence between socially more and socially less anxious students in the fi eld of seminar presentation according to the defi ned criteria of a good presentation. Th e results indicate the complexity of the social anxiety phenomenon in the education process which is dealt with and explained through multilateral interpretation of data. At the same time we try to point out the way we as educators can improve the quality of the process itself for all involved in the preparation of education by taking social anxiety into consideration. We also warn of the importance of clearly defi ned goals of education, clear requirements and criteria of knowledge and transparency of the education process. Procedures that seem to be in the background while putting more and more emphasis on the adaptability of the process to the needs and experiences of individuals (prior experiences and knowledge of the participants in the education process and also setting up and adapting the education process to them, diff erent styles of learning etc.)"},{"@xml:lang":"sl","#text":"V prispevku obravnavamo socialno anksioznost z vidika socialno anksioznega posameznika v procesu izobraževanja odraslih. Bolj natančno, v kontekstu t. i.aktivnih metod poučevanja, ki so danes v izobraževanju odraslih, kot tudi v visokošolskem izobraževanju precej v ospredju. Predstavljamo izsledke raziskave, s pomočjo katere smo skušali ugotoviti, ali je v procesu izobraževanja mogoče identifi cirati zunanje pokazatelje socialne anksioznosti. Raziskavo smo izvedli na vzorcu visokošolskih izrednih študentov(N = 28), preučevanja socialne anksioznosti pa smo se lotili večstransko, tako s pomočjo uporabe vprašalnikov, kot tudi z opazovanjem sodelujočih v dejanski socialno evalvativni situaciji (predstavitev seminarskenaloge). Znotraj raziskave smo konstruirali poseben vprašalnik za merjenje prisotnosti socialne anksioznosti v procesu izobraževanja pri odraslih, saj v našem prostoru kot tak še ni na voljo. Inštrument se je za potrebe raziskave izkazal kot zanesljiv in ga v prispevku tudi predstavljamo. Rezultati raziskave kažejo, da se socialno bolj in socialno manj anksiozni študentje v predstavitvah seminarjev glede na zastavljene kriterije dobre predstavitve med seboj bistveno ne razlikujejo. Rezultati kažejo na kompleksnost pojava socialne anksioznosti v izobraževalnem procesu, ki ga skozi večstransko interpretacijo podatkov poskušamo obravnavati ter pojasniti.Obenem skušamo opozoriti na način, kako lahko kot izobraževalci v sami pripravi izobraževanja ob upoštevanju socialne anksioznosti izboljšamo kakovost samega procesa, za vse sodelujoče. Ob tem opozarjamo na pomembnost jasno zastavljenih ciljev izobraževanja, jasnih zahtev in kriterijev znanja ter transparentnosti izobraževalnega procesa. Postopkov, za katere se zdi, da so danes, ob vse večjem poudarku na prilagodljivosti procesa posameznikovim potrebam (predhodne izkušnje in znanje udeleženih v izobraževanju ter graditevin prilagajanje izobraževalnega procesa le-tem, različni stili učenja ipd.) in izkušnjam, v ozadju"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-71ZK4BH4","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-71ZK4BH4"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-71ZK4BH4/59b7efa6-88e1-4649-80ef-3ed05d20fb15/PDF"},"edm:rights":{"@rdf:resource":"http://rightsstatements.org/vocab/InC/1.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Slovensko društvo raziskovalcev šolskega polja"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-71ZK4BH4/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-71ZK4BH4"}}}}