36 KB588 KB28 KB200820262008Gartner, SmiljanaKrašna, Marjanletnik:112 straništevilka:3/4str. 55-66COBISSID:16514056ISSN:1855-4431URN:URN:NBN:SI:doc-9HXJ52D3slPedagoška fakultetaRevija za elementarno izobraževanjee-izobraževanjee-learninghospitacijeizobraževanje učiteljevstrokovna usposobljenoststudentštudentiučiteljiE-hospitacije| Video-based electronic field observation in education|Didactic practice is a very important part of teacher education. It is an end less process of transferring knowledge from one generation of teachers to the next. Teachers must know the teaching methods and material used in teaching. Didactic practice is a multi-level process. The first step consists of learning theory and didactics. The next step involves examining the abilities and preparation skills of student teachers in a controlled environment, working alongside practicing professionals. Following this is supervised field observation in the classroom, where they can obtain first-hand knowledge of how teachers work. The final part is an internship at a school. This is where student teachers receive practical work experience in the classroom, where they live their working lives at a school, participating in classroom activities and teaching. The last two steps are carried out in the classroom with students. In this way future teachers experience an authentic classroom atmosphere to help prepare them for their future profession. However, the presence of student teachers in the classroom changes the atmosphere of a class and can be disturbing for the students. In our research test we tried to minimize the impact of student observation. To do this we eliminated the actual presence of student teachers by installing a remote control video camera in the classroom. Student teachers were able to observe the class from a different location, what we call e-observation. We then observed the behavioral changes of the students in the class under e-observation. They were less disturbed than in situations where in-class observations we re taking place. With a suitable infrastructure, we could observe children in classrooms from different countries and compare methods and exchange examples of good practice. Today, with current information communication technology, there are no technical obstacles for implementing such a plan. However, there are some legality problems in connection with privacy. These problems will have to be solved if we want to use this method to improve the quality of teacher-education. And the following question will have to be answered: "Where is the boarder between observation and abuse of public privacy?"Učna praksa je zelo pomembna sestavina izobraževanja učiteljev. Je neskončni proces prenašanja znanja med generacijami. Učitelji morajo poznati načine poučevanja in snov, ki jo poučujejo. Učna praksa je večstopenjski proces. V prvem koraku se bodoči učitelji učijo teorijo in didaktiko. Naslednji korak je test v kontroliranem okolju, kjer preverijo svoje sposobnosti in priprave med svojimi kolegi. Temu sledi opazovanje pouka - hospitacija na šolah, kjer vidijo delo učitelja v praksi. Zaključek je v pedagoški praksi, kjer živijo s šolo, z razredom in učenjem. Zadnja dva koraka se izvajata v razredu med učenci. Tako naj bi bodoči učitelji začutili pristno vzdušje v razredu in se pripravili za svoj poklic. Študenti na hospitacijah v razredu predstavljajo motnjo in že njihova prisotnost spremeni vzdušje v razredu. V našem poskusu smo želeli minimizirati vpliv opazovalcev na obnašanje otrok v razredu, kjer smo kot edini tujek v razredu imeli daljinsko kontrolirano kamero. Didaktik in ostali študenti so izvajali hospitacijo na oddaljeni lokaciji, torej e-hospitacijo. Opazili smo spremembe v obnašanju otrok. Bili so manj obremenjeni kot v primeru hospitiranja v razredu. Ob primerni infrastrukturi lahko opazujemo obnašanje učencev v razredih v različnih državah, primerjamo pristope in prenašamo primere dobre prakse med različnimi učnimi okolji. Tehničnih preprek ob uporabi sodobne informacijsko-komunikacijske tehnologije ni več, imamo pa moralno-pravne probleme. Vse te probleme moramo rešiti, če želimo na tak način izboljšati šolanje učiteljev in odgovoriti na vprašanje: "Kje so meje opazovanja oz. poseganja v zasebnost?"TEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaUniverza v Mariboru, Pedagoška fakulteta