655 KB57 KB200820262015Pevec Semec, Katicaštevilka:1/2letnik:8str. 43-63ISSN:1855-4431COBISSID:21415944URN:URN:NBN:SI:doc-AGTCATSLslPedagoška fakultetaRevija za elementarno izobraževanjeCLILcompetences of teacherselementary schoolsmultidimensionalityosnovne šoleprofesionalni razvojstrokovna usposobljenosttuji jezikiučiteljiučne metodevečdimenzionalnostzgodnje učenjePedagoški pristop CLIL - izziv za profesionalni razvoj učiteljev tujega jezika na zgodnji stopnji šolanja| The CLIL pedagogical approach - challenges for the professional development of foreign language teachers of young learners|In this paper we are interested in knowing which options teachers attribute to CLIL providers, including modern didactic concepts of teaching and learning foreign languages, which are also based on the curriculum for foreign languages in the 2nd and 3rd grade of primary school. In doing so, we will rely on the key elements of the CLIL didactic concept by Coyle, which reflect multi-dimensionality. The multi-dimensional element of CLIL is a newly added value to teacher professional development in the project Drei Hände - Three hands - Tre mani. In this study, we found that among the 4 elements of CLIL represented, the strongest element was that of language (communication) and the least represented element was that of culture. Among the collective capabilities of teachers who implement CLIL, the ability to "learn to do" was represented most frequentlyV prispevku nas je zanimalo, katere zmožnosti učitelji pripisujejo izvajalcem CLIL-a, sodobnega didaktičnega koncepta učenja in poučevanja tujih jezikov, na katerem temelji tudi učni načrt za tuje jezike v drugem in tretjem razredu osnovne šole. Pri tem se naslanjamo na oz. upoštevamo ključne elemente didaktičnega koncepta CLIL po Coylu, ki odražajo večdimenzionalnost. Element večdimenzionalnosti je tudi dodana vrednost profesionalnega razvoja učiteljev v projektu Drei Hände - Tri roke - Tre mani. V raziskavi smo ugotovili, da je med štirimi elementi CLIL-a najbolj upoštevan jezik (komunikacija), najmanj pa kultura; med skupinskimi zmožnostmi učiteljev za izvajanje CLIL-a pa je najbolj opazna zmožnost "naučiti se narediti"TEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaUniverza v Mariboru, Pedagoška fakulteta