{"?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-R5NWSOFE/da406856-6653-4836-ac37-7209ae887829/HTML","dcterms:extent":"58 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-R5NWSOFE/5133cecd-91d5-484b-b1f3-2e1e88812936/PDF","dcterms:extent":"629 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-R5NWSOFE/aa7f051b-e98b-4e19-8598-96cb0a157296/TEXT","dcterms:extent":"56 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-R5NWSOFE","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-QGFSTTZH"},{"@xml:lang":"sl","#text":"Šolsko polje"}],"dcterms:issued":"2006","dc:creator":"Novak, Bogomir","dc:format":[{"@xml:lang":"sl","#text":"letnik:17"},{"@xml:lang":"sl","#text":"številka:3/4"},{"@xml:lang":"sl","#text":"str. 45-67"}],"dc:identifier":["COBISSID:1502807","ISSN:1581-6036","URN:URN:NBN:SI:doc-R5NWSOFE"],"dc:language":"sl","dc:publisher":{"@xml:lang":"sl","#text":"Slovensko društvo raziskovalcev šolskega polja"},"dc:subject":[{"@xml:lang":"sl","#text":"izobraževanje učiteljev"},{"@xml:lang":"sl","#text":"osebnostna rast"},{"@xml:lang":"sl","#text":"strokovna usposobljenost"},{"@xml:lang":"sl","#text":"učenci"},{"@xml:lang":"sl","#text":"učitelji"},{"@xml:lang":"sl","#text":"učna uspešnost"}],"dcterms:temporal":{"@rdf:resource":"2006-2020"},"dc:title":{"@xml:lang":"sl","#text":"Ali je osebnostna rast učiteljev pogoj boljše učne uspešnosti učencev?|"},"dc:description":[{"@xml:lang":"sl","#text":"The paper puts to the test the hypothesis that the teachers' personal growth is an 'conditio sine qua non' for the good pupils' learning results. The results can be verified in terms of the number of learning contents but above all in terms of the durability and quality of knowledge. The idea of good teachers and their complex professionalism is realised by the continuing improvement of teaching quality which is essentially shown as an encouragementfor pupils to learn. Teachers themselves act as pupils acquiring new special knowledge in order to understand their own and pupils' personalities. This paper points at various types of learning as well as various types of personalities and possibilities of mutual compatibility. Teachers' personal growth involves the use of various teaching and learning styles, the assessment of various types of knowledge (according to Bloom's or Marzan's taxonomy), and cooperation between teachers (team work) and with pupils (cooperative learning). Transformative learning and teaching lead to personal growth since they have an effect on internal and interactive motivation. Thus, indirectly, pupils learn to exercise self-control, self-discipline, positive self-image, they learn to dare to ask questions and as they morally mature, they are able to resolve conflicts"},{"@xml:lang":"sl","#text":"V tem prispevku preverjamo hipotezo, da je osebnostna rast učiteljev neobhodnipogoj učne uspešnosti učencev. Uspeh se ne kaže le v znanju čim večje količine učnih vsebin, ampak predvsem v čim bolj trajnem in kakovostnem znanju. Koncept dobrega učitelja in njegove kompleksne profesionalnosti se praktično realizira v nenehnem izboljševanju kakovostnega poučevanja, ki se bistveno manifestira v spodbujanja učenčevega učenja. Učitelj sam je učenec novih posebnih znanj za razumevanje svoje in učenčeve osebnosti. V nadaljnjem usposabljanju učitelj pridobiva nove komunikacijske spretnosti za igranje različnih vlog pred učenci, ustvarjanju odprte in ustvarjalne šolske in razredne klime in kulture ter individualizacijo in diferenciacijo pouka. V omenjenem prispevku pokažemo različne vrste učenja. Pokažemo tudi različne tipe osebnosti in možnosti njihovega medsebojnega ujemanja. Osebna rast učiteljev vključuje tudi uporabo različnih stilov učenja in poučevanja, ocenjevanje različnih vrst znanja po Bloomovi ali Marzanovi taksonomiji, sodelovanje med učitelji (timsko delo) in učenci (sodelovalno učenje). Transformativno učenje in poučevanje vodita k osebnostni rasti, ker izkazujetaučinke notranje ter interaktivne motivacije. S tem se posredno tudi učenci učijo samokontrole, samodiscipline, pozitivne samopodobe, da si upajo sami zastavljati vprašanja in na osnovi moralnega dozorevanja reševati konflikte"}],"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-R5NWSOFE","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-R5NWSOFE"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-R5NWSOFE/5133cecd-91d5-484b-b1f3-2e1e88812936/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-R5NWSOFE/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-R5NWSOFE"}}}}