Milena Valenčič Zuljan

Problem-Based Instruction in Mathematics and Its Impact on the Cognitive Results of the Students and on Affective-Motivational Aspects.

International studies on the knowledge of mathematics at the generalist‐class teaching level have indicated that Slovene students are quite skilled at computations, but have difficulties solving mathematical problems. This finding stimulated us to create a problem‐based instruction model. We wanted to find out whether the students in the experimental group, who received problem‐based instruction, would display greater ability in solving difficult mathematical problems compared to the group receiving conventional instruction. We were also interested in the students’ attitude towards mathematics. We formulated the experimental factor – problem posing and solving as the key math‐teaching activity – broadened the conventional mathematical problem by introducing into it several other types of problems and strategies of their solving. The efficiency of the model created was tested on a sample of 179 nine‐year‐old students. The results of the study are useful for the preparation of mathematics curriculum reform and important for the authors of maths materials for teachers and students. The research findings are of great value in the undergraduate education of teachers, as well as for qualified and practicing teachers and their further and regular professional training.

Teacher perceptions of the goals of effective school reform and their own role in it

The role of the teacher in the modern school system is increasingly important and complex. A teacher needs a high level of professional knowledge and autonomous decision‐making when faced with professional challenges. The curricular reform in Slovenia has encompassed several areas of teachers’ professional activities. This paper establishes that declarative goals by themselves are not enough for successful introduction of reform, as the achievement of reform goals in practice is highly dependent on teacher perceptions and how actively they are involved in all phases of the reform. The empirical study examined how teachers understand the main aim of the reform, and how they evaluate their own level of competence in areas which have gained in importance as a result of the reform. The study included 468 primary and grammar school teachers. The results show that teachers have a fairly narrow view of the goals of the reform. The categories stressing a more active and responsible role of the learner (in line with modern models of instruction and learner‐centred paradigms of curriculum development) did not rank highly. The study also points at areas where teachers need additional training. The importance of quality teacher education at pre‐service and in‐service levels is stressed as a pillar of effective school reform.

Students’ conceptions of knowledge, the role of the teacher and learner as important factors in a didactic school reform

In the first part of this paper, conceptions of trainee teachers are defined, together with their importance for the process of teacher education. Many studies concerning teacher conceptions and models of teacher development show that the conceptions of instruction, knowledge, and teacher and learner roles are a key part of the teacher’s professional equipment. They affect his/her thinking, experiences and actions, and thus directly determine the quality of instruction and the teacher’s professional growth. The Slovene school system has been undergoing many changes in the past decade. The success of the reforms largely depends on the way teachers perceive knowledge and other basic educational categories. The purpose of the present study was to identify the conceptions of knowledge, teacher and learner roles held by the student teachers in primary education at the beginning of their professional training. Numerous categorizations of these conceptions were reviewed to form a four‐tiered hierarchic taxonomy ...In the first part of this paper, conceptions of trainee teachers are defined, together with their importance for the process of teacher education. Many studies concerning teacher conceptions and models of teacher development show that the conceptions of instruction, knowledge, and teacher and learner roles are a key part of the teacher’s professional equipment. They affect his/her thinking, experiences and actions, and thus directly determine the quality of instruction and the teacher’s professional growth. The Slovene school system has been undergoing many changes in the past decade. The success of the reforms largely depends on the way teachers perceive knowledge and other basic educational categories. The purpose of the present study was to identify the conceptions of knowledge, teacher and learner roles held by the student teachers in primary education at the beginning of their professional training. Numerous categorizations of these conceptions were reviewed to form a four‐tiered hierarchic taxonomy of conception categories, ranging from teacher and content centred to learner and learning centred. The study shows that trainee teachers largely hold conceptions typical of the transmission model of education. The key question arising from this is how to shift the students’ conceptions towards a modern, cognitive‐constructivist model of education, which is an important basis for the didactic reform of the Slovene school system.

Action research in schools – an important factor in teachers’ professional development

Quality performance of the increasingly important professional role of the teacher requires a continued learning and professional growth of every individual. Action research represents one of the important factors in teachers’ professional development, in particular when it is designed as a collaborative process involving teachers and researchers. This dimension of cooperation has been developed as part of the project “Partnership between Faculties and Schools”, which also included an empirical study presented in this article. The survey has shown that among teachers, newcomers and experienced teachers are the most willing to participate in research work. Irrespective of the stage of their professional development, teachers are mainly prepared to be involved in introducing the findings and improvements into school practices, while communicating research results to wider public, preparing techniques and instruments for data collection and writing research reports rank among the least interesting activities for teachers’ involvement.

Should assessment reflect only pupils’ knowledge?

In order to realise increasingly complex objectives of compulsory education, it is necessary to have in place appropriate teaching concepts as well as assessment and testing guidelines. The question, however, is what should be assessed: levels of acquired knowledge, skills or attitudes? Should assessment be only a measure of the educational process outcomes, or should it also measure the process of knowledge acquisition itself? How should assessment be carried out in order to respect the principle of fairness and justice? In this paper, we will present results of a research project in which we were interested to find out what teachers would assess if it were up to them to decide. Our survey was conducted on a representative sample of primary school teachers in Slovenia. In spite of clear regulations prescribing that teachers should only assess pupils’ progress in relation to the defined objectives and knowledge standards, teachers underlined the necessity to also consider other aspects of children’s development.

Didactic Competencies of Teachers from the Learner's Viewpoint.

Teacher competencies can be researched in many different ways. In the present article they are studied from the learner’s viewpoint. The article presents results of the extensive project “Teacher Education for New Competencies for the Knowledge Society and the Role of these Competencies in Educational Goal Attainment at School”, carried out at the Faculty of Arts of the University of Ljubljana, with the financial support of the Slovenian Ministry of Education and Sport. We present the results of the learner’s judgement of the teacher’s didactic competencies. We formed a questionnaire with which we operationalised teacher competencies with the purpose of measuring the teacher’s efficiency of instruction. In order to achieve the goals of modern instruction it is important to engage both models: learner‐centred and teacher‐centred education. The research showed that elements of the traditional instruction model are more frequently used than the model that demands a changed learner role.