Page 312 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
P. 312
ja Krajnčan and Andreja Butolo
more effective development of intellectual, perceptive, psychomotor and dy-
namic abilities and the necessary structures to carry out certain activities at
work or in private life (Urh 2003).
Teachers on Education
Teachers slowly change the view of their own role, respond to current crit-
icisms and follow the complex school legislation. They point to the high
performance culture, to the curricula overcrowded with data, overcrowded
workdays, burdened with bureaucracy. They want to make the persons who
prepare curricula and the legislation listen to them. They recognize good and
bad teachers among them, and point to the advisability of restructuring staff.
They believe that their role in the society is very important mainly because
they educate and raise children or have influence on the child’s future. They
realize that education contributes significantly to the progress of society, to
critical assessing of information from media, and stimulates the participation
of pupils and their parents with municipalities, organizations and associa-
tions through various projects (Butolo 2016).
Today’s teachers enter into the teaching process with their entire person-
alities, which focus on the participation of pupils in decision-making on
the matters of class, personal activities and contents. In school premises,
teacher’s personal authority rules, and it is obtained on the basis of setting
limits and consistent sanctioning of violations, teacher’s human qualities
and their correct attitude to children. Teachers recognize the following qual-
ities as the qualities of a good teacher: empathy (to know how to listen,
understanding), consistency, fairness, objectivity, proficiency, appropriate
communication, respectful attitude towards pupils, humanity, tolerance (ac-
ceptance), providing help; and some also mention: to know how to comfort,
integrity, vigour (dynamism), responsibility, cooperation with pupils, the abil-
ity to trust pupils . . . (Butolo 2016).
Teachers have to justify educational approaches on a legal basis, within
which they formulate their own rules and work on the principle of a legal
organization. The superior act that lays down educational operation is the
school educational plan, designed in collaboration with parents. Teachers are
inconsistent in following this plan, which shows that education is strenuous
and that teachers do not share the same knowledge/awareness regarding
operational educational approaches and procedures. The awareness of the
importance of common rules disappears when teachers act contrary to in-
dividual school rules, because personally they do not agree with them. Ed-
ucational intervention often brings negative bureaucratic consequences to
312
more effective development of intellectual, perceptive, psychomotor and dy-
namic abilities and the necessary structures to carry out certain activities at
work or in private life (Urh 2003).
Teachers on Education
Teachers slowly change the view of their own role, respond to current crit-
icisms and follow the complex school legislation. They point to the high
performance culture, to the curricula overcrowded with data, overcrowded
workdays, burdened with bureaucracy. They want to make the persons who
prepare curricula and the legislation listen to them. They recognize good and
bad teachers among them, and point to the advisability of restructuring staff.
They believe that their role in the society is very important mainly because
they educate and raise children or have influence on the child’s future. They
realize that education contributes significantly to the progress of society, to
critical assessing of information from media, and stimulates the participation
of pupils and their parents with municipalities, organizations and associa-
tions through various projects (Butolo 2016).
Today’s teachers enter into the teaching process with their entire person-
alities, which focus on the participation of pupils in decision-making on
the matters of class, personal activities and contents. In school premises,
teacher’s personal authority rules, and it is obtained on the basis of setting
limits and consistent sanctioning of violations, teacher’s human qualities
and their correct attitude to children. Teachers recognize the following qual-
ities as the qualities of a good teacher: empathy (to know how to listen,
understanding), consistency, fairness, objectivity, proficiency, appropriate
communication, respectful attitude towards pupils, humanity, tolerance (ac-
ceptance), providing help; and some also mention: to know how to comfort,
integrity, vigour (dynamism), responsibility, cooperation with pupils, the abil-
ity to trust pupils . . . (Butolo 2016).
Teachers have to justify educational approaches on a legal basis, within
which they formulate their own rules and work on the principle of a legal
organization. The superior act that lays down educational operation is the
school educational plan, designed in collaboration with parents. Teachers are
inconsistent in following this plan, which shows that education is strenuous
and that teachers do not share the same knowledge/awareness regarding
operational educational approaches and procedures. The awareness of the
importance of common rules disappears when teachers act contrary to in-
dividual school rules, because personally they do not agree with them. Ed-
ucational intervention often brings negative bureaucratic consequences to
312
