LETNIK/VOL. 53/119, številka 5, december 2002

VSEBINA 

ŠOLA IN DEMOKRACIJA

- Uvod k tematskemu delu številke - Mojca Kovač Šebart, Zdenko Medveš
- Enakost in svoboda: temeljni vrednoti demokracije in šole - Zdenko Kodelja
- Nova paradigma pravičnosti v šoli - Zdenko Medveš
- Šola - izkustveni prostor socialnega učenja in/ali moralne vzgoje? - Robi Kroflič
- Demokracija, šola in filozofija za otroke - Marjan Šimenc
- Socialna pravičnost in načelo vseživljenjskega učenja - Sabina Mojškerc
- O pravicah otrok v izobraževanju in o izobraževanju kot otrokovi pravici - Damijan Štefanc

NETEMATSKE RAZPRAVE

- Motivacijski dejavniki izbire študija in poklica vzgojitelja predšolskih otrok - Majda Cencič, Branka Čagran,
- Argumenti za prenovo izobraževanja učiteljev - Slavko Cvetek
- Donosnost učenja in selekcija v šoli - primer treh držav - Dejan Makovšek
- Uvajanje novincev v vrtec in učenje rutinskih privajenosti - Olga Ebert

POROČILA, OCENE

- Pouk spoznavanja okolja v prvem razredu devetletne osnovne šole - Vlasta Hus o svoji doktorski disertaciji
- Kulturnica v Vodnikovi domačiji - Angelca Kunstelj
- France Ostanek (1902 - 1989) - Tatjana Hojan

S KNJIŽNE POLICE

Nove knjige v pedagoški knjižnici - Tanja Šulak

Dr. Zdenko Kodelja
ENAKOST IN SVOBODA: TEMELJNI VREDNOTI DEMOKRACIJE IN ŠOLE

Povzetek:
Demokracija temelji na dveh vrednotah: na enakosti in svobodi. Vendar enakost in svoboda nista absolutni vrednoti, saj ne obstaja noben abstrakten princip (vključno s principom svobode in enakosti), ki ne bi dopuščal izjem pri aplikaciji. Toda razlika med pravilom in izjemo je v tem, da mora biti izjema upravičena. Tam, kjer je svoboda pravilo, mora biti upravičena njena omejitev, in tam, kjer je enakost pravilo, mora biti upravičena neenaka obravnava. V prvem delu besedila je poudarek na nekaj primerih, značilnih za šolsko sfero, za katere velja dokaj široko soglasje, da so omejitve svobode, ki sicer velja kot pravilo, upravičene. V drugem delu pa je predmet analize zgolj eden, a za razumevanje demokratičnosti šolstva pomemben primer, kjer je enakost pravilo in mora biti zato neenaka obravnava (kot izjema) upravičena. Gre za dobro znano idejo o enakih izobraževalnih možnostih.

Ključne besede: demokracija, enakost, svoboda, šola, enake izobraževalne možnosti

Dr. Zdenko Medveš
NOVA PARADIGMA PRAVIČNOSTI V ŠOLI

Povzetek:
Šolska pravičnost je ena od stalnih tem tudi v modernem raziskovanju šole. Res je, da se je zadnji dve desetletji manj govorilo in pisalo o njej, kot da se je tema izčrpala v diskusijah ob velikih šolskih reformah prejšnjega stoletja. Danes postaja vse bolj prisoten nov pogled na pravično šolo, ki izhaja iz pravice vsakogar do kakovostnega znanja in razvoja. V tej postavitvi je razumevanje šolske pravičnosti, ki je dosežena z enotno šolo in načelom enakih možnosti, zgodovinsko preseženo. Namesto načela enakih možnosti se kot mera šolske pravičnosti pojavlja načelo "enakih rezultatov", kar štejem kot novo paradigmo šolske pravičnosti, ker celostno spreminja filozofijo šole. Šola in učitelj postajata soodgovorna na šolsko uspešnost vsakega posameznika. Šola pa mora zagotoviti posebno skrb in odgovornost za tradicionalno šolsko deprivilegirane dele populacije. Pogoja za to uveljavljanje nove paradigme sta kakovost šole in evalvacija, usmerjena na dosežene rezultate. Proces merjenja in primerjanja šolskih rezultatov pa ni neproblematičen. To velja posebno za mednarodne projekte merjenja šolskih učinkov, kot je na primer PISA, ki imajo intenco po reviziji koncepta šolskega znanja, zlasti splošne izobrazbe. Takšni projekti so lahko znamenje za začetek globalizacijskih procesov tudi v šolstvu.

Ključne besede: demokracija, pravičnost, enakost možnosti, enakost rezultatov, enotna šola, socialna diferenciacija, PISA, merjenje šolskih učinkov, globalizacija.

Dr. Robi Kroflič
ŠOLA - IZKUSTVENI PROSTOR SOCIALNEGA UČENJA IN/ALI MORALNE VZGOJE?

Povzetek:
V razpravi poskuša avtor odgovoriti na vprašanji, ali je vsako izkustveno socialno učenje v šoli ustrezno in ali s sklicevanjem na načelo vzgojnosti pouka lahko izobraževalnemu konceptu javne šole pripišemo ustrezne vzgojne učinke. Analiza Herbartove pedagogike pokaže, da njegov koncept Bildung predpostavlja jasno izoblikovan vzgojni koncept kot nekakšen zemljevid kreiranja vzgojnih učinkov. Analiza Deweyevega koncepta izkustvenega kontinuuma pa pokaže, da je izkušnja v vzgoji lahko tudi nepedagoška - škodljiva z vidika nadaljnjega razvoja mišljenja, moralnega razsojanja in ravnanja. Zato tudi javna šola, ki poudarja primat posrednih vzgojnih dejavnikov, potrebuje jasno izoblikovane vzgojne smotre - vrednote, načrt konkretnih vzgojnih dejavnikov in učitelja, ki zmore reflektirati svojo vzgojno vlogo. Analitična pedagogika je učitelju lahko zemljevid, jasno opredeljene temeljne smernice - vrednote šole merilo, poznavanje vzgojnih dejavnikov in njihovo usmerjanje pa instrument uresničevanja vzgojnega koncepta šole.

Ključne besede: vzgojni koncept, vzgojnost pouka, izkustveni kontinuum, nenačrtovani vzgojni učinki.

Dr. Marjan Šimenc,
DEMOKRACIJA, ŠOLA IN FILOZOFIJA ZA OTROKE

Povzetek:
Učenje za demokracijo predpostavlja temeljno vednost o demokraciji, niz spretnosti, predvsem pa intelektualna avtonomija. Program filozofije za otroke ponuja model, kako jo vzpostaviti. Temelji na skupnosti raziskovanja, ki premik reformskih pedagogik od učitelja k učencu zaostri v premik k skupnosti. Jedro programa je usposabljanje za kritično moč razsojanja, vendar refleksija vsaj v nekem koraku ne poteka na ravni posameznika, temveč na ravni skupine. Enako je z demokratičnimi vrednotami: na deklarativni ravni so vse vrednote podrejene kritičnemu premisleku, v katerem si jih posameznik refleksivno prisvoji. Analiza pa pokaže, da je ta premislek mogoč šele na izčiščenju prostora, ki samo predpostavlja prisvojitev temeljnih proceduralnih vrednot na ravni vsakdanje prakse.

Ključne besede: demokracija, šola, filozofija za otroke, demokratične vrednote.

Sabina Mojškerc
SOCIALNA PRAVIČNOST IN NAČELO VSEŽIVLJENJSKEGA UČENJA

Povzetek:
Načelo vseživljenjskega učenja se je povzpelo v sam vrh izobraževalne politike Evropske unije. To potrjujejo tudi številni dokumenti, ki jih je na to temo pripravila Evropska komisija. Tak dokument je tudi Memorandum o vseživljenjskem učenju, v katerem lahko najdemo številna priporočila za spremembo ustroja izobraževalnega sistema, ki bi jih na kratko lahko strnili v težnjo po decentralizaciji in deformalizaciji izobraževanja. Argumenti za tovrstne pristope se iščejo na eni strani v interesu kapitala na drugi pa v želji po zagotavljanju večje socialne pravičnosti. Razprava skuša s postavitvijo te strategije v širši družbeni kontekst osvetliti, kako in katerim interesom se lahko skozi vpeljavo načela vseživljenjskega učenja približujemo.

Ključne besede: oblast, znanje, pravičnost in zagotavljanje enakih možnosti, decentralizacija, deformalizacija, družbena reprodukcija, emancipacija.

Damijan Štefanc
O PRAVICAH OTROK V IZOBRAŽEVANJU IN O IZOBRAŽEVANJU KOT OTROKOVI PRAVICI

Povzetek:
S sprejetjem Konvencije o otrokovih pravicah smo se tudi v Sloveniji zavezali spoštovati temeljne otrokove pravice. Država kot podpisnica Konvencije mora zagotavljati pogoje, v katerih je spoštovanje pravic sploh mogoče, mehanizmi, ki jih ima za to na voljo, pa so predvsem pravne narave - zakonodaja in podzakonski akti. V prispevku pokažemo, kako so otrokove pravice našle pot v Konvencijo in od tam tudi v slovensko (šolsko) zakonodajo. Čeprav lahko deluje samoumevno, da bo zagotavljanje otrokovih pravic z zakonodajo pomenilo tudi spoštovanje le-teh v šolski vzgojni praksi, nam prikazani podatki iz raziskave o otrokovih pravicah dajejo slutiti, da ni vedno tako. Kljub vsemu poudarjamo tudi dejstvo, da sami podatki ne omogočajo izpeljave enoznačnih interpretacij, vsaj ne na ravni iskanja vzrokov za takšne subjektivne ocene otrok, kot smo jih pridobili z raziskavo.

Ključne besede: otrokove pravice, pravni mehanizmi zagotavljanja pravic, pravica do izobraževanja, otrokove pravice v šoli, Konvencija o otrokovih pravicah, šolska zakonodaja, legitimna vzgojna praksa.

Dr. Majda Cencič,
Dr. Branka Čagran,
MOTIVACIJSKI DEJAVNIKI IZBIRE ŠTUDIJA IN POKLICA VZGOJITELJA PREDŠOLSKIH OTROK

Povzetek:
V članku je predstavljenih nekaj teoretičnih izhodišč o izbiri poklica ter izsledki relevantnih raziskav. Osrednji del je namenjen empirični raziskavi, v kateri smo proučevali motivacijske dejavnike vzorca študentov prvega letnika predšolske vzgoje Univerze v Ljubljani (oddelek predšolske vzgoje v Ljubljani in oddelek predšolske vzgoje v Kopru) in Univerze v Mariboru za študij predšolske vzgoje. Vzorec študentov v študijskem letu 2001/02 je enostavni slučajnostni vzorec iz hipotetične statistične množice. Zaradi majhnega števila fantov vloge spola nismo mogli statistično kontrolirati, smo pa kraj šolanja in s faktorizacijo večjega števila razlogov identificirali pet dejavnikov (dva dejavnika notranje, dva zunanje motivacije in enega motivacijsko mešanega). Rezultati analize razlik med študentkami glede na kraj šolanja kažejo, da so študentke ljubljanske Pedagoške fakultete za študij bolj notranje motivirane, saj se je zanje pokazalo, da jih vodi samouresničevanje lastnih potencialov ter poklicanost za vzgojiteljski poklic. Pri študentkah oddelka v Kopru izstopajo aspiracije in stereotipi ter alternativni cilji. Pri študentkah Pedagoške fakultete v Mariboru pa se kažejo značilnosti zunanje motivacije, saj jih bolj vodijo socialno-ekonomske koristi, pa tudi aspiracije in stereotipi. Rezultati so dobljeni pri študentkah prvega letnika. Morda bi ob koncu študija zaznali spremembe v motiviranosti študentk prvega letnika obeh univerz.

Ključne besede: izbira poklica, motivacijski dejavniki izbire študija, predšolska vzgoja, poklic vzgojitelj predšolskih otrok.

Dr. Slavko Cvetek
ARGUMENTI ZA PRENOVO IZOBRAŽEVANJA UČITELJEV

Povzetek:
Izhodišče prispevka predstavlja avtorjeva trditev, da se izobraževanje učiteljev v Sloveniji utemeljuje v zastarelem in za današnji čas neustreznem pristopu, v skladu s katerim je teorija, posredovana študentom na fakulteti, podlaga za prakso, tisti čas oz. del študija, ki ga študent, prihodnji učitelj, preživi v šoli oz. razredu. Za razliko od tega je po avtorjevem mnenju za sodobno izobraževanje učiteljev značilen takšen odnos med teorijo in prakso, v katerem sta ti podlaga druga drugi oz. sta v interaktivnem medsebojnem razmerju. Avtor dokazuje pravilnost svoje trditve z zgodovinskimi, epistemološkimi in empiričnimi argumenti. Med prvimi je po njegovem mnenju bistvenega pomena splošen premik na področju visokošolskega izobraževanja od poučevanjske k učenjski paradigmi, medtem ko gre pri drugih za spremenjen odnos med teorijo in prakso v izobraževanju profesionalnih praktikov. Empirični argumenti temeljijo na ugotovitvah evalvacije programa za izobraževanje učiteljev angleškega jezika na Pedagoški fakulteti Univerze v Mariboru. Ugotovitve potrjujejo izhodiščno trditev, zato se avtor zavzema za to, da se na Pedagoški fakulteti in nasploh v Sloveniji začne proces prenove programov za začetno izobraževanje učiteljev.

Ključne besede: izobraževanje učiteljev, refleksija, reflektivna praksa, reflektivni model, programska evalvacija.

Dejan Makovšek
DONOSNOST UČENJA IN SELEKCIJA V ŠOLI - PRIMER TREH DRŽAV

Povzetek:
V prispevku usmerjamo pozornost k rasti znanja učencev (donosnosti učenja) v pogojih rastočih izobraževalnih standardov. Najprej preučujemo izobraževalne standarde in njihovo vlogo pri selekciji v šolskem sistemu. Nato postavimo model rasti znanja, ki upošteva tekmovalnost med učenci in rast zahtevnosti zaradi pogoja doseganja Gaussove porazdelitve rezultatov. Ugotavljamo, da so izobraževalni standardi v končni fazi izvajanja - v učilnici, nejasni. To pa ima lahko kritičen negativni vpliv pri visoki zahtevnosti v šoli in tekmovalnosti med učenci, saj se vse več učnega časa učencev porablja za zagotavljanje njihove selekcije.

Ključne besede: selekcija, tekmovalnost, evalvacija, učenje, izobraževalni standardi, notranja učinkovitost izobraževalnega sistema, modeli rasti znanja.

Olga Ebert
UVAJANJE NOVINCEV V VRTEC IN UČENJE RUTINSKIH PRIVAJENOSTI
(Konfliktnost med sanitarno-higienskimi in pedagoškimi zahtevami)

Povzetek:
V iskanju najprimernejše vzgojne koncepcije se vrtci srečujejo s "starimi" praksami in načini delovanja, ki jih skušajo nadomestiti z novejšimi pristopi. Ohraniti želijo pozitivne dosežke stroke, hkrati pa uvajati nove, bolj sproščene oblike dela, ki temeljijo na načelih demokratičnosti, individualnosti in upoštevanju otrokovih pravic.
Otrok se sreča z zahtevami institucije takoj ob vključitvi v vrtec, to je pogosto že v prvih treh letih življenja. Prisiljen se je podrediti vsakdanjim nevidnim praksam, ki jih predenj postavlja novo družbeno okolje. S pridobivanjem "navad" se nauči življenja v skupnosti. Ko otrok izstopi iz varstva družine in se vključi v vrtec, začne pridobivati tudi rutinske navade, ki so značilne za institucijo. Kurikulum za vrtce posveča posebno pozornost poznavanju otroka, socialnemu učenju, sodelovanju s starši, pa tudi učenju vsakodnevnih privajenosti. V praksi je nujno prepletanje rutine z igro in dejavnostmi z različnih področij. Pri delu v vrtcih pa ni prisotno le upoštevanje pedagoških zahtev, temveč na organizacijo življenja in dela vplivajo tudi predpisi z drugih področij. Najmočnejši vpliv imajo sanitarno-higienski predpisi, ki se prepletajo na vseh področjih neposrednega dela z otroki. Dosledno upoštevanje teh predpisov povečuje obseg rutinskih privajenosti, ki jih mora usvojiti otrok in ovira uvajanje bolj sproščenih oblik dela v vrtec, oblik, kakršne predvideva sodoben koncept predšolske vzgoje.

Ključne besede: uvajanje novincev, institucija, dnevna rutina, kurikulum, prikriti kurikulum, pedagoški pristop, bolj sproščene oblike dela, predpisi, zdravstveno-higienske zahteve, medikalizacija.

VOL. 53/119, No 5, December 2002

SCHOOL AND DEMOCRACY

- Introduction to Thematic Discussions - Mojca Kovač Šebart, Zdenko Medveš

- Equality And Freedom: The Fundamental Values of Democracy and School - Zdenko Kodelja
- The New Paradigm of Justice in School - Zdenko Medveš
- The School - The Environment of Empirical Social Learning and/or Moral Education?- Robi Kroflič
- Democracy, School and Philosophy for Children - Marjan Šimenc
- Social Justice and the Principle of Life-Long Learning - Sabina Mojškerc
- The Rights of Children in Education and Education as A Child's Right - Damijan Štefanc

NON-THEMATIC DISCUSSIONS

- Motivating Factors in Choosing the Study and Profession of a Pre-School Children Teacher Cencič Majda , Čagran Branka -
- Arguments in Favour of Reforming Teachers' Education - SlavkoCvetek
- The Productivity of Studying and Selection in School - Case Studies of Three Countries- Dejan Makovšek
- Introducing new children to day-care centres and learning routines - Olga Ebert

REPORTS, ASSESSMENTS

- Teaching 'Environment Education' in the First Grade of the Nine-Year Primary School -
Vlasta Hus about her Doctor's dissertation
- Cultural Event at Vodnik's House
- France Ostanek (1902 - 1989) - Tatjana Hojan

BOOK SHELF

New Books in Pedagogocal Library - Tanja Šulak

KODELJA Zdenko, Ph.D.

Abstract:
Democracy is based on two values: equality and freedom. However, equality and freedom are not absolute values as there is no abstract principle (including the principle of freedom and equality) that would not allow exceptions in its application. However, the difference between the rule and exceptions is that an exception must be justified. Where freedom is the rule, its limitation must be justified and, where equality is the rule, unequal treatment must be justified. The first part of the text stresses some cases characteristic of the school environment for which there is a considerably broad consensus that they represent a justified limitation of freedom, which is otherwise considered the rule. In the second part, the subject of analysis is only one case - but this case is very important for understanding democracy - where equality is the rule and where unequal treatment (as an exception) must thus be justified. The article concerns a well-known idea about equal education opportunities.

Keywords: democracy, equality, freedom, school, equal education opportunities.

MEDVEŠ Zdenko, Ph.D.
THE NEW PARADIGM OF JUSTICE IN SCHOOL

Abstract:
Justice in school is still one of the ongoing issues in the modern research into the school. It is true that less has been said and written about it in the last two decades, as if the subject had been exhausted during the discussions held amidst the great school reforms of the last century. Today, a new view of the fair school has increasingly been established, originating in the entitlement of anybody to receive quality knowledge and development. In such an environment, the understanding of school justice being achieved by the uniform school and the principle of equal opportunities has been historically surpassed. Instead of the principle of equal opportunities, the principle of "equal results" appears as the criterion for school justice, which we consider a new paradigm of justice in school as it integrally changes school philosophy. The school and the teacher are together becoming responsible for the educational success of each individual. The school must provide special care and responsibility for the traditionally unprivileged parts of the population in terms of education. The condition for such an introduction of this new paradigm is the quality of school and assessment oriented towards the results achieved. The process of measuring and comparing school results is not unproblematic. This is especially the case in international projects of measuring school effects, like PISA, which has a tendency towards revising the concept of school knowledge, primarily general education. Such projects can also be signs of globalisation processes beginning in education.

Keywords: democracy, justice, equal opportunities, equal results, uniform school, social differentiation, PISA, measurement of school effects, globalisation.

KROFLIČ Robi, Ph.D.
THE SCHOOL - THE ENVIRONMENT OF EMPIRICAL SOCIAL LEARNING AND/OR MORAL EDUCATION?

Abstract:
In the discussion, the author tries to answer the questions of whether all empirical social learning in school is appropriate and whether the educational concept of the public school can be ascribed with appropriate broader education effects by referring to the principle of the classes giving the student broader education. The analysis of Herbart's pedagogy shows that his concept of Bildung presumes a clearly shaped broader education concept as a kind of a map of creating broader educational effects. However, the analysis of Dewey's concept of empirical continuum shows that experience in broader education can also be non-pedagogical - damaging in terms of one's further development of thinking, moral judgement and conduct. Therefore, a public school that stresses the primacy of indirect broader education elements also needs clearly shaped broader education targets - values, plan of specific broader education elements and a teacher who is able to reflect his/her broader education role. To the teacher, analytical pedagogy can represent a map, clearly defined basic guidelines, the values of the school can be the criterion, and the knowledge of broader education elements and their direction can be an instrument of implementing the broader education concept of the school.

Keywords: broader education concept, broader education elements of school, empirical continuum, unplanned broader education effects.

ŠIMENC Marjan, Ph.D.
DEMOCRACY, SCHOOL AND PHILOSOPHY FOR CHILDREN

Abstract:
Learning for democracy presumes a basic knowledge of democracy, set of skills, and above all intellectual autonomy. The programme of philosophy for children provides a model of how to establish this. It is based on the community of research, sharpening the transition of reform pedagogy from the teacher to the students into the transition towards the community. The core of the programme is training to acquire the power of critical judgement. However, at least in one stage, reflection does not take place at the level of an individual, but at the level of a group. The same is true of democratic values: at the declarative level all values are subject to critical reflection in which an individual appropriates them for himself/herself. Yet, analysis shows that such reflection is only possible when the space is cleared, presuming the appropriation of the basic procedural values at the level of daily practice.

Keywords: democracy, school, philosophy for children, democratic values.

MOJŠKERC Sabina
SOCIAL JUSTICE AND THE PRINCIPLE OF LIFE-LONG LEARNING

Abstract:
The principle of life-long learning has risen to the very top of the European Union's education policy. This is also confirmed by the many documents prepared by the European Commission on this subject. One of these documents is the Memorandum on Life-Long Learning, in which there are many recommendations on how to change the structure of education systems which can be summarised as the tendency towards the decentralisation and reduced formality of education. Arguments in favour of such approaches are, on one hand, sought for in the interest of capital, and on the other, in the desire to provide greater social justice. By placing this strategy into a wider public context, the debate tries to shed light on which interests we can get closer to by introducing the principle of life-long learning and in which way.

Keywords: authority, knowledge, justice and provision of equal opportunities, decentralisation, deformalisation, social reproduction, emancipation.

ŠTEFANEC Damijan
THE RIGHTS OF CHILDREN IN EDUCATION AND EDUCATION AS A CHILD'S RIGHT

Abstract:
By signing the Convention on the Rights of the Child, Slovenia also obliged itself to respect the fundamental rights of the child. The state as the signatory must provide an environment in which the respect of these rights is possible, with the available mechanisms mostly being of a legal nature - legislation and executive regulations. The article shows how the rights of the child made their way to the Convention and from there to the Slovenian (educational) legislation. Although it might be taken for granted that ensuring the rights of the child by legislation also means their exercising in school practice, the presented results of the research into the rights of the child give us grounds for the suspicion that this is not always the case. Nevertheless, we also stress the fact that the data by themselves do not allow us to deduce unambiguous interpretations, at least not at the level of searching for the reasons for such subjective assessments of children as obtained by our research.
Keywords: rights of the child, legal mechanisms of ensuring rights, the right to education, rights of the child in school, the Convention on the Rights of the Child, school legislation, legitimate broader education practice.

CENCIČ Majda, Ph.D. , ČAGRAN Branka, Ph.D.
MOTIVATING FACTORS IN CHOOSING THE STUDY AND PROFESSION OF A PRE-SCHOOL CHILDREN TEACHER

Abstract:
The article presents several theoretical starting points for choosing one's profession and the results of related research. The focus is on empirical research in which we studied motivating factors of a sample of first-year students of pre-school education at the University of Ljubljana (pre-school education department in Ljubljana and pre-school education department in Koper) and the University of Maribor. The sample of students in the 2001/2002 academic year was a simple random sample out of the hypothetical statistical set. Due to the small number of males, we were unable to statistically control for the influence of gender, however, we controlled for the location of schooling and identified five factors by factorising a large number of reasons (two factors of internal motivation, two factors of external motivation and a mixed one). The results of analysing the differences between students with regard to the location of schooling showed that those at Ljubljana's Faculty of Education were better internally motivated for their studies, as it turned out they were guided by the self-realisation of their own potential and their belief this is the profession they were meant to practice. Students at the Koper department primarily showed aspiration, stereotypes and alternative targets. The students at Maribor's Faculty of Education presented characteristics of external motivation, as they were more guided by socio-economic benefits as well as aspiration and stereotypes. The research was conducted among first-year students. Perhaps at the end of their studies we might find some differences in the motivation of these students.

Keywords: choosing a profession, motivating factors in choosing the study of pre-school education, the profession of a pre-school children teacher.

CVETEK Slavko, Ph.D.
ARGUMENTS IN FAVOUR OF REFORMING TEACHERS' EDUCATION

Abstract:
The staring point of the article is the author's claim that the education of teachers in Slovenia is based on an out-of-date approach that is inappropriate for today and in which the theory taught to students at the faculty is the basis for practice, i.e. the period of time that a student, future teacher, spends in classroom as part of his or her studies. As opposed to this, the author believes that modern teachers' education is characterised by a relation between theory and practice whereby these two are based on each other, i.e. they are interactive. The author proves his theory with historical, epistemological and empirical arguments. Among the first, the author considers most important the general shift in the area of higher education from the paradigm of teaching to that of learning, while the other concern is the changed relation between theory and practice in the education of professional teachers. The empirical arguments are based on the findings after assessing the programme of training teachers of the English language at the Faculty of Education at the University of Maribor. The findings confirm the initial claim, therefore the author favours a process of reforming the programmes for the initial education of teachers to start at the Faculty of Education and in Slovenia in general.

Keywords: the education of teachers, reflection, reflective practice, reflective model, programme assessment.

MAKOVŠEK Dejan
THE PRODUCTIVITY OF STUDYING AND SELECTION IN SCHOOL - CASE STUDIES OF THREE COUNTRIES

Abstract:
This article focuses on the increase in pupils' knowledge (the productivity of studying) in the environment of growing education standards. First, it examines education standards and their role in selection in the Slovenian school system. Then, it sets up a model of knowledge growth, taking into account competitiveness between pupils and heightened requirements due to the need to achieve the Gauss results distribution. We found that education standards in the final stage of their implementation - in the classroom - are unclear. This can exert a critical negative influence with regard to the high level of requirements in school and competitiveness between pupils, as an increasing amount of pupils' learning time is spent on carrying out their selection.

Keywords: selection, competitiveness, assessment, learning, education standards, internal efficiency of the education system, models of knowledge growth.

EBERT Olga
INTRODUCING NEW CHILDREN TO DAY-CARE CENTRES AND LEARNING ROUTINES (The conflict between sanitary-hygienic and pedagogical requirements)

Abstract:
In searching for the most appropriate education concept, day-care centres encounter "old" practices and ways of functioning which they would like to replace with newer approaches. They seek to preserve positive achievements made in the profession, yet simultaneously introduce new, more relaxed forms of activities based on the principles of democracy, individuality and respect of children's rights.
Children meet the requirements of an institution as soon as they come to a day-care centre; this is often already within their first three years of life. They are forced to submit to day-to-day invisible practices brought to them by the new social life. By acquiring "habits" they learn about life in a community. When they leave from under the wings of their families and enter day-care centres, they also begin to acquire the routines typical of such institutions. The kindergarten curriculum pays special attention to knowing children, social learning, co-operation with parents, as well as learning daily routines. In practice, interweaving the routine with games and activities in various areas is indispensable. Day-care centre activities do not only have to respect pedagogical requirements, as the organisation of life and work is also influenced by regulations stemming from other areas. Strongest influence is exerted by sanitary-hygienic regulations, involved in all areas of direct work with children. Strict adherence to these regulations increases the number of routines a child must acquire and hinders the introduction to day-care centres of more relaxed forms of activities, such as those envisaged by the modern concept of pre-school education.

Keywords: introduction of new children, institution, daily routine, curriculum, hidden curriculum, pedagogical approach, relaxed forms of work, regulations, sanitary-hygienic requirements, medicalisation.