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The qualification holder will be able to:
(general competences)
- communicate effectively with students and develop a positive group atmosphere and good relationships with and among students,
- develop students' ability to communicate in Slovene,
- develop social skills in students and demonstrate understanding and mastery of the basic procedures and principles of the counselling interview and work with students,
- create a safe and encouraging learning environment in which students feel accepted, and in which diversity is valued and independence and responsibility are encouraged,
- (co-)create clear rules for discipline and behaviour in the classroom,
- use appropriate strategies to deal with inappropriate behaviour, aggression and conflict,
- demonstrate a positive attitude to students through understanding of and respect for their social, cultural and linguistic origins,
- demonstrate awareness of the ethical frameworks of own actions and observe these values,
- demonstrate mastery of basic principles and processes for the planning, implementation and evaluation of the learning process,
- adequately integrate and coordinate objectives, content, learning methods and approaches in the concretisation of the curriculum, taking into account modern insights into curriculum teaching methods,
- take into account the developmental characteristics of students and the principles and factors of successful learning when planning and implementing lessons
- adapt teaching to the individual specificities of students in terms of previous knowledge, interests, learning styles and learning abilities,
- establish a strong learning environment by employing a broad repertoire of learning methods and strategies to encourage mental activity in students,
- rationally combine individual, group and lecture-style teaching,
- use effective methods to encourage motivation and develop independent learning strategies in students (learning to learn),
- adequately incorporate information and communication technologies into teaching and develop information literacy in students,
- identify students with special needs, adapt work to their specificities and cooperate with other teachers and experts,
- demonstrate mastery and rational application of various methods for testing and assessing knowledge and achievements, and monitoring student progress, both in the area of knowledge and in learning strategies and social skills,
- provide constructive feedback and appropriately report learning outcomes,
(subject-specific competences)
- demonstrate knowledge and understanding of students' developmental characteristics, differences and needs, recognise learning abilities and difficulties, and take a holistic view of the child,
- apply special pedagogical knowledge to work with children with special needs,
- adapt learning and educational approaches to individual, social, linguistic and cultural differences of students,
- demonstrate knowledge and understanding of the material characteristics of lessons in the first two three-year cycles in the fields of Slovene, mathematics, science, technology, social science, sport, art, music,
- understand and apply specialist knowledge to achieve curriculum objectives in the first two three-year cycles of elementary school,
- show aesthetic sensitivity and a capacity to work effectively and creatively in artistic fields,
- demonstrate knowledge and understanding of the didactic characteristics of lessons in the first two three-year cycles of elementary school in the fields of Slovene, mathematics, science, technology, social science, sport, art, music, (foreign language), and cross-curricular integration.
- understand and apply elements of special didactics to achieve curriculum objectives in the first two three-year cycles of elementary school,
- use a broad spectrum of teaching and learning strategies adapted to the needs of students,
- provide pedagogical leadership for an individual, class and/or group,
- participate in expanded elementary school programmes (e.g. after-school activities, study circles, school networks, international cooperation, etc.),
- create an encouraging learning atmosphere and positive mutual relations and effectively address disciplinary problems.
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The qualification holder will be able to:
(general competences)
- communicate, provide advice and work as part of a team,
- demonstrate a capacity for synthetic, analytical and creative thinking and problem-solving,
- apply knowledge flexibly in practice,
- be autonomous, (self-)critical and reflective, carry out (self-)evaluation and strive for quality,
- demonstrate general knowledge, communicate with experts from other professional and academic fields,
- demonstrate initiative/ambition (value of ongoing personal development and professional training),
- demonstrate information literacy,
- manage time, undertake own preparations and planning, and check own implementation of plans,
- communicate in a foreign language,
- demonstrate knowledge and understanding of social systems, leadership and institutional frameworks of work (particularly of processes in education and culture),
- demonstrate openness and sensitivity to people and social situations,
- demonstrate knowledge and understanding of the development processes, differences and needs of the individual,
- demonstrate knowledge of concepts in education and their philosophical and historical foundations,
- demonstrate knowledge and understanding of the institutional frameworks of work (requirements, legislation, documentation, legal aspects of education),
- use of information and communication technologies in education,
- demonstrate understanding of individual values and value systems and deal with questions of professional ethics,
- demonstrate knowledge and understanding of and an orientation towards inclusive, non-discriminatory work and multiculturalism,
(subject-specific competences)
- demonstrate knowledge of the theoretical bases of the field of special education and rehabilitation and apply them in practice,
- identify the special needs of the individual by using suitable (diagnostic) procedures, methods and techniques and plan individually tailored programmes or interventions in the rehabilitation process,
- develop inclusive culture, policy and practice,
- work with parents, guardians and families – informing, educating, counselling and providing emotional support,
- demonstrate knowledge of social systems, non-governmental organisations, voluntary work, advocacy,
- use appropriate procedures (methods) of research and development of practice in (field of work), e.g. case study, action research, etc.,
- work synergistically in an organisation/(interdisciplinary) team,
- resolve conflicts at the relational and professional level,
- work in accordance with professional ethics and codes of conduct; identify and address moral and ethical dilemmas and problems: act in a manner that protects the basic rights, integrity and dignity of the individual,
- take responsibility for own professional development and learning by evaluating and reflecting on own work (experience learning, intervision, supervision).
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