The hidden curriculum refers to various dimensions of pedagogical activity that concern (professional) knowledge, power relations and the socio-cultural context in which educators operate. The article presents ways in which school counsellors understand the hidden curriculum. The findings of qualitative analysis of interviews with 37 school counsellors are presented. Focus is given to how school counsellors understand the term hidden curriculum, recognise and respond to it. While the results revealed that school counsellors know the basic definitions of the hidden curriculum, deeper analysis of their answers showed this understanding is often incomplete and inadequate. In the future, greater attention should be paid to the extent to which the hidden curriculum is recognised and present in both schools generally and the work of the school counselling service.

Rights

URN

URN:NBN:SI:doc-AALVSI20

COBISSID

169064195

DOI

10.51936/dr.39.103.63-85

Added

19.01.2024

Metadata

Citation

APA:

Jeznik, Katja, Gregorčič Mrvar, Petra (2023). Šolska svetovalna služba v primežu prikritega kurikuluma. Družboslovne razprave, volume 39, issue 103, str. 63-85. URN:NBN:SI:doc-AALVSI20 from http://www.dlib.si

MLA:

Jeznik, Katja, Gregorčič Mrvar, Petra. "Šolska svetovalna služba v primežu prikritega kurikuluma." Družboslovne razprave volume 39. issue 103 (2023) str. 63-85.
<http://www.dlib.si/?URN=URN:NBN:SI:doc-AALVSI20>

Družboslovne razprave
2014
(Assembly record)