{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:DOC-AALVSI20/15f0adcf-eb39-4535-89fa-685422956dcc/PDF","dcterms:extent":"236 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:DOC-AALVSI20/2fef6978-275a-4211-bb58-de2ae8f31e46/TEXT","dcterms:extent":"0 KB"}],"edm:TimeSpan":{"@rdf:about":"1984-2025","edm:begin":{"@xml:lang":"en","#text":"1984"},"edm:end":{"@xml:lang":"en","#text":"2025"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:DOC-AALVSI20","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-LRR6C6LY"},{"@xml:lang":"sl","#text":"Družboslovne razprave"}],"dcterms:issued":"2023","dc:creator":["Gregorčič Mrvar, Petra","Jeznik, Katja"],"dc:format":[{"@xml:lang":"sl","#text":"številka:103"},{"@xml:lang":"sl","#text":"letnik:39"},{"@xml:lang":"sl","#text":"str. 63-85"}],"dc:identifier":["ISSN:0352-3608","DOI:10.51936/dr.39.103.63-85","COBISSID_HOST:169064195","URN:URN:NBN:SI:doc-AALVSI20"],"dc:language":"sl","dc:publisher":[{"@xml:lang":"sl","#text":"Fakulteta za družbene vede"},{"@xml:lang":"sl","#text":"Slovensko sociološko društvo"}],"dc:subject":[{"@xml:lang":"en","#text":"educational and disciplinary practices"},{"@xml:lang":"en","#text":"hidden curriculum"},{"@xml:lang":"sl","#text":"Pedagoški svetovalci"},{"@xml:lang":"sl","#text":"prikriti kurikulum"},{"@xml:lang":"en","#text":"routine"},{"@xml:lang":"en","#text":"school counselling service"},{"@xml:lang":"en","#text":"subjective and implicit theories"},{"@xml:lang":"sl","#text":"subjektivne in implicitne teorije"},{"@xml:lang":"sl","#text":"Svetovanje"},{"@xml:lang":"sl","#text":"Šole"},{"@xml:lang":"sl","#text":"šolska svetovalna služba"},{"@xml:lang":"en","#text":"teachers"},{"@xml:lang":"sl","#text":"učitelj"},{"@xml:lang":"sl","#text":"vzgojnodisciplinske prakse"}],"dcterms:temporal":{"@rdf:resource":"1984-2025"},"dc:title":{"@xml:lang":"sl","#text":"Šolska svetovalna služba v primežu prikritega kurikuluma|"},"dc:description":[{"@xml:lang":"sl","#text":"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"},{"@xml:lang":"sl","#text":"Prikriti kurikulum predstavlja različne razsežnosti pedagoškega delovanja. Nanaša se na (strokovno) znanje, razmerja moči in družbeno-kulturni kontekst, v katerem delujemo. V članku predstavljamo razumevanje prikritega kurikuluma s perspektive šolskih svetovalnih delavcev.1 Predstavljene so ugotovitve kvalitativne analize intervjujev s 37 šolskimi svetovalnimi delavci. Analizirano je, kaj šolski svetovalni delavci razumejo pod izrazom prikriti kurikulum, kako ga prepoznajo in kako se nanj odzivajo. Rezultati kažejo, da šolski svetovalni delavci poznajo osnovne opredelitve prikritega kurikuluma, bolj poglobljena analiza njihovih odgovorov pa je pokazala, da je to razumevanje pogosto nepopolno in neustrezno. V prihodnje bo treba več pozornosti nameniti prepoznavanju in prisotnosti prikritega kurikuluma, tako v šolah na splošno kot tudi pri delu šolske svetovalne službe"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:DOC-AALVSI20","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:DOC-AALVSI20"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:DOC-AALVSI20/15f0adcf-eb39-4535-89fa-685422956dcc/PDF"},"edm:rights":{"@rdf:resource":"http://rightsstatements.org/vocab/InC/1.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Slovensko sociološko društvo"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:DOC-AALVSI20/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:DOC-AALVSI20"}}}}