{"?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-QVX0Z2QL/cf71ea62-661b-40bf-b14f-1d662c1a58b3/PDF","dcterms:extent":"465 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:DOC-QVX0Z2QL/c129b1c8-2823-4be9-aebe-34c2dc8315a7/TEXT","dcterms:extent":"0 KB"}],"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:DOC-QVX0Z2QL","dcterms:issued":"2026","dc:creator":["Karamatić Brčić, Matilda","Runtić, Blanka"],"dc:format":[{"@xml:lang":"sl","#text":"številka:1"},{"@xml:lang":"sl","#text":"letnik:77"},{"@xml:lang":"sl","#text":"str. 91-113"}],"dc:identifier":["ISSN:0038-0474","DOI:10.63384/spB61z893a","COBISSID_HOST:276621571","URN:URN:NBN:SI:doc-QVX0Z2QL"],"dc:language":"en","dc:publisher":{"@xml:lang":"sl","#text":"Zveza društev pedagoških delavcev Slovenije"},"dc:source":{"@xml:lang":"sl","#text":"Sodobna pedagogika"},"dc:subject":[{"@xml:lang":"en","#text":"constructivism"},{"@xml:lang":"sl","#text":"epistemologija"},{"@xml:lang":"en","#text":"epistemology"},{"@xml:lang":"sl","#text":"konstruktivizem"},{"@xml:lang":"en","#text":"pedagogical content knowledge"},{"@xml:lang":"sl","#text":"pedagoško vsebinsko znanje"},{"@xml:lang":"en","#text":"teacher knowledge"},{"@xml:lang":"sl","#text":"učiteljevo znanje"}],"dc:title":{"@xml:lang":"sl","#text":"Teacher knowledge between theory and practice| an epistemological reflection|"},"dc:description":[{"@xml:lang":"sl","#text":"Knowledge is a fundamental element of a teacher’s professional identity and a key factor in the quality of education. This theoretical paper aims to explore the epistemological perspective of teacher knowledge and reflect on it from the perspective of professional development. It presents an integrative framework composed of six interconnected parts: empiricism (learning from experience and observation), rationalism (gaining knowledge through reasoning and theory), constructivism (building knowledge through interaction and context), pragmatism (using knowledge to solve problems), critical rationalism (seeing knowledge as a hypothesis tested in real life) and social epistemology (understanding knowledge as something shared and created socially). Thus, teacher knowledge is viewed as a dynamic synthesis of different epistemological traditions. Special attention is given to contemporary models of teacher knowledge – Shulman’s pedagogical content knowledge and Mishra and Koehler’s technological pedagogical content knowledge. These models are interpreted through a broader epistemological framework. It is concluded that teacher knowledge is not a static category but a multidimensional and adaptable construct. It emerges from the dialogue between theory and practice and develops through lifelong learning, reflection and professional collaboration. Such an understanding encourages innovative teacher professional development in the contemporary knowledge society"},{"@xml:lang":"sl","#text":"Znanje je temeljni element učiteljeve poklicne identitete in ključni dejavnik kakovosti izobraževanja. Ta teoretični članek si prizadeva raziskati epistemološko perspektivo učiteljevega znanja in jo reflektirati skozi vidik profesionalnega razvoja. Predstavlja integrativni okvir, sestavljen iz šestih medsebojno povezanih delov: empirizma (učenja iz izkušenj in opazovanja), racionalizma (pridobivanja znanja s sklepanjem in teorijo), konstruktivizma (gradnje znanja z interakcijo in kontekstom), pragmatizma (uporabe znanja za reševanje problemov), kritičnega racionalizma (glede na znanje kot hipotezo, preizkušeno v resničnem življenju) in socialne epistemologije (razumevanja znanja kot nečesa, kar se deli in ustvarja družbeno). Učiteljevo znanje se tako obravnava kot dinamična sinteza različnih epistemoloških tradicij. Posebna pozornost je namenjena sodobnim modelom učiteljevega znanja – Shulmanovemu pedagoškemu vsebinskemu znanju (PCK) ter Mishrovemu in Koehlerjevemu pedagoškotehnološkemu vsebinskemu znanju (TPACK). Ti modeli so interpretirani skozi širši epistemološki okvir. Sklepamo, da znanje učiteljev ni statična kategorija, temveč večdimenzionalen in prilagodljiv konstrukt. Izhaja iz dialoga med teorijo in prakso ter se razvija skozi vseživljenjsko učenje, refleksijo in profesionalno sodelovanje. Takšno razumevanje spodbuja inovativen profesionalni razvoj učiteljev v sodobni družbi znanja"}],"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-QVX0Z2QL","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:DOC-QVX0Z2QL"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:DOC-QVX0Z2QL/cf71ea62-661b-40bf-b14f-1d662c1a58b3/PDF"},"edm:rights":{"@rdf:resource":"http://creativecommons.org/licenses/by-sa/4.0/"},"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":"Zveza društev pedagoških delavcev Slovenije"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:DOC-QVX0Z2QL/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:DOC-QVX0Z2QL"}}}}