{"?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-9H9I95MH/98806cd5-3dc0-4153-b662-e286453f2356/PDF","dcterms:extent":"256 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-9H9I95MH/ae972707-3b32-4e32-9312-1c4e54a3b623/TEXT","dcterms:extent":"46 KB"}],"edm:TimeSpan":{"@rdf:about":"1995-2025","edm:begin":{"@xml:lang":"en","#text":"1995"},"edm:end":{"@xml:lang":"en","#text":"2025"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-9H9I95MH","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-D8TWJWPW"},{"@xml:lang":"sl","#text":"AS. Andragoška spoznanja"}],"dcterms:issued":"2022","dc:creator":["Balažic, Nuša","Mithans, Monika","Ograjšek, Sabina"],"dc:format":[{"@xml:lang":"sl","#text":"številka:1"},{"@xml:lang":"sl","#text":"letnik:28"},{"@xml:lang":"sl","#text":"str. 117-132"}],"dc:identifier":["DOI:10.4312/as/10419","ISSN:1318-5160","COBISSID_HOST:99675651","URN:URN:NBN:SI:doc-9H9I95MH"],"dc:language":"sl","dc:publisher":{"@xml:lang":"sl","#text":"Založba Univerze v Ljubljani"},"dc:subject":[{"@xml:lang":"en","#text":"gifted students"},{"@xml:lang":"sl","#text":"nadarjeni učenci"},{"@xml:lang":"sl","#text":"poučevanje nadarjenih"},{"@xml:lang":"en","#text":"teacher"},{"@xml:lang":"en","#text":"teacher qualifications"},{"@xml:lang":"en","#text":"teaching gifted students"},{"@xml:lang":"sl","#text":"učitelj"},{"@xml:lang":"sl","#text":"usposobljenost učiteljev"}],"dcterms:temporal":{"@rdf:resource":"1995-2025"},"dc:title":{"@xml:lang":"sl","#text":"Učiteljevo pridobivanje znanja v kontekstu poučevanja nadarjenih učencev|"},"dc:description":[{"@xml:lang":"sl","#text":"Teachers are considered competent experts in their subject area, so it is important that they keep up-grading and updating their knowledge. To this end, we wanted to find out how primary school teachers acquire knowledge about working with gifted students, whether they feel the need for (additional) educa-tion in this field, and the role schools have in providing relevant professional development opportunities. The survey was conducted in the 2020/21 school year. One hundred and seven primary school teachers participated. The results show that they gained the most knowledge about gifted students through profes-sional pursuits and by reading professional literature. They gained the least amount of knowledge about gifted students during their university studies. The responses indicate that older teachers and teachers with higher professional titles gained the most knowledge about gifted students through different types of professional development. We also found that most primary school teachers feel the need for additional education in teaching gifted students, in their opinion mainly because schools do not take full advantage of all the opportunities offered to them to provide such education"},{"@xml:lang":"sl","#text":"Učitelj velja za kompetentnega strokovnjaka na svojem predmetnem področju, zato je pomembno, da svoje znanje vseskozi nadgrajuje in posodablja. S tem v zvezi smo želeli ugotoviti, kako učitelji razredne-ga pouka pridobivajo znanja o nadarjenih učencih, ali čutijo potrebo po (dodatnih) izobraževanjih na področju poučevanja nadarjenih ter kakšna je vloga šole pri zagotavljanju tovrstnih izobraževanj. Raz-iskava je bila izvedena v šolskem letu 2020/21. Sodelovalo je 107 učiteljev razrednega pouka. Rezultati kažejo, da učitelji največ znanja o nadarjenih učencih pridobijo s poklicnim udejstvovanjem in branjem strokovne literature. Najmanj znanja o nadarjenih so učitelji pridobili v času študija. Odgovori učiteljev nakazujejo, da so največ znanja o nadarjenih učencih z različnimi načini poklicnega razvoja pridobili starejši učitelji in učitelji z višjimi strokovnimi nazivi. Ugotavljamo še, da večina učiteljev razrednega pouka čuti potrebo po dodatnih izobraževanjih na področju poučevanja nadarjenih učencev, sploh ker po njihovem mnenju šole v celoti ne izkoriščajo vseh možnosti, ki se jim ponujajo pri zagotavljanju tovrstnih izobraževanj"}],"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-9H9I95MH","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-9H9I95MH"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-9H9I95MH/98806cd5-3dc0-4153-b662-e286453f2356/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":"Univerza v Ljubljani, Filozofska fakulteta"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-9H9I95MH/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-9H9I95MH"}}}}