364 KB51 KB200920252011Premrl, Darjaštevilka:1/2letnik:3str. 131-149ISSN:1855-8453COBISSID:47554146URN:URN:NBN:SI:doc-TFBT1PWVslZnanstvena založba Filozofske fakulteteVestnik za tuje jezikedidactic methoddidaktikafrancoščinaFrenchmetodikamotivacijamotivationSloveniaSlovenijatuji jezikiučenciučiteljiVloga učitelja pri motivaciji učencev za učenje francoščine v Sloveniji|French language teachers in Slovene elementary and high schools think that the teachers must motivate pupils with different approaches to work in the classroom. They also estimate that if the student isn't motivated to work in the classroom, teacher's effort could improve the motivation. Teachers, therefore, believe in their work, in their knowledge and competences to present French language to the pupils in the way they enjoy studying it, and that their way of work improves interest for the knowledge/learning of French language. Nevertheless, 78 % of teachers involved in this research think that a workshop about motivation with the examples from the good practice could be of great use to them. The analysis shows that teachers like to use student's book in their work and that they most often motivate pupils with their own excitement about the topic. The fact is that the motivation is a dynamic process which changes in time and in place. Teacher is a part of that process, but he/she is not the only one responsible for its outcomeUčitelji francoščine na slovenskih osnovnih šolah in na gimnazijah menijo, da je naloga učitelja, da z različnimi pristopi motivira učence in dijake za delo v razredu, ocenjujejo celo, da učiteljev trud spodbudno deluje na motivacijo nezainteresiranih učencev oz. dijakov. Učitelji torej verjamejo v svoje delo, v svoje znanje in sposobnosti, da učencem francoščino predstavijo tako, da imajo veselje do učenja, da s svojim delom v razredu višajo interes za znanje francoščine. Kljub temu pa kar 78 % učiteljev meni, da bi jim koristilo predavanje na temo motivacija in izmenjava primerov dobrih praks. Analiza kaže, da učitelji zaupajo izbranemu učbeniku, učence najpogosteje motivirajo z lastnim navdušenjem do obravnavane teme in s svojim delovanjem na področju francoščine skrbijo za učiteljev "dober glas". Dejstvo je, da gre pri motivaciji za dinamičen proces, ki se tudi krajevno in časovno spreminja. Učitelj je del tega procesa, ni pa edini odgovoren za njegov izidTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaZnanstvena založba Filozofske fakultete