Stručni rad

MENTORSHIP TEACHING IN ELEMENTARY SCHOOL

Milan Matijević ; Filozofski fakultet, Zagreb

Sažetak

Currently, in elementary schools in Croatia, a type of frontal
teaching dominates in a c1ass-subject-lesson system. Such
teaching is more teacher-oriented than directed towards schoolchildren.
It is important what the teacher is doing and how the curriculum
is carried out, and the pupils mostly sit, listen and watch.
The author has been studying for the past ten years the position,
in such circumstances, of children with special educational needs
- and children with developmental difficulties as well as very talented
children in all or certain fields of activity. A sample of 95 children
with developmental difficulties and 25 above-averagely talented
pupils were analyzed. In the tables included, the basic data
for 20 children with developmental difficulties and 10 very talented
children are presented. Through systematic observation of
the process of teaching, the examination of school documents
and pupils' works, as well as through interviews with children, parents
and teachers, the modes of providing instructive assistance
to such children, in other words, teaching methods and strategies
were analyzed. By far the most adequate path to follow is ensuring
mentoriai assistance for such children. The author explains
the nature of such teaching and warns of the difficulties resultinq
from the teachers' attempts as mentors in leading and directing
children with special educational needs in circumstances of communal
teaching.

Ključne riječi

Hrčak ID:

32209

URI

https://hrcak.srce.hr/32209

Datum izdavanja:

1.1.1996.

Podaci na drugim jezicima: hrvatski njemački

Posjeta: 8.105 *