Page 39 - Glasbenopedagoški zbornik Akademije za glasbo v Ljubljani / The Journal of Music Education of the Academy of Music in Ljubljana: Mostovi med formalnim in neformalnim glasbenim izobraževanjem, leto 15, zvezek 31 / Year 15, Issue 31, 2019
P. 39
dana Borota, Tina Štemberger, GLASBENE ZMO NOSTI IN POTREBE PO IZOBRA EVANJU...
Bogdana Borota, Tina Štemberger
Univerza na Primorskem, Pedagoška fakulteta
GLASBENE ZMO NOSTI IN POTREBE PO IZOBRA EVANJU ŠTUDENTOV
PREDŠOLSKE VZGOJE
Izvirni znanstveni èlanek / Original Research Paper
Izvleèek
V pedagoški praksi zaèetnega izobra evanja vzgojiteljev se ka e izziv individualizacije študijskih
procesov glede na predhodne glasbene izkušnje študentov in njihovo motiviranost za študij. Z
empirièno raziskavo smo eleli ugotoviti, kako študenti ocenjujejo svoje glasbene zmo nosti,
kakšne so njihove glasbene izkušnje in na katerih podroèjih glasbenega izobra evanja ocenjujejo
potrebo po veèji pomoèi v povezavi z dokonèano srednjo šolo in formalnim glasbenim
izobra evanjem pred študijem. Sodelovalo je 122 študentov 1. letnika študijskega programa
Predšolske vzgoje na Pedagoški fakulteti Univerze na Primorskem. Podatki so bili zbrani in
obdelani na ravni deskriptivne in inferenène statistike. Študenti ocenjujejo lastne glasbene
zmo nosti nizko. Najmanj pomoèi potrebujejo pri branju notnega zapisa, najveè pa pri igranju na
glasbila, dirigiranju, vokalni tehniki in glasbenem ustvarjanju. Razlike v ocenah se ka ejo glede na
zakljuèeno srednješolsko izobra evanje in formalne oblike glasbenega izobra evanja.
Kljuène besede: zaèetno izobra evanje vzgojiteljev, uèni izidi, kompetence vzgojiteljev, glasbena
pismenost, formalno glasbeno izobra evanje, neformalno glasbeno izobra evanje
Abstract
Musical Abilities in Relation to the Needs to Educate Preschool Education Students
The practice of preschool teachers’ initial education points to the challenge of individualizing the
study processes according to students’ previous musical experience and their motivation to study.
The aim of empirical study was to find out how students self-assess their musical abilities and what
their musical experience is. We also wanted to determine in which areas of musical education
students assess the need for more support, in relation to secondary school graduation and formal
music education before entering the studies. The study included 122 first year students of Preschool
Education at University of Primorska, Faculty of Education. Data were gathered and processes on
the level of descriptive and inferential statistics. In general, the results indicate students assess their
musical abilities as rather low. The lowest level support will be needed in reading the musical scores
and the highest level of support will be needed in playing the instrument, conducting, vocal
technique and in creating music. The differences in self-assessed abilities are evident regarding
secondary education and formal forms of music education.
Keywords: preschool teachers initial teacher education, learning outcomes, preschool teachers’
competences, musical literacy, formal music education, non-formal music education
37
Bogdana Borota, Tina Štemberger
Univerza na Primorskem, Pedagoška fakulteta
GLASBENE ZMO NOSTI IN POTREBE PO IZOBRA EVANJU ŠTUDENTOV
PREDŠOLSKE VZGOJE
Izvirni znanstveni èlanek / Original Research Paper
Izvleèek
V pedagoški praksi zaèetnega izobra evanja vzgojiteljev se ka e izziv individualizacije študijskih
procesov glede na predhodne glasbene izkušnje študentov in njihovo motiviranost za študij. Z
empirièno raziskavo smo eleli ugotoviti, kako študenti ocenjujejo svoje glasbene zmo nosti,
kakšne so njihove glasbene izkušnje in na katerih podroèjih glasbenega izobra evanja ocenjujejo
potrebo po veèji pomoèi v povezavi z dokonèano srednjo šolo in formalnim glasbenim
izobra evanjem pred študijem. Sodelovalo je 122 študentov 1. letnika študijskega programa
Predšolske vzgoje na Pedagoški fakulteti Univerze na Primorskem. Podatki so bili zbrani in
obdelani na ravni deskriptivne in inferenène statistike. Študenti ocenjujejo lastne glasbene
zmo nosti nizko. Najmanj pomoèi potrebujejo pri branju notnega zapisa, najveè pa pri igranju na
glasbila, dirigiranju, vokalni tehniki in glasbenem ustvarjanju. Razlike v ocenah se ka ejo glede na
zakljuèeno srednješolsko izobra evanje in formalne oblike glasbenega izobra evanja.
Kljuène besede: zaèetno izobra evanje vzgojiteljev, uèni izidi, kompetence vzgojiteljev, glasbena
pismenost, formalno glasbeno izobra evanje, neformalno glasbeno izobra evanje
Abstract
Musical Abilities in Relation to the Needs to Educate Preschool Education Students
The practice of preschool teachers’ initial education points to the challenge of individualizing the
study processes according to students’ previous musical experience and their motivation to study.
The aim of empirical study was to find out how students self-assess their musical abilities and what
their musical experience is. We also wanted to determine in which areas of musical education
students assess the need for more support, in relation to secondary school graduation and formal
music education before entering the studies. The study included 122 first year students of Preschool
Education at University of Primorska, Faculty of Education. Data were gathered and processes on
the level of descriptive and inferential statistics. In general, the results indicate students assess their
musical abilities as rather low. The lowest level support will be needed in reading the musical scores
and the highest level of support will be needed in playing the instrument, conducting, vocal
technique and in creating music. The differences in self-assessed abilities are evident regarding
secondary education and formal forms of music education.
Keywords: preschool teachers initial teacher education, learning outcomes, preschool teachers’
competences, musical literacy, formal music education, non-formal music education
37
