natgillin/translations-raw huggingface dataset:
Teachers used to organise pen-pal exchange projects. Nowadays, any pupil can communicate with any other pupil in any country – regardless of language.
Nekoč so učitelji pripravljali projekte izmenjave na podlagi klasičnega dopisovanja, zdaj pa se lahko vsak učenec sporazumeva s katerim koli učencem v kateri koli državi – in to ne glede na jezik.
The question is how teachers can be trained to better use these communication and interaction tools to teach languages.
Zastavlja se vprašanje, kako lahko bolje usposobimo učitelje za uporabo teh sporazumevalnih in interaktivnih orodij pri poučevanju tujih jezikov.
DidacTIClang tackles this issue in the second set of modules offered in the course.
Projekt DidacTIClang to vprašanje postavlja v drugem delu spopolnjevanja.
Ever since the first incarnations of the Internet, language teachers – initially English language teachers – were faced with a paradox and a challenge.
Kar naenkrat so dobili dostop do zakladnice virov, ki bi jih lahko uporabili pri pouku, med katerimi je bilo nešteto dragocenih in koristnih dokumentov in novic.
They suddenly had access to a wealth of resources that could be used at school including countless genuine documents and news
Večpredstavnostne vsebine te vrste so zlahka vključili v
From a general point of view, this course relies on both face-to-face and virtual mobility opportunities to improve vital key competencies such as communication, languages and digital expertise.
Na splošno skuša to spopolnjevanje s priložnostmi za dejansko in virtualno mobilnost izboljšati osnovne spretnosti učiteljev, kot so sporazumevanje, znanje jezikov in poznavanje digitalne tehnike.
Autonomous Internet exploration also paradoxically teaches participants to “learn to learn how to teach”.
Samostojno raziskovanje svetovnega spleta pa sodelujoče paradoksalno nauči tudi, „kako se naučiti učiti poučevati“.
In-Service Training course: DidacTIClang
Stalno strokovno spopolnjevanje: DidacTIClang
The In-Service Training course, “Group Dynamics and Social Skills in the Classroom”, was created to address growing concerns about discontent among schoolteachers.
Program vključuje široko paleto akcijskih metod poučevanja, ki od udeležencev zahtevajo, da se odzovejo z dejanji ali z dejanji in besedami hkrati.
The project is based on an actionoriented methodology that helps educators improve their social skills through experiences in a European context.
Sodelovali so v skupinskih analizah, igranju vlog, sociodrami, sodelovalnem učenju in kreativnem umetnostnem izražanju.
The course includes a broad range of action-based teaching methods that require participants to act, or act and speak. As a matter of principle, attendees were always required to perform some physical action while speaking since it often facilitates oral expression.
Program stalnega strokovnega spopolnjevanja „Skupinska dinamika in socialne veščine v razredu“ je nastal kot posledica vse večje zaskrbljenosti zaradi nezadovoljstva učiteljev.
Trainees participated in group analysis, role-plays, sociodrama, cooperative learning and creative arts.
Projekt temelji na metodologiji, usmerjeni v dejanja, ki je v pomoč izobraževalcem pri spopolnjevanju svojih socialnih veščin s pomočjo izkušenj v evropskem kontekstu.
While there appears to be an increase of violence, depression and behavioural problems among children and young people, there is also a similar increase in depression and burnout syndrome among teachers.
Osnovne prvine, ki jih poučujejo v okviru seminarja, so osnovna skupinska dinamika, opazovanje skupine v razredu, pridobivanje novih socialnih spretnosti in učenje tega, kako pri sebi kot vodji skupine prepoznati prednosti in pomanjkljivosti.
A new course addresses these problems by teaching educators the basics of group dynamics and social skills while, at the same time, granting them the tools to monitor and infl u-ence group processes among their students. But the course is not only concerned with the theoretical – it also focusses on how best to implement the new skills in the classroom.
Danes, ko je poudarek izobraževalnih sistemov večinoma na računalniškem znanju in učenju na daljavo, se prepogosto pozablja, da je ena od učiteljevih ključnih vlog ta, da nastopa kot vodja skupine.
The “Group Dynamics and Social Skills in the Classroom”
To odgovornost pogosto ovira pomanjkanje učiteljeve samozavesti, iniciativnosti in usposobljenosti.
The main elements taught during the course were basic group dynamics, observing the group in the classroom, acquiring new social skills and learning to recognise one’s own strengths and weaknesses as a group leader.
Hkrati z naraščanjem nasilja, depresij in vedenjskih motenj med otroki in mladostniki podobno narašča tudi depresivnost in sindrom izgorelosti med učitelji.
With most of the focus in today’s education systems on computer skills and distance learning, it is easy to forget that one of a teacher’s main daily roles is to act as a group leader.
Nov program spopolnjevanja skuša odpraviti te težave tako, da izobraževalce nauči osnov skupinske dinamike in socialnih spretnosti, hkrati pa jim posreduje orodja za spremljanje skupinskih procesov med svojimi učenci in vplivanje nanje.
This responsibility is often hampered by a teacher’s lack of self-confi dence, initiative and training.
A spopolnjevanje ni usmerjeno le v teoretiziranje – poudarja tudi načine, kako nove veščine najbolje uporabiti v razredu.
This course successfully tackles key transversal competencies, puts trainees in a “living one’s learning” situation while providing a solid ground on which to build their own projects.
Ta program se uspešno loteva ključnih predmetno-neod-visnih kompetenc, postavi udeležence v položaj „živi tako kot učiš“, hkrati pa jim zagotovi čvrsto osnovo za izvedbo lastnih projektov.
Finally, the course reinforced one of the main key skills teachers should harness – working with others.
Ne nazadnje program okrepi eno od ključnih spretnosti, ki bi jo učitelji morali izkoristiti – delo z drugimi.
The course’s extreme longevity and popularity are a good illustration of its value.
Izjemna dolgoživost in priljubljenost programa sta dobra pokazatelja njegove vrednosti.
In-Service Training course: Group Dynamics and Social Skills in the Classroom
Stalno strokovno spopolnjevanje: Group Dynamics and Social Skills in the Classroom
PARTNERSHIP3 partners from FI, DE, SE
PARTNERSTVO3 partnerjev iz FI, DE, SE
CIRCE – A Classics and ICT Resource Course for Europe
CIRCE – Spopolnjevanje za pouk klasičnih predmetov in IKT v Evropi
20 _BAR_ and classic civilisations by relying on current information and communication systems.
20 _BAR_ projekta CIRCE je zagotoviti, da začnejo evropski učitelji klasičnih predmetov uporabljati drugačne metode za pouk latinščine, stare grščine ter antične kulture in civilizacije, in sicer takšne, ki temeljijo na informacijsko-komunikacij-skih sistemih.
Modern computer technology is considered vital in upgrading educational systems to reach young people since it is the method they are most familiar with.
Ključna pri posodabljanju izobraževalnih sistemov, da bi jih približali mladim, je sodobna računalniška tehnologija, saj je leta mladim najbližja.
The Classics and Information and Communication Technology Resource Course for Europe (CIRCE) looks at how information and communication technology (ICT) in Europe can support the teaching of subjects such as ancient languages and civilisations.
Projekt CIRCE – Spopolnjevanje za pouk klasičnih predmetov in IKT v Evropi („Classics and ICT Resource Course for Europe“) preučuje, kako so lahko infor-macijsko-komunikacijske tehnologije (IKT) v pomoč učiteljem pri pouku klasičnih predmetov, kot so klasični jeziki in stare civilizacije.
The course develops innovative approaches in areas traditionally associated with the classics.
Spopolnjevanje ponuja inovativne pristope na področjih, ki tradicionalno veljajo za klasična.
The CIRCE project maintains a dedicated website that offers a variety of lesson plans and other useful materials to fulfil its mission.
Projekt CIRCE vzdržuje spletno stran, na kateri je dostopna pestra paleta učnih načrtov in drugih uporabnih gradiv za izpolnitev svojega poslanstva.
It also publishes a manual that contains theoretical and practical tips as well as pertinent case studies.
Izdaja tudi priročnik, ki vsebuje teoretične in praktične nasvete ter študije primerov s tega področja.
CIRCE also offers five-day courses for classics teachers throughout Europe. The courses are held on an annual basis indi erent host countries.
CIRCE ponuja tudi petdnevno spopolnjevanje za učitelje klasičnih predmetov iz vse Evrope, ki vsako leto poteka v drugi državi.
The ultimate goal of the training is to empower classics teachers to become their own content creators as well as critical users of existing materials.
Končni cilj spopolnjevanja je omogočiti učiteljem teh predmetov, da postanejo ustvarjalci lastnih vsebin in kritični uporabniki obstoječega gradiva.
Classical subjects have a special place in the European curriculum as our common heritage is based on shared linguistic and cultural roots.
Klasični predmeti imajo posebno mesto v evropskih izobraževalnih programih, saj naša skupna dediščina temelji na skupnih jezikovnih in kulturnih koreninah.
Unfortunately, the classics face an uncertain future in many countries as traditional teaching methods are failing to make the subjects attractive to young students.
Žal pa je njihova prihodnost v marsikateri državi negotova, saj s tradicionalnimi metodami poučevanja odgovornim ne uspe ohraniti privlačnosti teh predmetov za mlade.
It is vital that schools support those interested in these subjects with progressive teaching concepts.
Nujno potrebno je, da šole nudijo napredne didaktične koncepte tistim, ki jih ti predmeti zanimajo.
Common methods of teaching classics need to be updated and adapted for young Europeans so that they will continue to learn about their origins.
Običajne metode poučevanja klasičnih predmetov je treba posodobiti in jih prilagoditi mladim Evropejcem, da se bodo še naprej želeli učiti o svojih koreninah. Poslanstvo ekipe
The course promotes the changing role of the teacher as a tutor, guiding students on their individual pathways to knowledge.
Spopolnjevanje krepi učiteljevo spremenljivo vlogo mentorja, ki vodi učence na njihovih osebnih poteh do znanja.
It directly contributes to achieving the aim “to support the development of innovative ICT-based content, services, pedagogies and practices for lifelong learning” set out in the Lifelong Learning programme.
Neposredno prispeva k izpolnjevanju enega od ciljev programa Vseživljenjsko učenje, in sicer podpira „razvoj inovativnih vsebin, storitev, pedagogike in prakse za vseživljenjsko učenje, ki temeljijo na IKT“.
But beyond computer expertise, CIRCE is fully anchored in our European heritage including its depth and diversity.
A če odmislimo računalništvo, je CIRCE v celoti zasidran v naši evropski dediščini, vključujoč njeno globino in raznolikost.
In-Service Training course: CIRCE – A Classics and ICT Resource Course for Europe
Stalno strokovno spopolnjevanje: CIRCE – A Classics and ICT Resource Course for Europe
The “Hands on Science” course on robotics is directly linked to a Comenius network dedicated to science education.
Spopolnjevanje o robotiki v okviru projekta „Hands on Science“ je neposredno povezano s Comenius mrežo za znanstveno izobraževanje.
Highly experienced trainers provide school teachers from primary, secondary and vocational schools with the teaching and technical tools they need to teach robotics successfully.
Visoko usposobljeni izobraževalci nudijo učiteljem osnovnih, srednjih in poklicnih šol učne in tehnične pripomočke, ki jih potrebujejo za uspešno poučevanje robotike.
Course-related documentation is very complete and allows participants to quickly engage in discussions about handson experiments as well as constructivist teaching and learning approaches.
Dokumentacija o spopolnjevanju je zelo izpopolnjena, zato se lahko udeleženci hitro vključijo v razprave o prak-tičnem eksperimentiranju ter konstruktivističnih pristopih k poučevanju in učenju.
Primary and secondary school teachers are identified as different target groups and the methods are adapted accordingly.
Osnovnošolski in srednješolski učitelji sta dve različni ciljni skupini in metode so temu prilagojene.
The course culminates in a robotics festival where pupils present their robots. Their creations compete in a variety of challenges.
Vrhunec spopolnjevanja predstavlja festival robotike, na katerem lahko učenci predstavijo svoje robote, ki se pomerijo v vrsti izzivov.
Educational research has shown the many advantages of handson science programmes.
Raziskave v izobraževanju so pokazale številne koristi praktičnih znanstvenih programov.
Piaget’s – and Papert’s later research on constructivism – clearly mandate that the learning environment be rich in physical experiences.
Raziskave Piageta – in kasnejše Papertove raziskave konstruktivizma – jasno sporočajo, da mora biti učno okolje polno fizičnih izkušenj.
Involvement is the key to intellectual development and, for the elementary school child, this includes direct physical interaction with objects.
Vključenost je ključ do intelektualnega razvoja in za osnovnošolca to pomeni neposreden fizični stik s predmeti.
This course has been delivered several times and continuously demonstrates the benefits of handson experimentation.
To spopolnjevanje je bilo izvedeno že večkrat in prednosti praktičnih poskusov se vsakič potrdijo.
It helps increase the e -cacy of science and technology classes while improving essential skills such as autonomy, responsibility, critical reasoning, organisation, commitment, motivation, selfpraise and social interaction.
V pomoč so pri povečanju učinkovitosti znanstvenega in tehničnega pouka, hkrati pa izboljšujejo osnovne spretnosti, kot so samostojnost, odgovornost, kritično razmišljanje, organiziranost, zavezanost, motiviranost, samozavest in socialni stiki.
This course adds three extra dimensions to science education.
To spopolnjevanje vnaša v znanstveno izobraževanje tri dodatne razsežnosti.
It brings together groups of teachers from different European countries to focus and experiment with experts who speak the same scientific language despite their own native languages.
Združuje skupine učiteljev iz različnih evropskih držav, da bi eksperimentirali s strokovnjaki, ki govorijo enak znanstveni jezik, četudi je njihov materni jeziki drugačen.
It also injects fun into the learning process. It is often forgotten that science can be – and actually is – fun.
V učni postopek vnese tudi prvino zabave, saj se vse prevečkrat pozabi, da znanost utegne biti in pravzaprav je zabavna.
Robotics makes learning attractive because it achieves concrete tangible results and adds movement to those results.
Robotika naredi učenje privlačno, saj privede do konkretnih, otipljivih rezultatov, tem rezultatom pa nato doda še gibanje.
And, finally, handson robotics is one of the best ways to strengthen the link between school and work, developing major skills that are necessary for pupils to succeed in their professional careers.
In ne nazadnje, praktična, eksperimentalna robotika je eden najboljših načinov za okrepitev vezi med šolo in delom, saj se z njo razvijajo pomembne spretnosti, ki jih učenci potrebujejo za to, da bodo nekoč uspešni v poklicu.
The handson training course successfully combines transversal and key curricular skills within a very attractive and motivating framework.
Praktično spopolnjevanje uspešno združi osnovne in predmetno-specifične spretnosti v zelo privlačen in spodbujevalen okvir.
In-Service Training course: Hands-on-Science/School Robotics
Stalno strokovno spopolnjevanje: Hands-on-Science/School Robotics
PARTNERSHIP10 partners from BE, CY, DE, ES, GR, MT, PT, RO, SI, UK
PARTNERSTVO 10 partnerjev iz BE, CY, DE, ES, GR, MT, PT, RO, SI in UK
Chain – Cultural Heritage and ICT
CHAIN – Kulturna dediščina in IKT
The Cultural Heritage Activities and Institutes Network (CHAIN) combines a number of initiatives in the fi eld of European heritage education.
Mreža dejavnosti in inštitutov za kulturno dediščino CHAIN (Cultural Heritage Activities and Institutes Network) združuje številne pobude s področja izobraževanja o evropski dediščini.
The network has produced a virtual book about European cultural heritage created by students and teachers during inservice seminars and CHAIN-related European cultural heritage projects.
Proizvod mreže je virtualna knjiga o evropski kulturni dediščini, ki so jo pripravili študenti in učitelji v okviru programov stalnega strokovnega spopolnjevanja in evropskih projektov o kulturni dediščini, vključenih v mrežo CHAIN.
One of the CHAIN courses deals with how cultural heritage can never be defined in isolation and is always the result of interaction between various backgrounds.
Eno od spopolnjevanj v okviru projekta CHAIN govori o tem, kako se kulturne dediščine nikoli ne da opredeliti ločeno saj je vselej rezultat medsebojnih stikov med različnimi okolji.
This basic theme is explored in several travelling courses such as “Tracing Back Europe”.
To rdečo nit raziskuje tudi več potujočih seminarjev, kot je „Po sledeh Evrope“, ki obravnava Evropo in Srednji Vzhod.
The course covers Europe and the Middle East and provides participants with the materials and tools to raise awareness about intercultural and interfaith issues as well as the various impacts of mass immigration.
Udeležencem posreduje gradiva in orodja za osveščanje učencev o medkulturnih in medverskih vprašanjih ter o različnih posledicah množičnega izseljevanja.
During CHAIN courses, participating teachers use the CHAIN digital framework to jointly produce materials about a given European cultural heritage theme.
Med spopolnjevanjem v okviru projekta CHAIN so sodelujoči učitelji uporabili digitalni okvir mreže CHAIN in skupaj oblikovali gradiva na dano temo iz evropske kulturne dediščine.
The 2008 courses tackle the following topics: Near to the Sea, Lisbon, The Memory of a Raindrop – Fresh Water as (Future) Heritage, Tracing Back Europe: From Thessaloniki to Istanbul and Cassandra, a Dramatic Approach.
Seminarji v letu 2008 se ukvarjajo z naslednjimi vsebinami: „Blizu morja, Lizbona“, „Spomin dežne kaplje – pitna voda kot (prihodnja) dediščina“, „Po sledeh Evrope: iz Soluna v Carigrad“ in „Cassandra, dramski pristop“.
The thematic scope of CHAIN courses is attractive to teachers of all subjects and levels that have a particular interest in European cultural wonders.
Tematski obseg seminarjev CHAIN pritegne učitelje vseh predmetov in stopenj, ki jih evropska kulturna čudesa še posebej zanimajo.
CHAIN blends information and communication technologies with face-to-face workshops to better serve European history, geography and arts.
CHAIN je zgled za to, kako evropski projekti mobilnosti podpirajo mobilnost samo (v širšem smislu), hkrati pa to mobilnost vtkejo v znanje in dediščino.
The course also offers a didactic model for heritage education that can be used by all teachers to prepare and implement their own partnerships.
Priprave in učni programi spopolnjevanj vključujejo učenje in razvoj digitalnih spretnosti, ki so potrebne za oblikovanje vsebin in njihovo posredovanje izobraževalni
In-Service Training course: CHAIN – Cultural Heritage and ICT
Stalno strokovno spopolnjevanje: CHAIN – Cultural Heritage and ICT
MUSE – Multigrade school education
MUSE – Izobraževanje v kombiniranih oddelkih
_BAR_ 23 so, provide the framework for their pupils to acquire key communication skills and develop autonomous learning.
_BAR_ 23 pa, da so še posebej pomembne za odmaknjena območja.
The Multigrade School Education (MUSE) project designed and developed an In-Service Training programme to meet the specialised educational needs of combined-grade schoolteachers.
V okviru projekta MUSE – Izobraževanje v kombiniranih oddelkih je bil zasnovan in izdelan program stalnega strokovnega spopolnejvanja, ki zadovoljuje posebne izobraževalne potrebe učiteljev v kombiniranih oddelkih.
The idea is to provide online and face-to-face support to com-bined-grade educators to improve their teaching performance in a challenging school environment.
Namen je bil zagotoviti spletno in osebno podporo izobraževalcem v kombiniranih oddelkih za izboljšanje njihove učne uspešnosti v zahtevnejšem šolskem okolju.
The combined-grade classroom poses a paradox.
Kombinirani oddelek predstavlja paradoks.
For children to learn effectively in such environments, teachers must be well trained, have strong backing and possess a positive attitude.
Da bi se učenci lahko učinkovito učili v takem okolju, morajo biti učitelji dobro usposobljeni ter imeti močnio zaledje in pozitiven odnosom.
However, many teachers in combination classrooms are either untrained or trained in single-grade education.
Toda v kombiniranih oddelkih uči veliko učiteljev, ki bodisi sploh niso usposobljeni ali pa so usposobljeni le za učenje v enopredmetnih oddelkih.
They have few – if any – teaching or learning resources and regard the combined-grade classroom as a lesser relative of the better-supplied single-grade classrooms in large, urban schools.
Na voljo imajo le malo virov za poučevanje ali usposabljanje – če sploh kaj – in na kombinirane oddelke gledajo kot na manj pomembne v primerjavi z bolje opremljenimi enopredmetnimi oddelki v velikih mestnih šolah.
To cater to these teachers, MUSE has decided to rely on improving computer skills.
Odgovorni v projektu MUSE so se odločili, da bodo skušali izboljšati računalniško usposobljenost prav teh učiteljev.
MUSE is part of the Network of Multigrade Education and develops specialised training schemes for designing cross-curricular projects in a multigrade environment as well as specific programmes for combined-grade primary school teachers using information and communication technologies and open and distance learning techniques.
Sodelujoči v projektu MUSE se zavedajo, da lahko infor-macijsko-komunikacijske tehnologije povzročijo izrazite spremembe v izobraževanju in družbi nasploh, poudarjajo
The use of these advanced tools allows educators to participate in In-Service Training programmes and immediately implement their new knowledge in the classroom.
Projekt MUSE je del Mreže za izobraževanje v kombiniranih oddelkih, ki razvija posebne sheme spopolnjevana za oblikovanje medpredmetnih projektov v okolju kombiniranih oddelkov in posebne izobraževalne programe za osnovnošolske učitelje v kombiniranih oddelkih, ki vključujejo uporabo informacijsko-komunikacijskih tehnologij ter metode učenja in poučevanja na daljavo.
Participants can influence the planning of the implementation in school and vice-versa, since the results from the classroom will affect the progress of the In-Service Training. Constant feedback ensures the quality of the content during the courses.
Uporaba teh naprednih orodij omogoča izobraževalcem, da sodelujejo v programu stalnega strokovnega spopolnjevanja in da lahko svoje novopridobljeno znanje takoj uporabijo v učilnici.
All the guidelines and materials are available on the MUSE website for European teachers who need to improve their skills and knowledge about combination classrooms and multi-aged groups of students.
Udeleženci lahko vplivajo na načrtovanje izvajanja teh vsebin v šoli in obratno, saj rezultati v razredu vplivajo na razvoj spopolnjevanja.
The MUSE Project acknowledges that information and communication technologies can create significant changes in education and society in general but feels they are especially vital to geographically isolated areas.
Nenehne povratne informacije zagotavljajo kakovost vsebin v času poteka spopolnjevanja.
The project hopes communication tools will improve the life of teachers who work in remote locations and, by doing
Vsi napotki in gradiva so prek spletne strani MUSE na voljo vsem evropskim učiteljem, ki želijo izboljšati svoja znanja in spretnosti s področja kombiniranih oddelkov z različnimi starostnimi skupinami učencev.
In-Service Training course: MUSE – Multigrade school education
Stalno strokovno spopolnjevanje: MUSE – Multigrade school education
PARTNERSHIP6 partners from UK,GR, FI, ES
PARTNERSTVO 6 partnerjev iz UK, GR, FI in ES