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Focusing on architecture preservation in the Slovenian countryside, the study examines teachers’ preconceptions and how these shape classroom implementation. A total of 125 teachers participated, and findings indicate both adequate awareness of the importance of guideline-aligned implementation and gaps in foundational knowledge of preservation concepts. The paper recommends expanded training and didactic materials, plus greater inclusion of preservation content in pre-service and in-service teacher education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/heritage-preservation-education-teachers-preconceptions-and-teachers-implementation-in-visual-arts-classes/599133/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/heritage-preservation-education-teachers-preconceptions-and-teachers-implementation-in-visual-arts-classes/599133.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the paper?","Question",{"text":112,"@type":113},"To identify teachers’ preconceptions about the preservation of architecture in the Slovenian countryside and how heritage preservation concepts are implemented in visual arts teaching.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many teachers participated in the study?",{"text":117,"@type":113},"Altogether, 125 teachers from Slovenia participated.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results suggest about teachers’ understanding?",{"text":121,"@type":113},"The findings show awareness of the importance of guideline-based implementation, but also reveal gaps in some basic knowledge of preservation concepts, leading the authors to compare results with current guidelines.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599133,1792161192,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","doi: 10.26529/cepsj.792  \nHeritage Preservation Education: Teachers’Preconceptions and Teachers Implementation in Visual Arts Classes  \nRobert Potočnik1  \n• In Slovenia, teachers of the school subject visual arts (implemented at the primary level by primary school teachers and at secondary level by fine visual arts teachers) play a significant role in planning and implementing visual arts tasks with preservation concepts. With these activities, they can raise awareness of cultural heritage meaning, strengthening the nation’s cultural identity. Pupils should develop into active and responsible citizens who are able to understand heritage problems in general and express their sensitivity and respect for their cultural heritage and its preservation. The main purpose of this paper is to identify the teachers’ preconceptions about the preservation of architecture in the Slovenian countryside and the implementation of heritage preservation concepts in visual arts teaching. Altogether, 125 teachers from Slovenia participated in this study. The research revealed the teachers’ preconceptions regarding some problems in the Slovenian countryside, as well as sufficient awareness ofthe importance of the implementation in heritage preservation concepts in visual arts activities, according to contemporary professional guidelines. Teachers’ preconceptions reveal a lack of some basic knowledge of preservation concepts, which lead us to compare the results with the current guidelines. It can be concluded that greater emphasis should be placed on developing training programmes for teachers with specific preservation conceptsand didactic materials for students in the field of preservation education with the aim of developing the students’ positive and responsible attitudes to those problems. More heritage preservation education content should be incorporated into pre-and in-service teachers’ education, and teachers should develop competences to implement these topics into their teaching.  \nKeywords: visual arts education, heritage preservation education, preservation of architecture in the Slovenian countryside, teacher’s preconceptions and implementation  \n1 Faculty of Education, University of Ljubljana, Slovenia; robert.potocnik@pef.uni-lj.si.  \n50 heritage preservation education: teachers’ preconceptions and teachers ...  \nOzaveščanje o skrbi za kulturno dediščino: učiteljevo razumevanje in implementacija pri pouku likovne dejavnosti  \nRobert Potočnik  \n• Učitelji pouka likovne dejavnosti v osnovni šoli v Sloveniji (na razredni stopnji učitelji razrednega pouka in na predmetni stopnji likovni pedagogi) igrajo pomembno vlogo pri načrtovanju in izvajanju likovnih nalog z vsebinami skrbi za kulturno dediščino. S temi dejavnostmi lahko ozaveščajo o pomenu kulturne dediščine in krepijo nacionalno kulturno identiteto. Učence bi morali usmerjati, da v prihodnosti postanejoaktivni in odgovorni državljani, ki so sposobni razumeti težave ter izražati svojo občutljivost in spoštovanje do kulturne dediščine pa tudi skrbi zanjo. Glavni namen prispevka je ugotoviti učiteljevo razumevanje posebnosti skrbi za arhitekturno dediščino na slovenskem podeželju in implementacijo teh vsebin pri pouku likovne dejavnosti v osnovni šoli. Vraziskavi je sodelovalo 125 slovenskih učiteljev. Poudarjena so nekaterarazumevanja glede težav s skrbjo za kulturno dediščino na slovenskempodeželju pa tudi zadostno zavedanje pomena implementacije problematike skrbi za kulturno dediščino v okviru likovnih dejavnosti skladnos sodobnimi smernicami. Večji poudarek je treba nameniti usposabljanju učiteljev o skrbi za kulturno dediščino ter oblikovanju didaktičnih gradiv s ciljem ozaveščanja učencev o pozitivnem in odgovornem odnosu do skrbi za kulturno dediščino. Več vsebin o skrbi za kulturno dediščino je treba vključiti tudi v izobraževanje bodočih učiteljev in učiteljev v praksi s ciljem razvijanja kompetenc za vključevanje omenjene problematike v njihovo poučevanje.  \nKljučne besede","cbCaiaGrBa4YrKsW","https://ap.wps.com/l/cbCaiaGrBa4YrKsW","pdf",269605,28,"English","# Introduction\n## Heritage preservation education guidelines and curriculum context\n# Study focus and participants\n## Teachers’ views on architectural heritage preservation\n# Findings and implications\n## Knowledge gaps and recommendations for training","[{\"question\":\"What is the main purpose of the paper?\",\"answer\":\"To identify teachers’ preconceptions about the preservation of architecture in the Slovenian countryside and how heritage preservation concepts are implemented in visual arts teaching.\"},{\"question\":\"How many teachers participated in the study?\",\"answer\":\"Altogether, 125 teachers from Slovenia participated.\"},{\"question\":\"What do the results suggest about teachers’ understanding?\",\"answer\":\"The findings show awareness of the importance of guideline-based implementation, but also reveal gaps in some basic knowledge of preservation concepts, leading the authors to compare results with current guidelines.\"}]","Heritage Preservation Education - Teachers’ Preconceptions and Teachers Implementation in Visual Arts Classes | PDF",1792088221,71]