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Raziskava temelji na 56 učnih pripravah za predmet tehnika in tehnologija (12–15 let) v 15 šolah, izvedenih pri 11 bodočih učiteljih tehnike v letih 2019/2020 in 2020/2021. Dnevniki pedagoške prakse so vir podatkov, metodologija pa vključuje določanje tipa učne ure in analizo elementov modela glede na orodja e-učenja ter področna tehniška orodja. Prednosti in slabosti modela ter prilagoditve za drugi val so izpostavljene, skupaj z možnostmi vključevanja kombiniranega učenja.",{"@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/insights-into-engineering-education-teaching-practice-in-slovenian-primary-schools-during-the-covid-19-pandemic-distance-learning-model/598350/",{"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/insights-into-engineering-education-teaching-practice-in-slovenian-primary-schools-during-the-covid-19-pandemic-distance-learning-model/598350.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Kako je pandemija covida-19 spremenila pedagoško prakso v osnovnih šolah?","Question",{"text":112,"@type":113},"Pandemija je ob zaprtju osnovnih šol zahtevala preoblikovanje pedagoške prakse v razdaljo/spletno prakso. Tako se je izvajanje pouka preneslo v spletno okolje.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Kateri podatki so bili uporabljeni v raziskavi?",{"text":117,"@type":113},"Podatki izhajajo iz dnevnikov pedagoške prakse, ki so služili kot instrument za zbiranje gradiva. Velikost vzorca obsega 56 učnih priprav z dejavnostmi.",{"name":119,"@type":110,"acceptedAnswer":120},"Kako se je ocenjeval model učenja na daljavo?",{"text":121,"@type":113},"Model se je ocenjeval z analizo elementov učnega modela pri pripravi in izvedbi načrta. Elementi so bili povezani z uporabo spletnih orodij z e-u-plattform in z orodji za tehniško izobraževanje.","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},598350,1792367281,{"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":14,"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":141,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","DOI: [https://doi.org/10.26529/cepsj.1153](https://doi.org/10.26529/cepsj.1153)  \nInsights into Engineering Education Teaching Practice in Slovenian Primary Schools during the Covid-19 Pandemic: Distance Learning Model  \nBernarda Urankar*1 and Janez Jamšek2  \n• When the Covid-19 pandemic started in March 2020, the educational process had to be redesigned to meet current needs. At the Faculty of Education of the University of Ljubljana, pre-service engineering and technology teachers (3rd and 4th years of undergraduate two-subject teachers’ study programme) are obliged to complete a teaching practice in educational institutions and submit a teaching practice diary. Due to the closure of primary schools, the teaching practice was transformed to distance/online practice. This empirical study examines a recently developed intuitive model for distance learning, which took place during the teaching practice. Teaching practice diaries served as an instrument for gathering data. The sample size encompasses 56 lesson plan activities for the compulsory primary school Design and Technology subject for students aged 12–15 years at 15 primary schools in different parts of Slovenia carried out during online teaching practice by 11 pre-service technology teachers in the 2019/2020 and 2020/2021 academic years. The research methodology is focused on lesson-type determination and model elements analysis in lesson plan making and implementation activity. Distance learning model elements are evaluated with regard to online/offline learning tools from e-learning platforms to engineering education field-specific tools (e.g., technical drawings and electric circuits) . Online teaching practice was as new for pre-service technology teachers and teacher-mentors as online learning was new for students. The advantages and disadvantages are highlighted. Furthermore, the distance learning model from the first Covid-19 wave teaching practice was adapted to challenge the second Covid-19 wave. The pandemic has enabled the rise of blended learning, which has been gaining focus in secondary and higher education levels in recent years; however, it encountered obstacles when entering the primary school domain. How to  \n1 *Corresponding Author. Faculty of Education, University of Ljubljana, Slovenia; [bernarda.urankar@pef.uni-lj.si](bernarda.urankar@pef.uni-lj.si).  \n2 Faculty of Education, University of Ljubljana, Slovenia.  \n234  insights into engineering education teaching practice in slovenian primary ...   \nencompass blended learning into the evolved distance learning model will be shown.  \nKeywords: blended learning, distance learning model, engineering education, online learning tools, teaching practice, technology teacher  \nVpogled v pedagoško prakso tehniškega izobraževanja v slovenskih osnovnih šolah med pandemijo covida-19: model učenja na daljavo  \nBernarda Urankar in Janez Jamšek  \n• Ko se je marca 2020 začela pandemija covida-19, je bilo treba izobra-ževalni proces preoblikovati, da bi ustrezal trenutnim potrebam. Na Pedagoški fakulteti Univerze v Ljubljani imajo bodoči učitelji tehnike [v 3. in](v 3. in) 4. letniku dodiplomskega dvopredmetnega študijskega programa obvezno opravljanje pedagoške prakse v izobraževalnih ustanovah. Zaradi zaprtja osnovnih šol se je učna praksa preoblikovala v praksona daljavo/spletno prakso. Ta empirična študija preučuje pred kratkim razvit intuitivni model učenja na daljavo, ki se je izvajal med pedagoškoprakso. Dnevniki pedagoške prakse so služili kot instrument za zbiranje podatkov. Velikost vzorca obsega 56 učnih priprav z dejavnostmi/aktivnostmi za osnovnošolski predmet tehnika in tehnologija za učence, stare od 12 do 15 let, na 15 osnovnih šolah v različnih krajih po Sloveniji, ki jih je med prakso na daljavo v študijskem letu 2019/20 in 2020/21 izvajalo  \n11 učiteljev tehnike. Raziskovalna metodologija je osredinjena na določanje tipa učne ure in analizo elementov učnega modela v učni pripravi z dejavnostmi/akti","cbCaivICh7YUXfBA","https://ap.wps.com/l/cbCaivICh7YUXfBA","pdf",296985,32,"Slovenian","en","# Uvod in kontekst\n## Metodologija in raziskovalni pristop\n## Model učenja na daljavo in njegova evalvacija\n## Prednosti, slabosti in prilagoditve za drugi val\n## Perspektive kombiniranega učenja","[{\"question\":\"Kako je pandemija covida-19 spremenila pedagoško prakso v osnovnih šolah?\",\"answer\":\"Pandemija je ob zaprtju osnovnih šol zahtevala preoblikovanje pedagoške prakse v razdaljo/spletno prakso. Tako se je izvajanje pouka preneslo v spletno okolje.\"},{\"question\":\"Kateri podatki so bili uporabljeni v raziskavi?\",\"answer\":\"Podatki izhajajo iz dnevnikov pedagoške prakse, ki so služili kot instrument za zbiranje gradiva. Velikost vzorca obsega 56 učnih priprav z dejavnostmi.\"},{\"question\":\"Kako se je ocenjeval model učenja na daljavo?\",\"answer\":\"Model se je ocenjeval z analizo elementov učnega modela pri pripravi in izvedbi načrta. Elementi so bili povezani z uporabo spletnih orodij z e-u-plattform in z orodji za tehniško izobraževanje.\"}]","Vpogled v pedagoško prakso tehniškega izobraževanja v slovenskih osnovnih šolah med pandemijo covida-19 - model učenja na daljavo | PDF",1792086765,81]