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• W1598045174 abstract "The need of value education is increasing recently, due to the moral, economic and political crisis (Delors, 1996; Divjak, 2000). Educational role of the teachers, compared to the teaching role, is getting more important every day (Grandic, 1990). The school is defined as an educational and training institution which indicates the relationship between education and training. Education must always happen throught teaching if we want to achieve lasting effects (Gogala, 1966, in Kovac Sebart, 2000; Hebart, 1919, in Kovac Sebart, 2000; Elster, 1983, in Kovac Sebart, 2000). The base of the educational work of the teachers are values that has broadest possible consensus and are to be found in The Universal Declaration of Human Rights and The Convention on the Rights of the Child (Marentic Požarnik; Kovac Sebart, 2000). Two fundamental documents: Elementary School Act (Uradni list RS, st 102/2007, 2. clen) and White Paper (Krek et al., 2011) are the base for upbringing in schools. It is necessary to be aware of the fact that values can not be taught. Children need to experience them in everyday practice (Dewey, 1975, in Kroflic, 2004; Delors, 1996) in partucular through a personal relationship between teacher and student and in the group (Kroflic, 2004). The teacher should be a rolemodel for the students with his own characteristics, communication, relationship and behaviour (Pavlovic, 2000; Delors, 1996; Margan, 2012). Besides teacher´s personal characteristics the various methods are also important for educational work. Every teacher needs to find its own personal and authenticaly experienced methods which comes from its interior (Gogala, 2005). Nevertheless we can highlight some of the recentley often mentioned effective educational methods. These are: setting rules and boundaries (Palmer, 2001; Rogge, 2000; Žorž, 2002), reward, praise, punishment (Musek, 1999) and preventive work (Blum, 1999; Rebula, 2001, in Gržan, 2001). A lot is expected from teacher in his educational context so it is important that he is properly trained for his work. According to the survey the Slovenian teachers do not feel sufficiently competent in this area (Valencic Zuljan et al., 2011). Training starts first during their studies, continues with the time of traineeship and then by further education and training allready as a teacher in his workplace (Valencic Zuljan et al., 2007; Cencic, 2004). Finally, teacher´s work on yourself in also very important for a life-long profesional development (Delors, 1996; Palmer, 2001; Twentier, 1999)." @default.
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• W1598045174 date "2014-05-01" @default.
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• W1598045174 title "Educational role of the teacher in elementary school" @default.
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