Izvleček
V prispevku želiva predstaviti timsko poučevanje kot aktivno obliko poučevanja, s katero lahko s skupnimi močmi dosežemo več. Poznamo več vrst timskega poučevanja, v prispevku pa želiva na konkretnem primeru podrobneje predstaviti obliko timskega poučevanja, pri kateri dva učitelja sočasno poučujeta isto skupino učencev, s tem da izvajata različne dejavnosti. V dobrem timu se člana že med načrtovanjem učnega procesa med seboj dopolnjujeta, si razdelita delo (katere dejavnosti bo vodil in usmerjal posamezni učitelj); poraja se veliko novih zamisli. Pouk je tako bolj dinamičen in zanimiv za učence, saj se vlogi učitelja neprestano izmenjujeta, tako je tudi izvedba učnega procesa za oba učitelja lažja. Poleg tega je tako poučevanje zelo dobrodošlo pri skupinskem delu, saj dva učitelja lažje in hitreje ponudita pomoč učencem, ko jo ti potrebujejo pri svojem delu. V najini izvedbi učnega procesa, ki je potekal tri šolske ure, sva dali poudarek skupinskemu delu in razvijanju bralne pismenosti.
Abstract
Team Teaching – Example of Cross-Curricular Integration in the 3rd Grade
The paper wishes to present team teaching as an active form of teaching, in which we can achieve more through joint efforts. There are several types of team teaching; on a concrete example, the paper wishes to present in greater detail a form of team teaching in which two teachers simultaneously teach the same group of pupils by carrying out different activities. In a good team the members already complement each other while planning the teaching process; they divide the work (which activities will be led and directed by an individual teacher); and many new ideas spring up. This way lessons become more dynamic and interesting to the pupils, since the role of the teacher is constantly being exchanged, thus facilitating the implementation of the teaching process for both teachers. In addition, such a teaching method is very welcome in group work, since two teachers can provide help to pupils more easily and quickly when it is needed. In our implementation of the teaching process, which lasted 3 periods, we focused on group work and on developing reading literacy.