Mojca Kovač Šebart
Biographic Data
| ID | 1190391 |
|---|---|
| NAME | Mojca Kovač Šebart |
| GIVEN NAMES | Mojca Kovač |
| FAMILY NAME | Šebart |
| SIGNATURE | ŠEBART M K |
| AFFILIATIONS | University of Ljubljana |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
What Do Future Educators Read and How Do Certain Factors Influence Their Reading Habits
In this paper, we present selected findings from a 2024/2025 study on the reading habits of students from two major Slovenian universities enrolled in teacher education programs and compare them with data from a similar study conducted in 2017/2018. Understanding the reading practices of future educators is essential for improving reading engagement in schools and society as a whole. The data obtained from a selected student sample corroborate pr…
Preschool education in Slovenia and Serbia in the light of the OECD, WB and EU guidelines for Early Childhood Education and Care (Ecec)
Both the professional and political spheres have emphasised the association between ECEC and economic performance since international organisations, such as the Organisation for Economic Cooperation and Development, the World Bank and European Union institutions, first expressed interest in this linkage. This study shows how the relationship between ECEC and economic outcomes is reflected in the guidelines that international organisations expect …
Addressing gender in early childhood education and care in Slovenia
We present how gender treatment is envisaged in the formal framework that defines early childhood education and care (ECEC) in Slovenia, with special emphasis on the curricular document, which frames the system and concept of ECEC in Slovenia. We present in detail how the latter deals with the issue of gender in individual areas of activities in ECEC settings. In addition, we present the results of the empirical survey we conducted among future e…
How do the Expectations of Faculty Members Influence the Quality and Acquisition of Knowledge in the Academic Environment? The Case of Slovenia
The text questions the assumption of the Bologna reform that student-centered learning will improve the quality of university study. Research conducted on a sample of 429 students from various study programs at two faculties of the University of Ljubljana, whom we asked about their reading and study habits, showed that relying on the subjective motivation of students alone is not enough to ensure that they read compulsory reading material and thu…
How to Evaluate and Judge When the Moral-Educational Dimension of Instruction Is Concerned
The text examines the question of what value framework moral education in the public school of a democratic, multicultural society can legitimately rely on. The Constitution of the Republic of Slovenia and education legislation establish the concept of human rights (and duties) as the fundamental ethical and legal norm in Slovenia. From the aspect of legality and legitimacy, the concept has been established as the normative basis that must also b…
Two Approaches to Documenting and Evaluating Preschool Quality / Dva pristupa dokumentiranju i vrednovanju kvalitete predškolskih ustanova
The article presents preschool quality evaluation which is established in the Reggio Emilia pedagogical approach and which rejects evaluation on the basis of empirical data gathered through methodologically adequately prepared instruments. Such evaluation is supposed to be founded on universal norms formulated by experts, with quality being understood as the harmony of the services and practices measured by the norms. Through interpretations whic…
How do the Expectations of Faculty Members Influence the Quality and Acquisition of Knowledge in the Academic Environment? The Case of Slovenia
The text questions the assumption of the Bologna reform that student-centered learning will improve the quality of university study. Research conducted on a sample of 429 students from various study programs at two faculties of the University of Ljubljana, whom we asked about their reading and study habits, showed that relying on the subjective motivation of students alone is not enough to ensure that they read compulsory reading material and thu…
How to Evaluate and Judge When the Moral-Educational Dimension of Instruction Is Concerned
The text examines the question of what value framework moral education in the public school of a democratic, multicultural society can legitimately rely on. The Constitution of the Republic of Slovenia and education legislation establish the concept of human rights (and duties) as the fundamental ethical and legal norm in Slovenia. From the aspect of legality and legitimacy, the concept has been established as the normative basis that must also b…
Two Approaches to Documenting and Evaluating Preschool Quality / Dva pristupa dokumentiranju i vrednovanju kvalitete predškolskih ustanova
The article presents preschool quality evaluation which is established in the Reggio Emilia pedagogical approach and which rejects evaluation on the basis of empirical data gathered through methodologically adequately prepared instruments. Such evaluation is supposed to be founded on universal norms formulated by experts, with quality being understood as the harmony of the services and practices measured by the norms. Through interpretations whic…
How to Evaluate and Judge When the Moral-Educational Dimension of Instruction Is Concerned
The text examines the question of what value framework moral education in the public school of a democratic, multicultural society can legitimately rely on. The Constitution of the Republic of Slovenia and education legislation establish the concept of human rights (and duties) as the fundamental ethical and legal norm in Slovenia. From the aspect of legality and legitimacy, the concept has been established as the normative basis that must also b…
How do the Expectations of Faculty Members Influence the Quality and Acquisition of Knowledge in the Academic Environment? The Case of Slovenia
The text questions the assumption of the Bologna reform that student-centered learning will improve the quality of university study. Research conducted on a sample of 429 students from various study programs at two faculties of the University of Ljubljana, whom we asked about their reading and study habits, showed that relying on the subjective motivation of students alone is not enough to ensure that they read compulsory reading material and thu…
Addressing gender in early childhood education and care in Slovenia
We present how gender treatment is envisaged in the formal framework that defines early childhood education and care (ECEC) in Slovenia, with special emphasis on the curricular document, which frames the system and concept of ECEC in Slovenia. We present in detail how the latter deals with the issue of gender in individual areas of activities in ECEC settings. In addition, we present the results of the empirical survey we conducted among future e…
Preschool education in Slovenia and Serbia in the light of the OECD, WB and EU guidelines for Early Childhood Education and Care (Ecec)
Both the professional and political spheres have emphasised the association between ECEC and economic performance since international organisations, such as the Organisation for Economic Cooperation and Development, the World Bank and European Union institutions, first expressed interest in this linkage. This study shows how the relationship between ECEC and economic outcomes is reflected in the guidelines that international organisations expect …
What Do Future Educators Read and How Do Certain Factors Influence Their Reading Habits
In this paper, we present selected findings from a 2024/2025 study on the reading habits of students from two major Slovenian universities enrolled in teacher education programs and compare them with data from a similar study conducted in 2017/2018. Understanding the reading practices of future educators is essential for improving reading engagement in schools and society as a whole. The data obtained from a selected student sample corroborate pr…
Pedagogy (4 works) · Psychology (4 works) · Epistemology (3 works) · Political science (3 works) · Sociology (3 works) · Computer Science (2 works) · Developmental psychology (2 works) · Early childhood (2 works) · Early childhood education (2 works) · Educational Strategies and Epistemologies (2 works)