Creating inclusive learning environments

The content is selected from the following thematic areas:
- the types and models of communication; personal and psychosocial aspects of communication; the communication skills of pedagogues (assertive communication, active listening, giving and receiving feedback, successful leading of a learning conversation and various types of discussion, conflict resolution, mediation, leading a counselling interview...); developing communication skills and planning of training for successful communication in connection with experiential learning; the process of reflection and metacommunication;
- leadership styles, learning in groups, cooperative learning and teamwork;
- the personal and emotional factors of learning, mental health and learning; self-image and self-esteem; the role of schools and teachers, school counsellors, counselling centres in providing psycho-social support for students, taking into account personality factors and protecting mental health;
- the models of developing successful learning strategies and enhancing self-regulated learning;
- psychology of creativity; encouraging creativity, planning, implementing and critically analysing various programs for developing creativity;
- the psychological foundations of developing attitudes, stereotypes, prejudice and values; the theoretical models (behavioural, humanistic, cognitive-constructivist), their application within the models of encouraging moral learning; nonviolent communication;
- the psychological aspects of (self-)evaluation and the assessment of learning outcomes; peer and formative assessment; assessment as learning.

The selection of reading materials is adapted according to the topics chosen for the study year. In addition to recent Slovenian publications, international resources are included. Students are also encouraged to search for relevant resources independently.
Each academic year, a selection of recent and up-to-date contributions (journal articles, excerpts), is prepared and it represents the compulsory part of the academic readings. The list that follows, covers only a part of the proposed thematic areas.

● Brajša, P. (1993). Pedagoška komunikologija. Ljubljana: Glotta Nova. ID=36759552
● Jaques, D. (2000). Learning in Groups. London: Kogan Page, Third Edition. ID=43789410
● Ule, M. (2009). Psihologija komuniciranja in medosebnih odnosov. Oblike in načini odnosnega komuniciranja. Ljubljana: Fakulteta za družbene vede, str. 258–277. ID=244570112
● Puklek Levpušček, M., Marentič Požarnik, B. (2005). Skupinsko delo za aktiven študij. Ljubljana: Center za pedagoško izobraževanje Filozofske fakultete. ID=222787584
● Kalin, J., Resman, M., Šteh, B., Mrvar, P., Govekar-Okoliš, M. in Mažgon, J. (2009). Izzivi in smernice kakovostnega sodelovanja med šolo in starši. Potrebna znanja in spretnosti učiteljev. Ljubljana: Znanstvenoraziskovalni inštitut Filozofske fakultete, str. 54–63. ID=249078016
● Šteh, B. (2011). Pomen razvijanja komunikacijskih spretnosti in samega sebe za kakovostno medsebojno sodelovanje. V: K. Ermenc Skubic (ur.). Udejanjanje načela individualizacije v vzgojno-izobraževalni praksi: ali smo na pravi poti?, Zbornik mednarodnega posveta. Ljubljana: Znanstvena založba Filozofske fakultete, str. 26–30. https://ebooks.uni-lj.si/ZalozbaUL/catalog/view/106/198/2293
● Zabukovec, V., Boben, D., Krajnc, I. (1999). Uporaba situacijskega vodenja v pedagoški praksi. Psihološka obzorja, 8, št. 2,3, str. 137–165. https://www.dlib.si/details/URN:NBN:SI:DOC-LBK5H0GW
● Gordon, T. (1983). Trening večje učinkovitosti za učitelje. Ljubljana: Svetovalni center za otroke, mladostnike in starše. ID=14942209
● Pečjak, S. (2004). Poglavje 7 – Temeljne spretnosti svetovalca. V: S. Pečjak (ur.). Šolsko psihološko svetovanje. Ljubljana: Filozofska fakulteta Univerze v Ljubljani, Oddelek za psihologijo, str. 137–161. ID=215965184
● Pečjak, V. (1989). Poti do idej: tehnike ustvarjalnega mišljenja v podjetjih, šolah in drugje. Ljubljana: Samozaložba. ID=13045602
● Marentič Požarnik, B., Šarić, M. in Šteh, B. (2019). Izkustveno učenje. Povratna informacija. Ljubljana: Znanstvena založba Filozofske fakultete Univerze v Ljubljani, str. 101–107. ID=300830464
● Marentič Požarnik, B. in Lavrič, A. (2015). Kako se učijo učitelji: (video)povratna informacija kot spodbuda za učiteljev profesionalni razvoj. Vzgoja in izobraževanje, 46, št. 1, str. 7–15.Dostopno na: https://www.dlib.si/details/URN:NBN:SI:DOC-2X6YL85E
● Hattie, J. in Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77, št. 1, str. 81–112. Dostopno na: https://doi.org/10.3102/003465430298487
● Tripp, T. in Rich, P. (2012). Using video to analyze one's own teaching. British Journal of Educational Technology, 43, št. 4, str. 678–704. Dostopno na: https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2…
● Šteh, B. in Šarić, M. (2016). Ocenjevanje v visokem šolstvu: ovira ali spodbuda za kakovosten študij. V: K. Aškerc, S. Cvetek, V. Florjančič, M. Klemenčič, B. Marentič Požarnik in S. Rutar (ur.). Izboljšanje kakovosti poučevanja in učenja v visokošolskem izobraževanju. Ljubljana: Center RS za mobilnost in evropske programe izobraževanja in usposabljanja, str. 64–69. Dostopnona: https://www.cmepius.si/wp-content/uploads/2014/02/Monografija_projekt-E…
● Šteh, B. in Šarić, M. (2020). Uveljavljanje formativnega ocenjevanja v visokošolskem izobraževanju. Psihološka obzorja [Spletna izd.], 29, posebna tema, str. 79–86.Dostopno na: https://doi.org/10.20419/2020.29.5
● Šteh, B. in Šarić, M. (2020). Enhancing self-regulated learning in higher education. Revija za elementarno izobraževanje, 13, posebna številka, str. 129–150. ID=239555072 Dostopno na: file:///C:/Users/Barbara%20%C5%A0teh/Downloads/563-Article%20Text-1959-1-10-20200903%20(1).pdf

Relevant journal articles from Slovenian and foreign literature that are available in libraries and on the internet.