magistrsko delo
Martina Orehek (Author), Vesna Štemberger (Mentor)

Abstract

V teoretičnem uvodu smo najprej opredelili ples, pregledali zgodovino plesa, nato pa opredelili vrste plesa, ki jih učitelji poučujejo v šolskem prostoru. Ker je učitelj vodja plesno-ustvarjalnega procesa, mora poznati osnovne elemente plesa (telo, prostor, čas in energija) in jih znati učencem na primeren način tudi predstaviti. Poznati mora vsebine plesa v učnem načrtu za šport, načela poučevanja, metode in oblike poučevanja plesa. Ker ima ples celosten pomen za razvoj otroka, smo ga opisali in opozorili, na katerih ravneh razvoja je otrok v času prvega in drugega triletja. V nadaljevanju smo razložili kompleksnost pojma kompetenc, katere kompetence pri poučevanju plesa učitelji pridobijo s študijem in katere kompetence za poučevanje plesa bi učitelj moral razviti. Učitelj se mora zavedati, da v pouk predmeta šport vključuje različne plese in ne samo njemu znane. Učiteljski poklic je poklic, ki zahteva visoko usposobljenost in vseživljenjsko izobraževanje. Zato smo v empiričnem delu raziskali v kolikšni meri učitelji razrednega pouka vključujejo plesne vsebine v pouk športa in kompetence učiteljev za poučevanje plesa. Raziskava je bila empirična – uporabili smo kvantitativni pristop. Podatke smo pridobili s pomočjo anketnega vprašalnika, ki smo ga razdelili razrednim učiteljem, ki poučujejo v prvem in drugem triletju na različnih osnovnih šolah. Po pričakovanjih so rezultati vprašalnika pokazali, da učitelji plesu pri predmetu šport ne posvetijo zadosti ur, veliko pa jih sploh ni vedelo, ali mu posvetijo dovolj časa. Prav tako so rezultati pokazali, da se učitelji v povprečju na čutijo dovolj kompetentne za poučevanje plesa. Čeprav se zavedajo svojih primanjkljajev v znanju in poučevanju plesa, pa večina učiteljev na naredi ničesar, da bi svoje znanje obnovila, osvežila ali nadgradila.

Keywords

razredni učitelji;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. Orehek]
UDC: 793:373.3(043.2)
COBISS: 34042883 Link will open in a new window
Views: 194
Downloads: 22
Average score: 0 (0 votes)
Metadata: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Other data

Secondary language: English
Secondary title: Teachers' dance teaching competencies in the first and second triads
Secondary abstract: The theoretical introduction includes a definition of dance, a review of the dance history as well as a definition of dance styles which are being taught by the teachers at schools. Since teachers are the leaders of the dance creative process, they should be familiar with the basic dance elements (body, space, time, energy), and know how to present them to the children in an appropriate manner. They should be familiar with the content of the dance in the curriculum in physical education, the principles of teaching, methods and forms of teaching how to dance. Since the dance has an overall meaning for the child's development it has been described and it has been pointed out at which stages of the development a child is in the time of the first and the second triad. In addition, the complexity of the concept of the competences has been explained, the competences that are gained by the teacher, while studying, were named, and it has been explained which competences for teaching the art of dance should be developed by the teachers. Teachers should be aware to include different dance styles into the physical education classes, not only the ones they are familiar with. The teaching profession is a profession which demands a lot of competences and a lifelong learning. That is why the empirical part includes a research on how much the teacher of the first cycle of the elementary school include dance into the physical education classes, and the competences of the teachers for teaching dance. The research was empirical - quantum approach was used. The data was gained with the help of a survey questionnaire, distributed among the first and the second cycle of the elementary school teachers at different schools. As expected, the results of the research have shown that the teachers do not dedicate a lot of physical education lessons to dance. A lot of them do not even know if they dedicate enough time to teaching dance. The research has also shown that the teachers do not feel competent enough to teach dance. Even though the teachers are aware of their knowledge deficit, they do not do anything to refresh, renew or upgrade their knowledge.
Secondary keywords: dance;teacher;ples;učitelj;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji
Pages: 81 str.
ID: 12103798