magistrsko delo
Eva Plevnik (Author), Erna Žgur (Mentor)

Abstract

Specialni in rehabilitacijski pedagogi, ki svoje delo opravljajo na mestu učitelja v prilagojenem izobraževalnem programu devetletne osnovne šole z nižjim izobrazbenim standardom, se srečujejo z otroki, ki pri delu potrebujejo več usmerjanja in pomoči. Prizadevanje za čim večjo samostojnost učenca je ena izmed temeljnih nalog osnovnošolskega izobraževanja učencev. Cilj učiteljev je – med drugim – razvijanje različnih spretnosti in sposobnosti pri učencih, s katerimi bodo le-ti vstopali v čim bolj samostojno življenje. Z usvajanjem teh veščin, ki jih vključujejo v vsakdanje življenje, postajajo otroci vedno bolj odgovorni, krepi se njihova samopodoba, v šolskem prostoru pa predstavljajo pogoj za uspešno sledenje pouku in učenju. S poučevanjem v šoli učitelj pomembno prispeva k otrokovemu mišljenju in razvoju. Če želimo izboljšati kakovostni proces učenja veščin, moramo opolnomočiti strokovne delavce o pomenu samostojnosti pri učencih. Z raziskavo smo želeli ugotoviti, kakšna so stališča učiteljev do samostojnosti učencev, predvsem na področju skrbi zase in pri šolskem delu. Z vprašalnikom smo zajeli 48 učiteljev, ki imajo izkušnje z učenjem v prvem vzgojno-izobraževalnem obdobju osnovne šole s prilagojenim izobraževalnim programom z nižjim izobrazbenim standardom. Rezultati so pokazali, da je učiteljem najpomembneje, da so učenci samostojni na področju skrbi zase, še posebej tistim učiteljem z manj delovnimi izkušnjami. Podatke, ki smo jih pridobili v naši raziskavi, smo oblikovali kot priporočila, in sicer v obliki brošure, tj. katere veščine samostojnosti se učitelju zdijo pomembne, da jih učenec obvlada za čim boljše funkcioniranje v šolskem prostoru. Te informacije bodo v pomoč učencem, staršem in vsem strokovnim delavcem na šoli.

Keywords

samostojnost učencev;učno delo;prilagojeni izobraževalni program;stališča;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [E. Plevnik]
UDC: 376(043.2)
COBISS: 35137795 Link will open in a new window
Views: 383
Downloads: 43
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' attitudes towards primary students' autonomy in the first educational period of primary school with an adapted programme
Secondary abstract: Specialized and rehabilitative educators, who take positions of teachers in adapted educational programmes in a 9-year elementary school system with a lower educational standard, work with students who need more help and guidance with their schoolwork. Attempting to achieve higher and higher levels of independence in students is one of the key tasks of elementary school education. Developing different skills and abilities in students to enable them to enter life as independent as possible is one of many tasks teachers try to achieve. By mastering these everyday abilities, students become more and more responsible, their self-esteem begins to grow, and they can begin to follow and learn properly in the classroom. The teacher has an important impact on the student's thinking and development. If we wish to improve the quality of the skill learning process, we can empower the educators about the meaning of independence in students. The purpose of the research was to figure out the teachers' point of view regarding the students' independence, especially in the fields of self-care and schoolwork. The questionnaire was handed out to 48 teachers with experience in teaching in the first educational elementary school period in an adapted educational programme with a lower educational standard. The results have shown that teachers (especially those with less experience) value the students' independence in self-care the most. The data we have obtained has been organised into reports in a form of a brochure. These reports include information on which skills teachers find most valuable in their students for them to function in the classroom as good as possible. This information will be useful to students, parents, and all teaching staff employed at school.
Secondary keywords: special school;backward child;šola s prilagojenim programom;otrok s posebnimi potrebami;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika, Posebne razvojne in učne težave
Pages: 75 str.
ID: 12126788