magistrsko delo
Tamara Ješovnik (Author), Tina Vršnik Perše (Mentor)

Abstract

Namen magistrskega dela z naslovom Primerjava odnosa učiteljev razrednega pouka do šolanja otrok priseljencev v Angliji in Sloveniji je raziskati odnos učiteljev do otrok priseljencev v osnovni šoli in sprejetost priseljencev v novem okolju v Sloveniji in Angliji. Otroci priseljenci so otroci, ki niso rojeni v Sloveniji ali Angliji in katerih materni jezik ni slovenščina ali angleščina in so po priselitvi v Slovenijo ali Anglijo vključeni v slovenski ali angleški vzgojno-izobraževalni sistem in jim pripadajo določene prilagoditve. Zanimalo nas je torej, kako se učitelji čutijo usposobljene, njihova ocena odnosov klime v razredu, njihova ocena zadovoljstva, proces inkluzivnega izobraževanja ter kako se počutijo kompetentni v inkluzivnem izobraževanju priseljencev. V teoretičnem delu so opredeljeni pojmi priseljenec, migrant in pripadajoči pravni statusi priseljenih osnovnošolskih otrok. V empiričnem delu magistrskega dela smo z anketnim vprašalnikom, ki smo ga posredovali učiteljem in pedagoškim delavcem v Sloveniji in Angliji, proučili, kako uspešni se počutijo na inkluzivnem področju. Raziskavo smo razdelili v tri večje sklope, ki kažejo uspešnost vključevanja otrok priseljencev v novo okolje, in sicer: na 1. oceno inkluzivnega izobraževanja (ocena usposobljenosti, ocena odnosov klime v razredu, ocena samozadovoljstva učiteljev glede na uspešnost inkluzije), 2. proces inkluzivnega izobraževanja učiteljev (pripomočki, izvajanje pouka, potrebe po dodatni usposobljenosti in načrtovanju pouka) ter 3. kompetentnost učiteljev v inkluzivnem izobraževanju (kompetentnost za socialno vključenost, emocionalno vključenost, učno (storilnostno) vključenost. Rezultati kažejo, da se učitelji v obeh državah čutijo usposobljene za izvajanje individualizacije in diferenciacije pri poučevanju otrok priseljencev, vendar so glede svoje usposobljenosti bolj prepričani učitelji iz Anglije. Vsi učitelji tudi pozitivno vrednotijo inkluzijo, kar pa je pogoj za uspešno izvajanje inkluzije.

Keywords

magistrska dela;inkluzija;odnos učiteljev;šolanje otrok iz drugih držav;Slovenija;Anglija;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM PEF - Faculty of Education
Publisher: [T. Ješovnik]
UDC: 376-057.874-054.72(497.4:410.1)(043.2)
COBISS: 139539459 Link will open in a new window
Views: 17
Downloads: 2
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Other data

Secondary language: English
Secondary title: Comparasion about the attitude of class teachers to the emigrate children from slovenia and england
Secondary abstract: The purpose of the master's thesis entitled Comparison about the Attitude of Class Teachers to the emigrate children from Slovenia and England is to investigate the attitude of teachers towards immigrant children in primary school and the acceptance of immigrants in the new environment in Slovenia and England. Immigrant children are children who were not born in Slovenia or England and whose mother tongue is not Slovene or English, and after immigrating to Slovenia or England are included in the Slovenian or English educational system and are subject to certain adjustments. We were interested in how teachers feel qualified, their assessment of classroom climate attitudes, their assessment of satisfaction, the process of inclusive education, and how they feel competent in inclusive education of immigrants. The theoretical part defines the terms immigrant, migrant and the associated legal status of immigrant primary school children. In the empirical part of the master's thesis, we examined how they feel successful in the inclusive field with a questionnaire that was provided to teachers and pedagogical workers in Slovenia and England. The research was divided into three major sections, which show the success of the integration of immigrant children in the new environment, namely: teacher education (aids, teaching, needs for additional training and lesson planning) and competence of teachers in inclusive education (competence for social inclusion, emotional inclusion, learning (performance) inclusion.The results show that teachers in both countries feel qualified to carry out individualisation and differentiation in teaching the children of immigrants, but teachers from England are more confident about their qualifications. All teachers also positively value inclusion, which is a prerequisite for the successful implementation of inclusion.
Secondary keywords: master theses;inclusion;teacher attitude;schooling of children from other countries;Slovenia;England;Inkluzivna vzgoja in izobraževanje;Priseljenci;Slovenija;Anglija (Velika Britanija);Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za temeljne pedagoške predmete
Pages: 1 spletni vir (1 datoteka PDF (108 str.))
ID: 17212208