magistrsko delo
Teja Vernik (Author), Simona Tancig (Mentor)

Abstract

Optimalni razvoj vsakega učenca je temeljno načelo inkluzije v slovenskem (evropskem) šolskem prostoru. Do optimalnega razvoja imajo pravico tudi učenci s primanjkljaji na posameznih področjih učenja. S sprejetjem Zakona o usmerjanju otrok s posebnimi potrebami, ki je bil sprejet leta 2000, imajo učenci s primanjkljaji na posameznih področjih učenja zakonsko podlago, ki jim omogoča inkluzivno šolsko okolje. Zakonska podlaga je ustrezna, še vedno pa so preveliki razkoraki med ustrezno zakonodajo in prakso, kjer se kažejo preveliki razkoraki med šolami. Spodbudno inkluzivno šolsko okolje bi moralo biti v skladu s sprejetimi dokumenti, katerih podpisnica je tudi Slovenija, ne pa v večji meri odvisno od vodstva šol. V raziskavi nas je zanimalo, kako učitelji pojmujejo lastno vlogo pri poučevanju učencev s primanjkjaji na posameznih področjih učenja, kar smo ugotavljali s tehniko metafor. Osebna prepričanja učiteljev o kompetencah poučevanja učencev s primanjkljaji na posameznih področjih učenja smo ugotavljali s pomočjo metaforične analize. Raziskovalni pristop je bil kombinacija kvantitativne in kvalitativne raziskave. V pilotski raziskavi je sodelovalo 113 učiteljev slovenskih osnovnih šol. Prvi del instrumentarija je splošni demografski vprašalnik. V drugem delu instrumentarija nas je zanimalo, kako učitelji pojmujejo lastno vlogo pri poučevanju učencev s primanjkljaji na posameznih področjih učenja skozi zapis metafore. Metafore namreč omogočajo vpogled v pojmovanja, ki jih ni mogoče dobiti z neposrednimi vprašanji. Podatke o metaforah smo obdelali s tematsko analizo. Tretji del vsebuje strukturiran vprašalnik s trditvami o možganih, ki so nevromiti, pomembni za področje edukacije. Nevromiti, ki se navezujejo na delovanje možganov, so vzeti iz vprašalnika o nevroznanstveni pismenosti, ki ga je prevedla in priredila Simona Tancig po avtorjih Herculano-Houzel, Howard-Jones in Dekker s sodelavci. Raziskovalne ugotovitve se bodo lahko umestile v mednarodni prostor na tem področju. Rezultati raziskave bodo uporabni tudi v praksi pri odpiranju razprav o vlogi učiteljev pri poučevanju učencev s primanjkljaji na posameznih področjih učenja in raziskovanju dejavnikov, ki ovirajo ali spodbujajo uresničitev njihove vloge.

Keywords

analiza metafor;poučevanje;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [T. Vernik Trofenik]
UDC: 376(043.2)
COBISS: 133519107 Link will open in a new window
Views: 10
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Other data

Secondary language: English
Secondary title: Teacher's metaphorical conceptions of teaching students with specific learning difficulties and some neuromyths
Secondary abstract: Teacher's metaphorical conceptions of teaching students with specific learning difficulties and some neuromyths Optimal development of each pupil is a basic principle of inclusion in Slovenian (European) school area. Pupils with learning difficulties also have the right to develop optimally. By applying the concept of work ''Learning problems/difficulties in the Elementary school – Učne težave v osnovni šoli'', adopted in 2007, pupils with learning difficulties are given a legal basis that ensures them inclusive school environment. Although the legal basis is appropriate there are still too big gaps between the law and practice, with even greater ga 9*8/ps between schools. Supportive inclusive school environment schould comply with the adopted documents, which Slovenia had also signed, it schould not depend mostly on the school leaders. In our survey we are interested in what teachers consider to be their own role in teaching pupils with learning difficulties, by using the metaphors technique. Teachers' personal beliefs about competences for teaching pupils with learning difficulties are identified through metaphorical analysis. Survey approach is a combination of quantitative and qualitative research. The pilot survey was carried out among 113 teachers in Slovenian Elementary schools. The first part covers the general demographic questionnaire. In the second part we are interested in teachers' perception of their own roles in teaching pupils with learning disabilities, using a written metaphor. Metaphors enable an insight into perceptions that can not be obtained with concrete questions. Data on metaphors are processed by a thematic analysis. The thirdpart comprises a structural questionnaire with claims about the brain, as neuromyths, important for the field of education. Neuromyths, connected to brain function, are taken from the questionnaire on neuroscience literacy, translated and adapted by Simona Tancig, from authors Herculano-Houzel, Howard-Jones and Dekker with colleagues. The research findings can be situated in the international area in this field. The findings can also be used in practice, in opening debates about teachers' roles in teaching pupils with learning difficulties and in analysing all the factors hindering or fostering to meet their role.
Secondary keywords: Učenci;Učne težave;Učitelji;Metafora;Univerzitetna in visokošolska dela;
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: 117 str.
ID: 17398674