magistrsko delo
Zala Županič (Author), Mihaela Brumen (Mentor)

Abstract

Glavni namen magistrskega dela je ugotoviti, v kolikšni meri in na kakšen način se učitelji, ki poučujejo TJ v 1. VIO, poslužujejo vključevanja GP v pouk TJ na razredni stopnji OŠ. V teoretičnem delu smo se najprej osredotočili na pomen gledališča v vzgojno-izobraževalnem procesu, nadalje smo predstavili pomen GP na splošno ter njeno vlogo pri poučevanju TJ v 1. VIO. Predstavili smo številne tehnike ter metode GP, ki so lahko učiteljem v pomoč pri poučevanju TJ v 1. VIO. Teoretični del smo zaključili z navedbo raziskav, ki so se osredotočile predvsem na pozitivne učinke, ki jih GP nudi učencem in učiteljem pri poučevanju TJ v OŠ. V empiričnem delu smo predstavili rezultate raziskave, ki smo jo opravili s pomočjo spletnega anketnega vprašalnika in zbrali podatke na vzorcu 81 učiteljev, ki poučujejo TJ v 1. VIO na slovenskih osnovnih šolah. Zanimale so nas razlike v odgovorih učiteljev RP, ki poučujejo TJ v 1. VIO, ter med učitelji TJ, ki poučujejo TJ v 1. VIO, glede na izobrazbo ter delovno dobo. Rezultati so pokazali, da večina učiteljev, ki poučujejo TJ v 1. VIO, občasno uporabljajo GP. So si pa učitelji bolj ali manj enotni, da vključevanje GP v pouk TJ nudi številne pozitivne učinke. Najpogostejši razlogi za vključevanje GP v pouk so po navedbah učiteljev popestritev pouka, večja motivacija in interes učencev za učenje TJ. Rezultati raziskave so lahko učiteljem, ki poučujejo TJ v 1. VIO, dobro izhodišče, zakaj se opogumiti in vključevati GP v pouk TJ v OŠ. Slednji nudi številne pozitivne učinke tako za učence kot učitelje (motivirani, aktivni učenci; razvoj tuje-jezikovnih struktur; razvoje mpatije, domišljije, ustvarjalnosti; razvoj govorno-jezikovnih veščin; krepitev neverbalne komunikacije, pozornosti; kognitivna rast učencev, ...).

Keywords

magistrska dela;gledališka pedagogika;tuj jezik;osnovne šole;1. vzgojno-izobraževalno obdobje;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM PEF - Faculty of Education
Publisher: [Z. Županič]
UDC: 37.091.2/.3:[811.111'243+792](043.2)
COBISS: 151832835 Link will open in a new window
Views: 14
Downloads: 1
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Other data

Secondary language: English
Secondary title: Theatre pedagogy in foreign language teaching in the first educational period
Secondary abstract: The main purpose of this master's thesis is to determine to what extent and how teachers who teach a foreign language in the first educational period (in the following referred to as "the 1. EP") include theatre pedagogy in foreign language lessons at the elementary school level. In the theoretical part, we first focused on the importance of theatre in the educational process, then we presented the overall meaning of theatre pedagogy and its role in foreign language teaching in the 1. E.P. We introduced many techniques and methods of theatre pedagogy that can help teachers in foreign language teaching in the 1. EP. We concluded the theoretical part by citing research that focused mainly on the positive effects theatre pedagogy has on students and teachers in foreign language teaching in elementary schools. In the empirical part, we presented research results which we conducted with the help of an online survey questionnaire and collected data on a sample of 81 teachers, who teach in the 1. EP at Slovenian elementary schools. We were interested in the different answers of classroom teachers who teach a foreign language in the 1. EP, and foreign language teachers who teach in the 1. EP according to qualification and seniority. Results have shown that most foreign language teachers in the 1. EP use theatre pedagogy occasionally. However, the teachers had a uniform opinion that theatre pedagogy inclusion has many positive effects on foreign language lessons. They believe the most common reason for inclusion is adding some excitement to lessons, higher motivation, and students' interest in learning a foreign language. The research results can be a good starting point for foreign language teachers in the 1. EP to take courage and include theatre pedagogy in foreign language lessons in elementary schools. It offers many positive effects for both students and teachers (motivated, active students; development of foreign language structures; development of empathy, imagination, creativity; development of speech and language skills; strengthening of non-verbal communication, attention; cognitive growth of students...).
Secondary keywords: master theses;theatre pedagogy;foreign language;elementary schools;first educational period;Osnovnošolsko učenje in poučevanje;Angleščina;Gledališče;Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages: 1 spletni vir (1 datoteka PDF (XVI, 108 str.))
ID: 18436642