magistrsko delo
Patricija Pivec (Author), Metka Kordigel Aberšek (Mentor)

Abstract

Učiteljeva retorična kompetenca se nanaša na njegovo sposobnost učinkovite rabe jezika in prepričljivih komunikacijskih tehnik za posredovanje informacij. To med drugim vključuje njihovo sposobnost uporabe različnih retoričnih sredstev, kot so metafore, analogije in prepričljivi argumenti, da bi pouk postal privlačnejši in učinkovitejši. Učitelj z dobrimi retoričnimi spretnostmi uporablja jezik tako, da pritegne pozornost učencev ter jih navduši za učenje. Ključno je, da informacije in slog podajanja le-teh prilagodi poslušalcem ali učencem ali njihovim staršem. Učitelji, ki imajo dobro razvito retorično kompetenco, znajo natančno in učinkovito posredovati svoje ideje. Pri svojih govorih uporabljajo prepričljive argumente in retorična sredstva, s katerimi poslušalce prepričajo, da je določena tema pomembna in smiselna. Na splošno ima učiteljeva retorična kompetenca pomembno vlogo pri njegovi sposobnosti, da učinkovito pritegne poslušalce. Z učinkovito in prepričljivo rabo jezika pa lahko učitelj navduši tudi svoje učence, da prevzamejo aktivno vlogo pri svojem učenju in razvijejo vseživljenjski interes do učenja. V magistrskem delu smo raziskali, kako retorika kot učiteljeva kompetenca vpliva na sodelovanje s starši. Raziskavo smo opravili s pomočjo pol strukturiranih intervjujev, ki smo jih izvedli z učitelji razrednega pouka. Učitelji načeloma svoje sodelovanje s starši ocenjujejo kot uspešno, njihov odnos pa kot spoštljiv in iskren. Hkrati pa so pri deljenju izkušenj navedli številna nesoglasja in prepreke, ki se pojavljajo pri sodelovanju. Najpogosteje se pojavljajo težave zaradi ocenjevanja, kadar imajo starši prevelika ali premajhna pričakovanja. Učiteljem primanjkuje znanja s področja retorike, za svoje neznanje večinoma izpostavljajo neustrezno izobraževanje v času študija. Nekateri učitelji so zato izbrali tudi različna individualna izpopolnjevanja na področju retorike, drugi pa so znanje pridobili skozi leta in leta izkušenj. Večina učiteljev, ki so sodelovali v raziskavi, meni, da je izobraževanje s področja retorike za učitelje dobrodošlo. Drugi menijo, da je nujno zgolj za učitelje na začetku njihovega poklica. Izboljšanje njihovega znanja bi bilo možno z dodatnimi izpopolnjevanji, ki se osredotočajo na komunikacijske strategije in sodelovanje s starši. Usposabljanja lahko učiteljem omogočajo izboljšati komunikacijske spretnosti, spoznati različne učne stile in razviti strategije za različne skupine učencev. Za izboljšanje sodelovanja pa bi morali učitelji starše tretirati kot sebi enakovredne sogovornike. Spoštljiva in strokovna komunikacija pa lahko pomaga zgraditi močan in pozitiven odnos med šolo in domom.

Keywords

magistrska dela;retorika;retorika v izobraževanju;učitelji;kompetence;komunikacija;starši v edukacijskem sistemu;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM PEF - Faculty of Education
Publisher: [P. Pivec]
UDC: 808.5:37-051(043.2)
COBISS: 156519683 Link will open in a new window
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Downloads: 1
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Other data

Secondary language: English
Secondary title: Rhetoric as a teacher's competence and its impact on their engagement with parents
Secondary abstract: A teacher's rhetorical competence refers to his or her ability to use language effectively and to use persuasive communication techniques to convey information. This includes, but is not limited to, their ability to use a variety of rhetorical devices such as metaphors, analogies and persuasive arguments to make lessons more engaging and effective. A teacher with good rhetorical skills uses language in a way that captures students' attention and inspires them to learn. The key is to tailor the information and the style in which it is delivered to the audience, whether it is the pupils or their parents. Teachers who have well-developed rhetorical competence are able to communicate their ideas clearly and effectively. They use persuasive arguments and rhetorical devices in their speeches to convince their audience that a particular topic is important and meaningful. Overall, a teacher's rhetorical competence plays an important role in his or her ability to effectively engage the audience. However, by using language effectively and persuasively, a teacher can also inspire his or her students to take an active role in their own learning and develop a lifelong interest in learning. In our master's thesis, we investigated how rhetoric as a teacher's competence influences engagement with parents. We conducted our research through semi-structured interviews with classroom teachers. They generally rate their cooperation with parents as a successful one and their relationship as respectful and sincere. At the same time, when sharing their experiences, they mentioned a number of disagreements and obstacles that arise in their cooperation. Most often, evaluation problems arise when parents have too high or too low expectations. Teachers lack knowledge of rhetoric, mostly pointing to inadequate training during their studies as the reason for their lack of knowledge. Some teachers have therefore also chosen to undertake various individual training courses in rhetoric, while others have acquired their knowledge through out the years of experience. Most of the teachers who took part in the survey consider that rhetoric training is an appropriate development for teachers. Others believe it is only necessary for pre-service teachers. Their knowledge could be improved by additional training focusing on communication strategies and cooperation with parents. Training could enable teachers to improve their communication skills, learn about different teaching styles and develop strategies for different groups of learners. To improve cooperation, teachers should treat parents as equal interlocutors. Respectful and professional communication can help build a strong and positive relationship between school and home.
Secondary keywords: master theses;rhetoric;rhetoric in education;teachers;competences;communication;parents in the education system;Retorika;Vzgoja in izobraževanje;Osnovne sposobnosti;Osnovnošolski učitelji;Starši;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, 193 str.))
ID: 18693852