magistrsko delo
Nika Marušič (Author), Milena Valenčič Zuljan (Mentor), Mojca Pečar (Co-mentor)

Abstract

Prilagajanje vzgojno-izobraževalnega procesa je temelj kakovostnega pouka, učiteljeva zmožnost prilagajanja pouka pa ena ključnih kompetenc. Z nenehnimi spremembami v pedagoškem okolju se je pokazalo, da je razvoj učiteljeve didaktične kompetence prilagajanja pouka (heterogene skupine učencev, visokega pričakovanja družbe itd.) postopen, vendar ključnega pomena. Temeljni namen empirične raziskave je bil ugotoviti, kako učitelji razvijajo kompetenco prilagajanja pouka, ter oblikovati smernice, ki bi lahko pomagale učiteljem začetnikom pri razvijanju omenjene kompetence. V ta namen smo izvedli kvalitativno raziskavo, v kateri je sodelovalo pet učiteljic razrednega pouka. Izvedli smo intervjuje ter pridobljene informacije podkrepili z opazovanjem učne ure pri izbrani učiteljici. Z analizo intervjujev smo ugotovili, kako se učiteljeva kompetenca prilagajanja pouka razvija v procesu poklicnega delovanja. Predstavili smo področja, na katerih učitelji napredujejo v pridobivanju didaktičnih kompetenc, zapisali, kaj je učiteljicam pomagalo pri pridobivanju kompetence prilagajanja pouka, ter identificirali dejavnike, ki so jim bili v pomoč pri razvoju kompetence prilagajanja pouka med profesionalnim razvojem. Poleg tega smo s pomočjo protokola opazovanja pouka na eni izmed slovenskih osnovnih šol raziskali, v kolikšni meri in na kakšen način poteka prilagajanje pouka, pri čemer smo se osredotočili na diferenciacijo in individualizacijo. Intervjuvane učiteljice danes poučujejo bistveno drugače kot na začetku svoje profesionalne poti, kar je rezultat prepleta strokovnih, osebnih in organizacijskih dejavnikov, ki so prispevali k njihovi strokovni rasti. Ključno vlogo pri tem so imele poklicne izkušnje, ki so jih spremljale redna refleksija, sistematično opazovanje učencev in sprotno prilagajanje pouka na podlagi opazovanja ter analize učenčevih odzivov in izdelkov. Pomembno vlogo so imele tudi hospitacije in sodelovanje s kolegi, pri čemer so s primerjavo različnih pristopov razvijale pedagoško gotovost ter širile svoj nabor didaktičnih načinov prilagajanja pouka. Strokovna izobraževanja, mentorstvo študentom in pripravnikom ter podpora vodstva so dodatno prispevali k razvoju njihove suverenosti pri prilagajanju pouka. Osebne izkušnje, kot so starševstvo ali soočenje z boleznijo, so poglobile njihovo razumevanje otrok in razredne dinamike, medtem ko je dobro poznavanje učnih načrtov, razvojnih značilnosti otrok ter vključevanje različnih virov povratnih informacij omogočilo bolj premišljeno, fleksibilno in individualizirano poučevanje. Vse to je učiteljice vodilo od rigidnega, enotnega pristopa do učenja k dinamičnemu in odzivnemu pedagoškemu delovanju, osredinjenemu na potrebe posameznega učenca.

Keywords

kompetenca prilagajanja pouka;diferenciacija in individualizacija;profesionalni razvoj;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [N. Marušič]
UDC: 37.091.3(043.2)
COBISS: 236276483 Link will open in a new window
Views: 52
Downloads: 3
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Other data

Secondary language: English
Secondary title: Developing differentiated instruction competency in primary school teachers
Secondary abstract: Adaptation is a cornerstone of high-quality teaching, and a teacher's ability to adapt a lesson is one of their key competences. The constant change in pedagogical environment has shown that developing the didactic competence of teaching adaptation (heterogeneous groups of students, high societal expectations etc.) is a gradual but crucial process. The main purpose of this empirical research was to explore how teachers develop this competence and to create guidelines that could support new teachers in acquiring it. To this end, a qualitative study was carried out with the participation of five classroom teachers. Interviews were conducted and the findings were corroborated by an observation of a selected teacher’s lesson. The analysis of the interviews provided insight into how teachers develop the competence of teaching adaptation throughout their professional career. We identified the key areas where teachers advance in the acquisition of didactic skills, we indicated what has helped them in acquiring and developing the competence of teaching adaptation throughout their professional career. In addition, we used a protocol for observing lessons in a Slovenian primary school to examine the extent and manner in which teaching adaptation occurs, with a particular focus on differentiation and individualisation. Teachers today teach in significantly different ways than they did at the beginning of their professional careers—a shift shaped by a combination of professional, personal, and organizational factors that have contributed to their pedagogical growth. This transformation was driven by rich professional experiences, supported by regular reflection, systematic student monitoring, and continuous teaching adaptation based on careful observation and analysis of student responses and their work. Classroom observations (hospitations) and collaboration with colleagues also provided valuable support, allowing teachers to build pedagogical confidence and expand their repertoire of didactic strategies by comparing different approaches. Professional development opportunities, mentoring students and interns, as well as support from school leadership further contributed to their growing confidence in teaching adaptation. Personal experiences, such as becoming a parent or coping with illness, deepened their understanding of children and classroom dynamics. At the same time, a strong grasp of curricula, child development, and the effective use of various sources of feedback enabled more deliberate, flexible, and individualized teaching. Altogether, these factors shifted teachers’ practice from rigid, uniform approaches to a more dynamic and responsive pedagogy, focused on the needs of each student.
Secondary keywords: competence of teaching adaptation;differentiation and individualisation;professional development;Pouk;Učitelji;Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Study programme: 0
Embargo end date (OpenAIRE): 1970-01-01
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji
Pages: 1 spletni vir (1 datoteka PDF (144 str.))
ID: 26394067