Razredni učitelji o dejavnikih šolske (ne)uspešnosti romskih učencev

Abstract

Keywords

Data

Language:	Slovenian
Year of publishing:	2012
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[E. Dežman]
UDC:	316.35(043.2)
COBISS:	9131081
Views:	990
Downloads:	176
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Classroom teachers on the factors of school performance of Roma pupils
Secondary abstract:	Thousands of Roma children throughout Europe face many problems with their integration in the school system. Most of the Roma children never attended school and even now do not attend. But those who do will probably leave school after four or five years, which means that they will not complete their compulsory education if there will not be any significant changes in the school policy, system and direct teaching practices. Slovenia also faces the issue of Roma children education. We have been trying to resolve this issue, but have always been rather unsuccessful. Roma children, whose cultural and linguistic environment is significantly different from the majority, should have the opportunity to develop their identity in both cultures, so they must be able to learn and maintain their native language and also be given a chance to learn the language of their environment as best as they can. The thesis thus exposes the problems of educating Roma pupils in Slovenia, which are on average much less successful than the general population of the school-aged. It also presents the theoretical concepts that have to be necessarily taken into account in arranging schooling for minority ethnic groups, and analysis of current expert solutions and documents, made to improve the situation of Roma pupils. The findings from empirical work suggest that in most cases, teachers do not realize that their way of working is one of the main factors that affect performance of Roma pupils in school. Also, most of them blame Roma parents for unsuccessfulness of their children. According to teachers, the key factor for successful schooling is integration of Roma pupils in the pre-school institutions, at least two years before beginning elementary school. There, they can get familiar with their language, certain rules and daily routine which later continues in the elementary school.
Secondary keywords:	school failure;mother tongue;teacher role;šolski neuspeh;materinščina;vloga učitelja;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Razredni pouk
Pages:	89 str.
Type (ePrints):	thesis
Title (ePrints):	Classroom teachers on the factors of school performance of Roma pupils
Keywords (ePrints):	Romi
Keywords (ePrints, secondary language):	Roma
Abstract (ePrints):	Na tisoče romskih otrok po vsej Evropi se pri vključevanju v šolski sistem srečuje s številnimi težavami. Večina Romov šole nikoli ni obiskovala in tudi zdaj je veliko romskih otrok ne obiskuje. Tisti, ki jo, pa jo bodo po vsej verjetnosti po štirih ali petih letih zapustili, kar pomeni, da ne bodo končali obveznega šolanja, če se v šolski politiki, sistemu in v neposredni pedagoški praksi ne bodo zgodile bistvene spremembe. S težavo izobraževanja romskih učencev se srečujemo tudi v Sloveniji. Nekaj desetletij iskanj boljših rešitev pri šolanju romskih učencev do zdaj še ni prineslo očitnejših izboljšanj. Romski učenci, katerih kulturno in jezikovno okolje je bistveno drugačno od večinskega, bi morali imeti možnost, da svojo identiteto razvijejo v obeh kulturah, torej jim morata biti omogočena učenje in ohranjanje maternega jezika, prav tako pa jim mora biti dana možnost, da se čim bolje naučijo jezika okolja. V diplomskem delu je izpostavljena problematika šolanja romskih učencev v Sloveniji, ki so v povprečju precej manj uspešni kot preostala populacija šolajočih se. Predstavljeni so tudi strokovni koncepti, ki jih je treba nujno upoštevati pri urejanju šolanja manjšinskih etničnih skupin, in analiza dozdajšnjih strokovnih rešitev oz. dokumentov, oblikovanih z namenom, da bi izboljšali položaj romskih učencev. Težišče teoretičnega dela predstavlja poglavje o dejavnikih šolske (ne)uspešnosti. Ugotovitve iz empiričnega dela kažejo na to, da se učiteljice v večini primerov ne zavedajo, da je njihov način dela eden izmed glavnih dejavnikov, ki vpliva na šolski (ne)uspeh romskih učencev. Prav tako jih večina krivdo za (ne)uspeh učencev pripisuje romskim staršem. Ključnega pomena za uspešno šolanje je po mnenju učiteljic vključevanje romskih učencev v ustanove predšolske vzgoje vsaj dve leti pred začetkom osnovne šole, kjer bi se seznanili z jezikom in spoznali določena pravila ter dnevno rutino, ki bi pomembno olajšala pedagoško delo tudi v osnovni šoli.
Abstract (ePrints, secondary language):	Thousands of Roma children throughout Europe face many problems with their integration in the school system. Most of the Roma children never attended school and even now do not attend. But those who do will probably leave school after four or five years, which means that they will not complete their compulsory education if there will not be any significant changes in the school policy, system and direct teaching practices. Slovenia also faces the issue of Roma children education. We have been trying to resolve this issue, but have always been rather unsuccessful. Roma children, whose cultural and linguistic environment is significantly different from the majority, should have the opportunity to develop their identity in both cultures, so they must be able to learn and maintain their native language and also be given a chance to learn the language of their environment as best as they can. The thesis thus exposes the problems of educating Roma pupils in Slovenia, which are on average much less successful than the general population of the school-aged. It also presents the theoretical concepts that have to be necessarily taken into account in arranging schooling for minority ethnic groups, and analysis of current expert solutions and documents, made to improve the situation of Roma pupils. The findings from empirical work suggest that in most cases, teachers do not realize that their way of working is one of the main factors that affect performance of Roma pupils in school. Also, most of them blame Roma parents for unsuccessfulness of their children. According to teachers, the key factor for successful schooling is integration of Roma pupils in the pre-school institutions, at least two years before beginning elementary school. There, they can get familiar with their language, certain rules and daily routine which later continues in the elementary school.
Keywords (ePrints, secondary language):	Roma
ID:	8308847