Komunikacijske strategije osnovnošolskih učiteljev v konfliktnih situacijah z učenci

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Data

Language:	Slovenian
Year of publishing:	2012
Source:	Ljubljana
Typology:	2.09 - Master's Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[M. Gorše]
UDC:	37.011.3-051(043.2)
COBISS:	9449289
Views:	959
Downloads:	331
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Communication strategies of primary school teachers in conflict situations
Secondary abstract:	The general problem of this research is primary school teachers' communicative strategies in conflict situations with pupils. We are faced with more and more conflicts between teachers and pupils – in Slovene schools – which can, if they are unsuccessfully dealt with, deepen distrust in the teacher-student relationship and have a negative influence on the other aspects of the educational process as well. In the theoretical part of this thesis I presented the important theories and approaches which define the communicative process and also the importance of the communicative process in the school environment. I wrote about conflicts which may arise in primary schools as complex systems among various participating elements in them – where I was mostly interested in the teacher-student relationship – and the strategies for their solutions. In the empirical part of this thesis I followed the general problem of this research and tried to ascertain primary school teachers’ evaluations about the communicative strategies in conflict situations with pupils. I compared evaluations with the teachers’ evaluations of their own behaviour in concrete situations and offered guidelines for a successful way of solving such situations for the prevailing conflict situations. The chosen method of this research is a combination of quantitative empirical non-experimental research and qualitative techniques, where I have complemented the quantitative part of the research by paraphrasing and paraphrasing with associating. By doing that I exceeded the dichotomy between the quantitative and qualitative approach. Without joining the two of them meaningfully in non-experimental and often uncontrolled conditions such as a school, a scientific study of an individual or a phenomenon in a context would not be possible. I hope that these published results of this research will encourage primary schools head teachers and teachers to take part in supplementary expert advanced study courses dealing with communicative strategies for solving conflict situations.
Secondary keywords:	teacher-pupil relation;dispute settlement;primary school;odnos med učiteljem in učencem;reševanje sporov;osnovna šola;
File type:	application/pdf
Type (COBISS):	Master's thesis
Thesis comment:	Univ. v Ljubljani, Pedagoška fak.
Pages:	X, 177 str., [29] str. pril.
Type (ePrints):	thesis
Title (ePrints):	Communication strategies of primary school teachers in conflict situations
Keywords (ePrints):	komunikacija
Keywords (ePrints, secondary language):	communication
Abstract (ePrints):	Splošni problem raziskave so komunikacijske strategije osnovnošolskih učiteljev v konfliktnih situacijah z učenci. V slovenskih šolah smo namreč priča vse več konfliktom med učitelji in učenci, ki lahko, če so neuspešno razrešeni, poglabljajo nezaupanje v odnosu učitelj – učenec in negativno vplivajo tudi na druge vidike vzgojno-izobraževalnega procesa. V teoretičnem delu naloge sem predstavila pomembnejše teorije in pristope, ki opredeljujejo komunikacijski proces, predstavila sem pomembnost komunikacijskega procesa v šolskem okolju, pisala o konfliktih, ki v osnovnih šolah kot kompleksnih sistemih lahko nastopijo med različnimi udeleženimi podsistemi (pri čemer me je predvsem zanimal odnos učitelj – učenec), ter strategijah za njihovo reševanje. V empiričnem delu naloge sem sledila splošnemu problemu raziskave in poskušala ugotoviti ocene osnovnošolskih učiteljev o komunikacijskih strategijah v konfliktnih situacijah z učenci. Ocene sem primerjala z učiteljskimi ocenami lastnega ravnanja v konkretnih situacijah ter ponudila smernice za učinkovitejše reševanje v prevladujočih konfliktnih situacijah. Izbrana metoda raziskave je kombinacija kvantitativne empirične neeksperimentalne raziskave ter kvalitativnih tehnik, kjer sem s pomočjo parafraziranja ter parafraziranja z združevanjem dopolnila kvantitativni del raziskave. S tem sem presegla dihotomijo med kvantitativnim in kvalitativnim pristopom. Brez smiselnega povezovanja obeh v neeksperimentalnih in pogosto nekontroliranih pogojih, kot je šola, pa bi bilo posameznika ali pojav v kontekstu nemogoče znanstveno preučevati. Upam, da bodo objavljeni izsledki raziskave spodbudili ravnatelje in učitelje osnovnih šol k dodatnemu strokovnemu izpopolnjevanju na področju komunikacijskih strategij za reševanje konfliktnih situacij.
Abstract (ePrints, secondary language):	The general problem of this research is primary school teachers' communicative strategies in conflict situations with pupils. We are faced with more and more conflicts between teachers and pupils – in Slovene schools – which can, if they are unsuccessfully dealt with, deepen distrust in the teacher-student relationship and have a negative influence on the other aspects of the educational process as well. In the theoretical part of this thesis I presented the important theories and approaches which define the communicative process and also the importance of the communicative process in the school environment. I wrote about conflicts which may arise in primary schools as complex systems among various participating elements in them – where I was mostly interested in the teacher-student relationship – and the strategies for their solutions. In the empirical part of this thesis I followed the general problem of this research and tried to ascertain primary school teachers’ evaluations about the communicative strategies in conflict situations with pupils. I compared evaluations with the teachers’ evaluations of their own behaviour in concrete situations and offered guidelines for a successful way of solving such situations for the prevailing conflict situations. The chosen method of this research is a combination of quantitative empirical non-experimental research and qualitative techniques, where I have complemented the quantitative part of the research by paraphrasing and paraphrasing with associating. By doing that I exceeded the dichotomy between the quantitative and qualitative approach. Without joining the two of them meaningfully in non-experimental and often uncontrolled conditions such as a school, a scientific study of an individual or a phenomenon in a context would not be possible. I hope that these published results of this research will encourage primary schools head teachers and teachers to take part in supplementary expert advanced study courses dealing with communicative strategies for solving conflict situations.
Keywords (ePrints, secondary language):	communication
ID:	8310904