Vloga učitelja pri razvijanju čustvene inteligentnosti učencev v prvem triletju osnovne šole

Abstract

Keywords

Data

Language:	Slovenian
Year of publishing:	2012
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[A. Serdt Maučec]
UDC:	37.015.3(043.2)
COBISS:	9551945
Views:	1130
Downloads:	149
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	The role of the teacher in the development of pupils’ emotional intelligence in the first triennium of elementary school
Secondary abstract:	The thesis discusses the role that teachers play in the development of emotional intelligence of pupils in the first three years of primary school. The aim of the thesis was to explore whether the teachers in Slovenian primary schools are aware of the importance of developing emotional intelligence in the educational process, how (if at all) they try to develop it, and how often they include it in their classes in the first triennium of primary school. The author also examined the possibilities to improve the knowledge of teachers in the first three years of primary schools of practical aspects and skills needed for developing and fostering pupils’ emotional intelligence. The survey included 81 respondents – teachers in the first three years of Slovenian primary schools - and was based on descriptive and non-experimental quantitative method of pedagogical research. The analysis of research results revealed that the majority of respondents are in general familiar with the notion of emotional intelligence. Approximately 95 per cent of respondents believe that it is possible to systematically develop emotional intelligence of pupils in the education process. More than 90 per cent of respondents are of opinion that they themselves develop emotional intelligence of pupils in the class-room and more than 29 per cent of respondents believe that they systematically develop emotional intelligence in the class-room. More than 34 per cent of respondents think that they systematically develop emotional intelligence of pupils in the class-room on a daily basis. Around 75 per cent of respondents believe that they do not know ways, methods, techniques and strategies for developing emotional intelligence of pupils in the first three years of primary education and the majority of respondents agree or strongly agree with the statement that thematically oriented seminars intended for further education and training, joint projects carried out by primary schools, educational and training workshops, exchange of experience and good practice, and reading of relevant literature are appropriate ways to acquire new knowledge and experience of developing emotional intelligence in the class-room.
Secondary keywords:	intelligence;emotionality;inteligentnost;emocionalnost;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Razredni pouk
Pages:	74 f., [4] f. pril.
Type (ePrints):	thesis
Title (ePrints):	The role of the teacher in the development of pupils’ emotional intelligence in the first triennium of elementary school
Keywords (ePrints):	čustvena inteligentnost
Keywords (ePrints, secondary language):	emotional intelligence
Abstract (ePrints):	V diplomskem delu je podrobneje obravnavana vloga učiteljic in učiteljev pri razvoju čustvene inteligentnosti učencev v prvem triletju osnovne šole. Namen diplomskega dela je bil raziskati, ali se učitelji v slovenskih osnovnih šolah zavedajo pomena razvoja čustvene inteligentnosti v izobraževalnem procesu, kako (če sploh) jo skušajo razvijati pri učencih in kako pogosto vključujejo čustveno inteligentnost učencev v pouk v prvem triletju osnovne šole. Avtorica je ugotavljala tudi, kako bi lahko izboljšali znanje učiteljev v prvem triletju osnovne šole o praktičnih vidikih ter spretnostih razvijanja in spodbujanja čustvene inteligentnosti pri učencih. Raziskava je vključevala 81 anketirancev - učiteljic in učiteljev prvega triletja v slovenskih osnovnih šolah in je temeljila na deskriptivni in neeksperimentalni kvantitativni metodi pedagoškega raziskovanja. Analiza rezultatov raziskave je pokazala, da večina anketirancev na splošno pozna pojem čustvene inteligentnosti. Približno 95 % anketirancev je mnenja, da je v procesu izobraževanja čustveno inteligentnost učencev mogoče sistematično razvijati. Dobrih 90 % anketirancev meni, da sami osebno razvijajo čustveno inteligentnost učencev v razredu in več kot 29 % anketirancev je mnenja, da jo sistematično razvijajo pri pouku. Več kot 34 % anketirancev meni, da vsak dan načrtno razvijajo čustveno inteligentnost učencev v razredu. Okrog 75 % anketirancev meni, da ne pozna načinov, metod, tehnik in strategij za razvijanje čustvene inteligentnosti učencev v razredu v prvem triletju osnovnega izobraževanja in večina anketirancev se strinja ali zelo strinja s trditvijo, da so tematsko naravnani seminarji nadaljnjega izobraževanja in usposabljanja, skupni projekti na osnovnih šolah, izobraževalne delavnice, izmenjava izkušenj in dobre prakse ter branje ustrezne strokovne literature primerni načini za pridobivanje novih znanj in izkušenj s področja razvijanja čustvene inteligentnosti v razredu.
Abstract (ePrints, secondary language):	The thesis discusses the role that teachers play in the development of emotional intelligence of pupils in the first three years of primary school. The aim of the thesis was to explore whether the teachers in Slovenian primary schools are aware of the importance of developing emotional intelligence in the educational process, how (if at all) they try to develop it, and how often they include it in their classes in the first triennium of primary school. The author also examined the possibilities to improve the knowledge of teachers in the first three years of primary schools of practical aspects and skills needed for developing and fostering pupils’ emotional intelligence. The survey included 81 respondents – teachers in the first three years of Slovenian primary schools - and was based on descriptive and non-experimental quantitative method of pedagogical research. The analysis of research results revealed that the majority of respondents are in general familiar with the notion of emotional intelligence. Approximately 95 per cent of respondents believe that it is possible to systematically develop emotional intelligence of pupils in the education process. More than 90 per cent of respondents are of opinion that they themselves develop emotional intelligence of pupils in the class-room and more than 29 per cent of respondents believe that they systematically develop emotional intelligence in the class-room. More than 34 per cent of respondents think that they systematically develop emotional intelligence of pupils in the class-room on a daily basis. Around 75 per cent of respondents believe that they do not know ways, methods, techniques and strategies for developing emotional intelligence of pupils in the first three years of primary education and the majority of respondents agree or strongly agree with the statement that thematically oriented seminars intended for further education and training, joint projects carried out by primary schools, educational and training workshops, exchange of experience and good practice, and reading of relevant literature are appropriate ways to acquire new knowledge and experience of developing emotional intelligence in the class-room.
Keywords (ePrints, secondary language):	emotional intelligence
ID:	8311216