Problematika šolanja romskih učencev - strokovna priporočila in izkušnje učiteljic

Irena Lesar (Author), Eva Dežman (Author)

Abstract

Namen prispevka je analizirati strokovne smernice, ki so oblikovane za učitelje pri delu z romskimi učenci v strokovni literaturi, ter raziskati, kaj o problematiki šolanja romskih učencev na podlagi svojih izkušenj poročajo slovenske razredne učiteljice. Ugotovitve analize strokovnih priporočil učiteljem pri poučevanju romskih učencev v Sloveniji niso spodbudne, saj so priporočila zapisana na predpostavki, da bodo učitelji sami znali in zmogli prilagoditi poučevanje, ki bo vodilo k boljšemu uspehu. Odgovori učiteljic kažejo, da se pri prilagajanju pouka zatekajo k ne najbolj konstruktivnim načinom poučevanja romskih učencev. Učiteljice večinoma navajajo le tiste dejavnike učne uspešnosti, ki so povezani z značilnostmi romskih učencev in njihovih družin, medtem ko svojega pedagoškega dela skorajda ne prepoznajo kot pomembnega. Med učiteljicami smo izsledili tudi pogosto nerazumevanje jezikovnih ovir romskih učencev. Zato bo treba posebno pozornost nameniti tako kakovostnejšemu (do)usposabljanju (bodočih) učiteljev kot še zlasti razvoju podpornih mehanizmov s strani različnih strokovnih institucij v državi.

Keywords

Romi;inkluzija;poučevanje romskih učencev;jezikovne ovire;

Data

Language:	Slovenian
Year of publishing:	2012
Typology:	1.01 - Original Scientific Article
Organization:	UL PEF - Faculty of Education
Publisher:	Združenje za socialno pedagogiko
UDC:	376
COBISS:	9486409
ISSN:	1408-2942
Parent publication:	Socialna pedagogika
Views:	1740
Downloads:	197
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	ǂThe ǂissue of education of Roma students - professional recommendations and teachers' experiences
Secondary abstract:	The purpose of this article is to present an analysis of the guidelines provided by professional literature for teachers working with Roma pupils, and to examine the issue of educating Roma children based on the experiences of Slovene primary school teachers. The results of the analysis are far from encouraging as the recommendations are based on the assumption that the teacher him/herself will be able to adjust the teaching methods to produce better results. Feedback from teachers indicates that they fail to adopt the most constructive teaching methods when attempting to modify and adapt classes for Roma pupils. In terms of factors affecting learning outcomes, the teachers mostly noted only those relating to the characteristics of Roma students and their families, while hardly recognising the importance of their own pedagogical efforts. Furthermore, results show a frequent lack of understanding of the language barrier faced by Roma pupils. Therefore, special focus will have to be placed on improved (additional) training of (future) teachers as well as on further development of support mechanisms by various state institutions in this field.
Secondary keywords:	gypsy;primary school;integration;language teaching;cigan;osnovna šola;integracija;jezikovni pouk;
URN:	URN:NBN:SI
File type:	application/pdf
Type (COBISS):	Not categorized
Pages:	str. 203-226
Volume:	ǂLetn. ǂ16
Issue:	ǂšt. ǂ3
Chronology:	okt. 2012
ID:	8632407