diplomsko delo
Edita Bajramlić (Author), Alenka Polak (Mentor)

Abstract

Čustvene in razumske spretnosti so enako pomembni in soodvisni sestavni deli človeške inteligentnosti. V šoli se koncept inteligentnosti pogosto enači z intelektualnimi sposobnostmi učencev, manj pogosto pa so v ospredje postavljene spretnosti učencev na čustvenem področju. V teoretičnem delu diplomskega dela se ukvarjam z analiziranjem pojma inteligentnosti in opredelitvijo pojma čustvene inteligentnosti, ki ga nato umestim v šolski kontekst. Pri tem bolj podrobno analiziram naloge učitelja in socialnega pedagoga ter njuno vlogo pri spodbujanju čustvene kompetentnosti učencev v osnovni šoli. V empiričnem delu diplomskega dela primerjam različna področja čustvene kompetentnosti učiteljev in socialnih pedagogov: področje prepoznavanja občutij in močnih čustvenih stanj, področje prepoznavanja in razumevanja različnih čustvenih stanj ter področje obvladovanja močnih čustvenih stanj. Empirično raziskovanje obsega tudi primerjavo pogostosti uporabe različnih metod oziroma tehnik za spodbujanje čustvene kompetentnosti učencev. Analiza rezultatov je pokazala, da med učitelji in socialnimi pedagogi ni bistvenih razlik v kompetentnosti na področju prepoznavanja in razumevanja lastnih oziroma tujih čustev ter kompetentnosti na področju obvladovanja lastnih močnih čustvenih stanj. Analiza rezultatov je med preučevanima skupinama pokazala razlike v pogostosti spodbujanja učencev k opisovanju lastnih občutij in čustev, ki jih doživljajo v povezavi z določeno tematiko, v pogostosti branja zgodb in pravljic na temo čustev in v pogostosti spodbujanja optimistične naravnanosti. Med najpogosteje uporabljene metode so učitelji in socialni pedagogi uvrstili metodo spodbujanja učencev k poštenemu in iskrenemu odnosu, najmanj pa uporabljajo metode, s katerimi spodbujajo učence k pisanju avtorskih pesmi.

Keywords

čustvena inteligentnost;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [E. Bajramlić]
UDC: 159.942:37.011.3-051
COBISS: 10215241 Link will open in a new window
Views: 944
Downloads: 146
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Other data

Secondary language: English
Secondary title: Emotional competence of teachers and social pedagogues
Secondary abstract: Emotional and intellectual abilities are equally important, interdependent parts of human intelligence. At school, the concept of intelligence is often equated with one's intellectual abilities while they rarely focus on pupils' emotional abilities. In the theoretical part, the concepts of intelligence and emotional competence are defined. I provided a more detailed analysis of the teachers' and social pedagogues' functions and roles in promoting emotional competence of primary school aged children. In the empirical part of the thesis, the following areas of teachers' and social pedagogues' emotional competence are compared: the area of identifying intense feelings and emotional states, the area of identifying and understanding different emotional states, and the area of controlling emotional states. This empirical research also includes the comparison of the frequency of using different methods or techniques to promote pupils' emotional competence. The results show that, among the studied groups, there are no significant differences between their competence to identify and understand their own or someone else's feelings, and their competence to control their own emotional states. The results show differences between the experimental groups in the frequency of encouraging pupils to describe their feelings and emotions experienced in relation to a specific topic, in the frequency of reading stories and fairy tales about emotions, and in the frequency of promoting optimism. Teachers and social pedagogues describe the method of encouraging pupils to forge honest and sincere relationship as the most commonly used method. The least frequently used methods are the ones encouraging students to write their original songs.
Secondary keywords: emotionality;teacher;primary school;emocionalnost;učitelj;osnovna šola;
File type: application/pdf
Type (COBISS): Bachelor thesis/paper
Thesis comment: Univ. Ljubljana, Pedagoška fak., Socialna pedagogika
Pages: 46 str., [4] str. pril.
ID: 8707987