diplomsko delo
Lea Bračko (Author), Mihaela Brumen (Mentor), Majda Schmidt (Co-mentor)

Abstract

Diplomsko delo se ukvarja s problematiko vzgojno-izobraževalnega dela z učenci z učnimi težavami v osnovnih šolah. Poudarek je na vodilnem strokovnem in političnem konceptu vzgoje in izobraževanja otrok s posebnimi potrebami - vključujoči šoli, v tem pa na dveh nepogrešljivih vlogah učitelja, in sicer učitelja kot osebnosti in učitelja kot strokovnjaka. V teoretičnem delu so z vidika različnih pedagoških disciplin uvodoma prikazane temeljne vloge današnjega učitelja, kar v osnovi zadeva tudi področje posebnih potreb. Posebej je izpostavljeno učenje in poučevanje tujega jezika. Nadalje so predstavljena pojmovanja učne neuspešnosti in učnih težav v preteklosti in danes, podana pa je tudi osnovna opredelitev skupine učencev z učnimi težavami. Sledi predstavitev inkluzivne vzgoje in izobraževanja v sodobnih šolskih sistemih ter odgovornosti in hkrati pomen pozitivnih stališč učitelja znotraj nje. V nadaljevanju je opisan kontinuum podpore učitelja učencem z učnimi težavami, kot ga predvideva slovenski petstopenjski model s poudarkom na učiteljevi dobri poučevalni praksi. Glede na naslovno tematiko so podana tudi izbrana priporočila za nudenje podpore učencem z učnimi težavami pri angleškem jeziku. Empirični del raziskuje različne oblike podpore tem učencem glede na mestni in vaški okoliš osnovne šole. Podatki so zbrani s pomočjo anketnega vprašalnika, v vzorec pa je vključenih 47 učiteljev angleškega jezika, ki poučujejo v mariborski regiji. Izsledki raziskave kažejo, da so nekatere splošne in specifične oblike pomoči, ki so v teoretičnem delu predstavljene kot učinkovite, relativno slabo izkoriščene. Učitelji nadalje ocenjujejo delovanje tima na tem področju kot zelo dobro, medtem ko s sodelovanjem s starši niso najbolj zadovoljni. Kot najpogostejše ovire pri nudenju podpore zaznavajo slabe učne navade učencev, sposobnost reševanja vedenjskih, socialno emocionalnih problemov ter strokovno usposobljenost za izvajanje pomoči pri pouku. Pokazalo se je, da v tem okviru med mestnimi in vaškimi šolami ne prihaja do statistično pomembnih razlik. Izpeljani so nekateri predlogi za prakso.

Keywords

razredni pouk;angleščina;učitelji;osebnosti;konstruktivizem;učni uspeh;učni neuspeh;splošne učne težave;specifične učne težave;inkluzija;podpora;pouk;diplomska dela;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UM PEF - Faculty of Education
Publisher: [L. Bračko]
UDC: 37(043.2)
COBISS: 19768584 Link will open in a new window
Views: 2609
Downloads: 442
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Other data

Secondary language: English
Secondary title: TEACHERS' SUPPORT FOR PUPILS WITH LEARNING DIFFICULTIES IN ENGLISH LANGUAGE
Secondary abstract: The diploma thesis deals with the problem of educational work for students with learning difficulties in primary schools. The emphasis is on the leading professional and political concept of education for children with special needs including two indispensable roles of a teacher - the teacher as an individual and the teacher as a professional. Initially the theoretical part shows the fundamental role of the teacher from the perspective of different educational disciplines which includes dealing with special needs. Learning and teaching a foreign language is exposed. The concept of unsuccessful learning and learning difficulties in the past and present are presented and a basic definition of pupils with learning difficulties is given. The presentation of inclusive education and accountability in a contemporary school system follows as well as the importance of a positive attitude of the teachers. The continuum of teacher support for pupils with learning difficulties is described according to the Slovenian five-step model with an emphasis on good teaching practice. Given the title of my dissertation selected recommendations for giving support to pupils experiencing learning difficulties with English language is also presented. The empirical part explores various forms of support to students according to the urban and rural location of a particular school. The data was collected through a survey questionnaire. The survey included 47 English language teachers who teach in the Maribor region. The survey showed that some general and specific forms of support demonstrated as being effective are relatively underexploited. Teachers assess the actions of the team in this area as very good, whilst they are not satisfied with the interaction with the parents. Some of the most common barriers when providing support were perceived by the teachers as being poor learning habits of students, ability to deal with behavioral, emotional and social problems and technical capacity to implement the assistance in the classroom. It has been shown that in this context, between urban and rural schools, there are no statistically significant differences. Some suggestions for practice are demonstrated.
Secondary keywords: teacher as an individual;constructivism;successful/unsuccessful learning;learning difficulties;learning disabilities;inclusion;continuum of teacher support;good teaching practice;English language;
URN: URN:SI:UM:
Type (COBISS): Undergraduate thesis
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages: 82 f., [2] f. pril.
ID: 8725888