magistrsko delo
Nejc Zidarič (Author), Tina Vršnik Perše (Mentor)

Abstract

Avtoriteta učitelja je aktualna tema že od začetka razvoja šolstva. Razumevanje vzpostavljanja avtoritete se je skozi zgodovino in razvoj šolstva precej spreminjalo. V preteklosti si je učitelj avtoriteto pridobil z uporabo represivnih pristopov, danes pa veljajo smernice, da si mora avtoriteto pridobiti na drug način. Na začetku bomo pregledali, kaj sploh pomeni avtoriteta, kateri stili poučevanja obstajajo in na podlagi njih določili vrste avtoritete, kakšni modeli avtoritet so se razvili skozi zgodovino, kateri tipi učiteljev obstajajo in kako so povezani z avtoriteto; z avtoriteto bomo povezali tudi različne vloge učitelja. S tem bomo dobili natančnejši pogled v dano temo. Preko te osnove smo poskušali priti do nasvetov in ključa za vzpostavitev avtoritete v razredu, tako za prvi dan srečanja z učenci, pa vse do pridobivanja, ohranjanja in morebitne izgube te avtoritete skozi leta. V empiričnem delu je predstavljena raziskava, ki je primerjala odgovore učencev, učiteljev in ravnatelja glede avtoritete pri posameznem ocenjevanem učitelju. Raziskava vključuje vprašanja o posamezni vrsti avtoritete pri posameznem učitelju, o značilnem ravnanju učitelja, o nastanku razredih pravil, o načinu umiritve motečih učencev, o pogostosti uporabe posameznih oblik dela pri pouku, o tipu učitelja; zajema tudi mnenja učiteljev o avtoriteti, vzpostavitvi avtoritete in ključni pomen pri vzpostavitvi in ohranjanju avtoritete. Primerjali smo odgovore učencev, učiteljev in ravnatelja, saj smo hoteli izvedeti, kako vidijo posamezni udeleženci učiteljevo avtoriteto. Raziskava je pokazala, da imajo učitelji boljše mnenje o svoji avtoriteti kot njihovi učenci. Ugotovili smo tudi, da učenci pogosteje vidijo svojega učitelja na podlagi čustvenega odnosa do njega, učitelj pa sebe pogosteje označi na podlagi sistemskih lastnosti. Zaradi tega je prišlo tudi do razlik pri določitvi tipa učitelja, saj se mnenja učencev in učitelja v večini niso ujemala. Ugotovili smo tudi, da obstaja vidna povezava med nastankom razrednih pravil in učiteljevo avtoriteto, saj se je pokazalo, da je učitelj z večjim vplivom avtokratične avtoritete sam sestavil razredna pravila, med tem ko so učitelji s pretežno demokratično avtoriteto z vplivom avtokratične avtoritete, sestavili razredna pravila skupaj z učenci. Učitelj, ki pa je imel vzpostavljen izrazito demokratično avtoriteto, pa je sestavljanje razrednih pravil prepustil učencem. Ugotovili smo, da je pomembno, kako si učitelj vzpostavlja avtoriteto in na kakšen način jo poskuša ohranjati, saj se na podlagi tega ločijo najboljši učitelji od dobrih, povprečnih in slabih.

Keywords

avtoriteta;vzpostavljanje avtoritete;učitelji;učenci;magistrska dela;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM PEF - Faculty of Education
Publisher: [N. Zidarič]
UDC: 316.462:37.011.3-051(043.2)
COBISS: 21764616 Link will open in a new window
Views: 4325
Downloads: 884
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Other data

Secondary language: English
Secondary title: Maintaining classroom authority
Secondary abstract: Teacher's authority has been a theme of discussion since the beginning of formal education. Throughout the history the perception of authority changed immensely. In the past the teachers' authority was based on repressive teaching methods, nowadays teacher's authority has to be achieved differently. At the beginning we define the meaning of authority, make a list of existing teaching approaches according to which we can identify different types of authority. We also inspect authority modes throughout the history, identify different types of teachers and their authority and link authority to the different roles that teacher has. This will enable us to get a more precise look at the topic. All the above was used in an attempt to provide advice and find a key to successfully gain authority on the occasion when students and teacher meet for the very first time, for its preservation and possible loss of the authority during the years. The empirical part consists of survey in which the answers of students, teachers and the principle regarding the individual teacher authority were compared. The survey consists of questions about certain kind of authority in the case of individual teacher, his common actions, implementing and setting of classroom rules, ways of handling students with discipline difficulties, frequency of using certain teaching methods and type of teacher as well as teacher's opinion on authority, its gaining and preserving. According to the results of comparison of answers of students, teachers and principal, teachers' perception of their authority is much better than their students' perception. Students more frequently see their teacher according to the emotional relationship whereas teachers define themselves according to system characteristics. That resulted in differences when determining types of teachers. Students' and teacher's opinion mostly did not match. We were able to establish a significant connection between classroom rules and teacher's authority. The teacher with autocratic authority set the classroom rules by himself, whereas the teachers with mostly democratic authority influenced by autocratic authority involved students to form classroom rules and the teacher with significantly democratic authority asked the students to form their own rules. The way of gaining and preserving authority proved to be very important because it is the way to separate the best teachers from the good ones, average ones and bad ones.
Secondary keywords: authority;gaining authority;teachers;students;master theses;
URN: URN:SI:UM:
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages: 142 f., [5] f. pril.
ID: 9059077