Kako prvošolci pojmujejo dobrega učitelja

magistrsko delo

Mojca Planinc (Author), Marcela Batistič-Zorec (Mentor)

Abstract

V magistrskem delu sem skušala odgovoriti na vprašanje, kakšnega učitelja si želijo prvošolci oziroma kakšna so njihova pričakovanja do učitelja. Menim, da učenci v svojih željah niso pretirano zahtevni, vendar jim pogosto premalo prisluhnemo oziroma učitelji ne znamo izkoristiti vseh svojih potencialov, ki se jih velikokrat niti ne zavedamo. Učitelj s svojimi lastnostmi in dejanji, še zlasti na začetku šolanja, pomembno vpliva na otrokov odnos do šole, snovi, motivacije, učenja, učni uspeh itd. Zbrala in primerjala sem stališča in ugotovitve različnih avtorjev, ki opredeljujejo, kakšen naj bi bil učitelj, s katerim so učenci zadovoljni. Zanimalo me je tudi, kako različni avtorji in kurikularni dokumenti definirajo naloge učitelja. Predstavila sem učiteljev vpliv na klimo in medosebne odnose v razredu ter kako so z medosebnimi odnosi in načinom vodenja razreda zadovoljni učenci. V empiričnem delu sem raziskala mnenja učencev na začetku šolanja: kako opredeljujejo dobrega učitelja, njegovo želeno vedenje in njegove naloge. Dobljene rezultate sem primerjala z mnenjem učiteljev o tem, kakšna so po njihovem pričakovanja prvošolcev, ali se jim zdijo ta pomembna in zakaj. Oboje sem primerjala tudi z družbeno zastavljenimi cilji in kompetencami. Raziskava je zasnovana na deskriptivni metodi in je potekala na vzorcu otrok dveh prvih razredov in na vzorcu stotih učiteljev razrednega pouka. Rezultati intervjujev z otroki in analize risb so pokazali, da si otroci pri učiteljih želijo naslednje osebne lastnosti: prijaznost, pravičnost, zabavnost, dobroto, pomoč, igrivost idr. Pričakovano učiteljevo vedenje je, da učencem prisluhne, je razumevajoč, učencem nudi občutek varnosti in spodbuja njihovo odgovornost. Učenci so torej izpostavili moralno-etične kvalitete in vedenja človeka. Opisu pa so dodali tudi realno, neidealizirano podobo učitelja, da se včasih jezi. Pomembni sta izraženost oz. uravnoteženost prepleta lastnosti ter ustrezna vedenjska odzivnost učitelja. Manj zaželene lastnosti in vedenja lahko učitelj korigira, vendar mora biti pripravljeni na kritiko, jo sprejeti in upoštevati pri nadaljnjem osebnostnem in profesionalnem razvoju. Po moji oceni učenci v svojih pričakovanjih niso prezahtevni. Njihova pričakovanja se ujemajo s kurikularnimi dokumenti o izobraževanju učiteljev in pričakovanimi kompetencami. Učitelji pa pod vplivi družbenih pritiskov, kot je razvidno tudi iz rezultatov raziskave, dobijo občutek, da imajo učenci nestvarne predstave o njihovih nalogah, da od njih pričakujejo vsestranskost in popolnost. Hkrati pa na učence gledajo kot na tiste, ki vidijo samo svoje pravice in ne dolžnosti, kar seveda ne drži. Na podlagi raziskave ugotavljam, da so učenci bolj zadovoljni s tistimi učitelji, ki dobro vodijo razred (pomagajo, vodijo, spodbujajo, odgovornost) in ob tem poznajo ter upoštevajo mnenja otrok. Raziskava opozarja na pomembnost proučevanja učiteljevih lastnosti in vedenja ter njihovega vpliva na zadovoljstvo učencev.

Keywords

lik učitelja;učenci;kompetence učitelja;razredna interakcija;osebnostne lastnosti učitelja;

Data

Language:	Slovenian
Year of publishing:	2016
Typology:	2.09 - Master's Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[M. Planinc]
UDC:	37.011.3-051(043.2)
COBISS:	11047497
Views:	1181
Downloads:	158
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	What do first- grade pupils consider to be a good teacher
Secondary abstract:	In my Master’s Degree I have tried to answer a question about what kind of a teacher the pupils wish for and what are their expectations about him. In my opinion the pupils are quite modest about it but despite that we do not listen to their opinions or even turn to advantage our own potentials because we, ourselves, are not aware of them. The teacher’s personal characteristics and actions strongly influence the child’s attitude towards the school, the topics, their motivation, their learning and its success etc. I have collected and compared the findings and opinions of different authors who deal with the qualities a teacher should have in comparison to a model of a teacher the pupils like. Furthermore I have explored the definitions of the teacher’s tasks according to different authors and curricular documents. I have presented the teacher’s influence on the climate and interpersonal relations in a class, and how content the pupils are with their relationships and the way the class is managed. In the empiric part of my work I have researched the opinions the pupils hold when beginning their schooling: what makes a good teacher, how he should act and what his tasks are. I have compared their answers with the teachers’ opinions on what, according to them, are the young learners expectations and whether they find them important and why. Both results were compared to society’s goals and competences. The descriptive method has been used for the research and it was done on a sample of two classes of the first-year pupils and 100 class-teachers. The results of the interviews with the children and the analysis of their drawings have shown what qualities they expect in a teacher: kindness, fairness, being funny, goodness, playfulness, help etc. The teacher is expected to listen to them, understand them, make them feel safe and encourage their feeling of responsibility. What the pupils find important are the moral and ethical qualities and the behaviour of a person. Their description includes the realistic, non-idealized figure of a teacher who is sometimes angry. It is important that all these qualities are intertwined in equilibrium and founded by a competent response of the teacher. The teacher can correct his less appreciated behaviour and qualities but he has to be ready to encounter criticism, accept it and incorporate it in his personal and professional development. In my estimation the pupils are not too demanding in their expectations. The expectations are in accordance with the curricular documents concerning the education of the teachers and their expected competences. The results of the research show that the teachers, under the pressure of society, get the feeling that the pupils’ ideas about the teacher’s tasks are unrealistic because they expect him to be universal and perfect. At the same time they see pupils as the ones emphasizing their rights and ignoring their duties what is, of course, unfounded. I have learnt on the basis of my research that the pupils prefer those teachers who can manage the class well (help, lead, encourage responsibility) and along the way get to know and take into account the children’s opinions. The research shows how important it is to study the teacher’s qualities, his behaviour and the influence he has on the pupils’ contentment.
Secondary keywords:	teacher;primary school;učitelj;osnovna šola;
File type:	application/pdf
Type (COBISS):	Master's thesis/paper
Thesis comment:	Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji
Pages:	IV, 82 str.
ID:	9151310