magistrsko delo
Nives Dornik (Avtor), Milena Košak Babuder (Mentor), Milena Valenčič Zuljan (Komentor)

Povzetek

V zadnjih desetletjih smo priča mnogim družbenim spremembam, ki se na področju šolstva odražajo s premikom k inkluzivno naravnani vzgoji in izobraževanju. Ena izmed odprtih dilem v praksi ostaja usposobljenost učiteljev za delo z raznoliko populacijo učencev. Statistični podatki pri nas in v tujini nakazujejo trend naraščanja deleža učencev s posebnimi potrebami (PP), ki se šolajo v rednih osnovnih šolah, med njimi pa je največji delež učencev, ki so v program s prilagojenim izvajanjem in dodatno strokovno pomočjo usmerjeni kot učenci s primanjkljaji na posameznih področjih učenja (PPPU). Številni domači in tuji avtorji opozarjajo na stiske učiteljev, ki se ob vključevanju učencev s PP v redne šole večkrat počutijo nemočne in premalo strokovno usposobljene za delo z njimi. Učitelj je ključni dejavnik udejanjanja inkluzije v praksi, zato je treba posebno pozornost nameniti njegovemu stalnemu profesionalnemu razvoju, pa tudi podpori, ki jo pri svojem delu potrebuje. V magistrskem delu smo z integracijskim pristopom raziskali, kakšna je ocena lastne usposobljenosti predmetnih učiteljev v zasavski regiji, ko gre za različna področja dela z učenci s PPPU. Preverili smo, kaj menijo o razpoložljivosti raznolikih oblik pomoči in podpore ter profesionalnega razvoja, ko gre za delo z učenci s PP in PPPU. V kvantitativnem delu raziskave je sodelovalo 66 predmetnih učiteljev zasavskih osnovnih šol, v kvalitativnem delu pa šest. Analiza in interpretacija kvantitativno in kvalitativno zbranih podatkov omogočata vpogled v samooceno usposobljenosti predmetnih učiteljev v treh zasavskih občinah ter opredelitev nekaterih dejavnikov vpliva, dostopnost pomoči in podpore ter identifikacijo potreb, ki jih udeleženci raziskave navajajo v povezavi z inkluzijo učencev s PPPU. Rezultati kažejo, da se predmetni učitelji pri svojem delu dnevno srečujejo z učenci s PPPU, za delo z njimi pa se v večini čutijo delno usposobljene. Menijo, da so dobro usposobljeni za individualno delo z učenci s PPPU ter za delo v manjših skupinah, slabše pa za delo v razredu, načrtovanje individualiziranega programa (IP) in za odkrivanje učenčevih težav ter močnih področij. Pri delu z učenci s PPPU jih ovira predvsem pomanjkanje časa za sodelovanje in preveliki oddelki. Menijo, da na njihovo usposobljenost v največji meri vpliva lastna motivacija, medtem ko zunanjim institucijam, študiju in pripravništvu ne pripisujejo pomembnega vpliva. Na voljo so jim različne oblike pomoči in podpore, ki si jih, predvsem ko gre za sodelovanje ter možnosti za nadaljnji profesionalni razvoj, želijo v večji meri. Izražajo jasno potrebo po bolj praktično naravnanih in na predmetno področje usmerjenih izobraževanjih in usposabljanjih. Analiza stanja med učitelji v zasavski regiji nam v povezavi s teoretskimi predpostavkami in predhodnimi raziskavami omogoča vpogled v trenutno stanje in oblikovanje smernic za nadaljnjo raziskovanje, razpravo in iskanje rešitev s področja pomoči in podpore predmetnim učiteljem ter predlogov za njihov profesionalni razvoj, ki bo omogočal njihovo učinkovito delovanje v inkluzivnih okoljih.

Ključne besede

učenci s primanjkljaji na posameznih področjih učenja;predmetni učitelji;ocena lastne usposobljenosti;profesionalni razvoj;pomoč in podpora učiteljem;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [N. Dornik]
UDK: 376-056.36(043.2)
COBISS: 50831619 Povezava se bo odprla v novem oknu
Št. ogledov: 214
Št. prenosov: 32
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Subject teachers' self-assessment of their qualification to teach students with specific learning difficulties and influential factors
Sekundarni povzetek: In recent decades, we have witnessed many social changes, which reflect in the shift towards inclusion in the field of education. One of the remaining dilemmas in practice are teachers’ insufficient professional skills to effectively work with a diverse population of pupils. Statistical data in Slovenia and abroad show an upward trend in the number of pupils with special educational needs attending mainstream schools, and the largest share among them represent pupils enrolled in the educational program with adapted performing and additional professional support as pupils with deficits in individual learning areas (PPPU). Many authors point out the distress of general education teachers, who often feel helpless and insufficiently trained to work in inclusive classroom settings. In light of the teacher’s central role in the successful implementation of inclusion, paying attention to their continuous professional development and ensuring the support they need in their work is of key importance. In our master’s thesis, the integration approach was used to analyse subject teachers’ subjective assessment of their competences for various aspects of work regarding pupils with deficits in individual learning areas. Our research focused also on teachers’ perceptions on the availability of help, support and professional development for effective teaching for all pupils, also for those with special educational needs and deficits in individual learning areas. The quantitative part of the research included 66 subject teachers from mainstream primary schools of the Zasavje region; six of them were also included in the qualitative part. The analysis of the collected data provides an insight into subject teachers’ self-assessment of competencies in this particular field of work and identifications of some related factors. It also highlights the teachers’ perceptions on available support and their professional needs regarding inclusion of pupils with deficits in individual learning areas. The results show that subject teachers work with pupils with deficits in individual learning areas on a daily basis, although they mainly feel only partially qualified for it. They believe they are sufficiently trained for teaching these pupils individually or in small groups. On the other hand, they feel inadequately equipped for teaching in a general class setting, planning an individualized program for this group of pupils and identifying their learning strengths and weaknesses. According to teachers’ opinion, the main problem when working with these pupils is the lack of time for quality teamwork and often oversized classes. They believe their qualifications are largely impacted by their own motivation, whereas they do not attribute a significant influence to external institutions, initial study programmes and internships. They assess various forms of help and support available to them to be insufficient, especially when it comes to quality teamwork and their further professional development opportunities. They clearly express a need for more practical and subject-oriented professional training. Findings of our survey linked with theoretical framework and previous research helps us to better understand the current circumstances of inclusive teaching in mainstream primary schools. It allows us to develop guidelines for further research, initiates discussion and highlights problems as well as possible solutions to assist and support subject teachers and provide opportunities for their professional development so they could work effectively in inclusive environments.
Sekundarne ključne besede: backward child;teacher;otrok s posebnimi potrebami;učitelj;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika, Posebne razvojne in učne težave
Strani: 151 str.
ID: 12588729