magistrsko delo
Polona Podbersič (Avtor), Petra Videmšek (Mentor)

Povzetek

Magistrsko delo sestavljata teoretični in raziskovalni del. V teoretičnem delu skozi okvir veljavne zakonodaje in s pomočjo pomembnejših avtorjev obravnavam šolsko svetovalno službo in vlogo učiteljev v osnovni šoli ter s pomočjo virov opišem medsebojno sodelovanje učiteljev in šolske svetovalne službe. Ob koncu pregleda literature navajam tudi smernice, ki so jih za svoje delo dobili učitelji in šolski svetovalni delavci v času šolanja na daljavo. V raziskovalnem delu raziskujem sodelovanje učiteljev s šolsko svetovalno službo v osnovnih šolah ter povzemam ugotovitve kvantitativne raziskave, v katero je bilo vključenih 222 osnovnošolskih učiteljev. Z raziskavo sem želela ugotoviti, kako se razlikuje sodelovanje med učitelji in šolsko svetovalno službo na navedenih področjih v času šolanja v šolah in času šolanja na daljavo, ki je pomenilo spremenjene pogoje dela. V obeh obravnavanih šolskih letih so se učenci osnovnih šol skupno na daljavo šolali najmanj pet mesecev in pol. Zanimalo me je, glede katerega področja dela šolske svetovalne službe učitelji najpogosteje sodelujejo s šolsko svetovalno službo (ŠSS), katere oblike sodelovanja s ŠSS se najpogosteje poslužujejo, kako pogosto sodelujejo s ŠSS, kako ocenjujejo zadovoljstvo glede sodelovanja s ŠSS ter na koga se ob doživljanju stisk, povezanih z delom, najpogosteje obrnejo. Ugotoviti sem želela tudi, ali na zadovoljstvo učiteljev glede sodelovanja s ŠSS vpliva število zaposlenih svetovalnih delavk v ŠSS in stopnja, na kateri učitelj poučuje. Raziskava je pokazala, da učitelji v času šolanja v živo najpogosteje sodelujejo s šolsko svetovalno službo na področju šolske kulture, vzgoje, klime in reda, v času šolanja na daljavo pa na področju učenja in poučevanja, ter da se učitelji v času šolanja v živo najpogosteje poslužujejo osebnega obiska pri svetovalnem delavcu, v času šolanja na daljavo pa telefonskih pogovorov. Ugotovitve glede pogostosti sodelovanja so, da učitelji v času običajnega šolanja sodelujejo s šolsko svetovalno službo bolj pogosto kot v času šolanja na daljavo, pogostost sodelovanja pa je pri obeh veliko manjša od pričakovane. Zadovoljstvo s sodelovanjem s šolsko svetovalno službo so učitelji ocenili bolje v času običajnega šolanja kot v času šolanja na daljavo. Ob doživljanju stisk, povezanih z delom, se učitelji v času običajnega šolanja najpogosteje obrnejo na sodelavko/sodelavca, v času šolanja na daljavo pa prav tako. Ne moremo trditi, da (v času šolanja v živo ali na daljavo) obstajajo statistično pomembne razlike v zadovoljstvu učiteljev glede sodelovanja s ŠSS glede na število zaposlenih v ŠSS oz. glede na stopnjo, na kateri učitelj poučuje. Kot povezavo ugotovitev teoretičnega in raziskovalnega dela ob koncu magistrskega dela navajam tudi sklepe in nekatere predloge.

Ključne besede

osnovna šola;šolsko svetovalno delo;svetovalna služba;učitelji;sodelovanje;poučevanje v razredu;šolanje na daljavo;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL FSD - Fakulteta za socialno delo
Založnik: [P. Podbersič]
UDK: 364-784:373.3
COBISS: 108377859 Povezava se bo odprla v novem oknu
Št. ogledov: 95
Št. prenosov: 31
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: Cooperation of Teachers with the School Counselling Service in Primary Schools
Sekundarni povzetek: This master’s thesis is partly theoretical and partly practical in nature. In the theoretical part, I discuss the role school counsellors, teachers and the intersection of both of their responsibilities play in the school environment, and how they cooperate through the lens of actual policies, laws and important authors from this field of study. Towards the end of the overview of literature I have added general guidelines, which were given to schools for the duration of distance learning during the Coronavirus pandemic. In the practical part of the thesis, I studied the cooperation of teachers with school counsellors in Slovenian elementary schools. This includes the findings of my quantitative research, which are appropriately summarized and comprise 222 elementary school teachers. The focus of my research was aimed at discerning the differences in cooperation between elementary school teachers and school counsellors during the time of »normal«, classroom learning, and during the distance learning period, when working conditions changed dramatically. During both school years I have taken into account, the time students spent distance learning totalled a minimum of five and a half months. I was additionally interested in pertaining to which field of work of the school counselling service the teachers most commonly cooperate with school counsellors, which forms of cooperation with the school counselling service teachers most commonly partake in, how frequently teachers cooperate with the school counselling service, how teachers rate their experience working with the school counselling service, and lastly, to whom do teachers usually turn to in relation to distress brought about by their working environment and working conditions. My aim was also to find out, whether there is a correlation between teachers’ satisfaction and number of school counsellors and between satisfaction of the teachers from different stages of teaching. Research has shown that teachers most commonly turn to the school counselling service during times of classroom learning concerning issues such as school culture, the child’s upbringing, the school environment and order, but that during periods of distance learning teachers mostly turned to the school counselling service concerning issues about teaching and learning. Incidentally, during times of classroom learning, most teachers decided to go and see a school counsellor in person, while during periods of distance learning they sought the counsellor’s help mostly via a telephone call. Findings concerning the frequency with which teachers decided to turn to school counsellors for help show, that teachers decided to cooperate more frequently with the school counselling service during times of classroom learning than during times of distance learning, but that the frequency of cooperation in both situations was much lower than initially expected. Most teachers were more content with their experience of cooperating with the school counselling service during times of classroom learning, as opposed to periods of distance learning. Both during times of classroom and distance learning teachers usually decided to turn to their colleague, when they were experiencing some sort of distress, brought about by their work. We cannot claim that there are statistically significant differences in teachers’ satisfaction regarding the number of school counsellors and different stages of teaching. In order to try and bridge the gap between the theoretical and practical findings (of quantitative research) of my master’s thesis I have included at the end some general outlines and suggestions pertaining to the topic and field of my master’s thesis.
Sekundarne ključne besede: primary schools;school counselling;teachers;cooperation;classroom learning;distance learning;
Vrsta dela (COBISS): Magistrsko delo/naloga
Študijski program: 0
Konec prepovedi (OpenAIRE): 1970-01-01
Komentar na gradivo: Univ. v Ljubljani, Fakulteta za socialno delo
Strani: 70 str.
ID: 15219871