Razsežnosti timskega dela specialnih in rehabilitacijskih pedagogov

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2011
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[R. Vučko]
UDK:	376:37.091.312(043.2)
COBISS:	8975433
Št. ogledov:	1072
Št. prenosov:	479
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Dimensions of teamwork of special teachers
Sekundarni povzetek:	From the beginnings of special pedagogues’ work in primary schools up to now, a lot of things have changed and improved in the field of the cooperation among them, other professional workers and parents; however, problems in working in teams still exist, which are in large extent connected to personal relationships and lack of communication. Psychological factors, such as motivation, communication and the analysis of interpersonal relationships in a team, are very crucial for the forming of successful teams. Communication is namely the basic tool of understanding in a team, and enables interaction among team members. Thus the main aim of this diploma paper is to research and analyse the extent of special pedagogues’ teamwork with other team members, and to suggest guidelines for better quality of teamwork, while considering the findings of this research. Based on theoretical background and set research questions, a questionnaire including 18 questions was used in the research, which was given to a group of 24 special pedagogues working on regular primary schools across Pomurje. Corresponding explanations and descriptions show, that teamwork in primary schools is becoming the most successful way of offering help to pupils with special needs. Special pedagogues most often work together with teachers when working with children with special needs, and they describe it in a very positive way. In most cases, the roles in teams are clearly defined; the work is equally distributed among team members. Special pedagogues see communicativeness, creativity, organization and ingenuity as their well-developed characteristics. On the other hand, they are aware of their weaker areas and problems that arise in teams. Avoiding conflicts, indulgence, mistrust towards other team members and incapability of adaptation lead to conflicts in teams. Conversation and communication among team members are thus the most important strategies, through which the room for learning, improving and assessing of work is ensured, and are good starting-points for problem and conflict solving. It is important that team members are aware, that problems are best solved jointly, and that the solutions can be suggested by any member of the team, while all the team members, who are involved in a conflict, have to be present in this process.
Sekundarne ključne besede:	special school teacher;backward child;primary school;specialni pedagog;otrok s posebnimi potrebami;osnovna šola;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Strani:	78 f.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Dimensions of teamwork of special teachers
Ključne besede (ePrints):	specialni pedagog
Ključne besede (ePrints, sekundarni jezik):	special pedagogue
Povzetek (ePrints):	Od začetka delovanja specialnih pedagogov v osnovnih šolah pa do danes se je na področju njihovega sodelovanja z ostalimi strokovnjaki in starši marsikaj spremenilo in izboljšalo,vseeno pa se še vedno soočajo s problemi pri delu v timih, ki so v veliki meri povezani z osebnimi odnosi ter pomanjkanjem komunikacije. Za oblikovanje učinkovitega tima so pomembni psihološki dejavniki, kot so motivacija, komunikacija ter analiza medsebojnih odnosov v timu. Komunikacija je namreč osnovno orodje sporazumevanja v njem in omogoča interakcijo med člani tima. Tako je osrednji cilj diplomskega dela preveriti in analizirati razsežnosti timskega dela specialnih pedagogov z ostalimi člani tima ter ob upoštevanju ugotovitev predlagati smernice za doseganje večje kvalitete timskega dela. Na podlagi teoretičnih izhodišč in postavljenih raziskovalnih vprašanj je v raziskavi uporabljen anketni vprašalnik, ki vsebuje 18 vprašanj. V vzorec oseb je zajeta skupina 24 specialnih pedagogov, ki delujejo na rednih osnovnih šolah na območju Pomurja. Ustrezne pojasnitve in opisi dokazujejo, da timsko delo na šolah postaja najuspešnejši način nudenja pomoči za učence s posebnimi potrebami. Specialni pedagogi pri delu z otroki s posebnimi potrebami najbolj pogosto sodelujejo z učitelji, to sodelovanje ocenjujejo kot pozitivno. V večini primerov so naloge v timu jasno opredeljene, delo pa je enakomerno porazdeljeno med člane tima. Specialni pedagogi kot svoja močna področja izpostavljajo komunikativnost, kreativnost, organiziranost ter iznajdljivost, prav tako pa se zavedajo tudi svojih šibkih področij ter problemov, ki nastajajo v timu. Izogibanje konfliktom, popustljivost, nezaupljivost do drugih članov tima ter nesposobnost prilagajanja vodi namreč v konflikte znotraj tima. Pogovor in komunikacija med člani tima sta tako eni od pomembnih strategij, v katerih se zagotavlja prostor za novo učenje, napredovanje in vrednotenje dela in sta dobro izhodišče za reševanje problemov in konfliktov. Pomembno je že samo zavedanje članov tima, da se težave rešujejo skupaj in da rešitve predlagajo vsi člani znotraj tima, v tem procesu pa morajo biti prisotni vsi člani tima, ki so udeleženi pri konfliktu.
Povzetek (ePrints, sekundarni jezik):	From the beginnings of special pedagogues’ work in primary schools up to now, a lot of things have changed and improved in the field of the cooperation among them, other professional workers and parents; however, problems in working in teams still exist, which are in large extent connected to personal relationships and lack of communication. Psychological factors, such as motivation, communication and the analysis of interpersonal relationships in a team, are very crucial for the forming of successful teams. Communication is namely the basic tool of understanding in a team, and enables interaction among team members. Thus the main aim of this diploma paper is to research and analyse the extent of special pedagogues’ teamwork with other team members, and to suggest guidelines for better quality of teamwork, while considering the findings of this research. Based on theoretical background and set research questions, a questionnaire including 18 questions was used in the research, which was given to a group of 24 special pedagogues working on regular primary schools across Pomurje. Corresponding explanations and descriptions show, that teamwork in primary schools is becoming the most successful way of offering help to pupils with special needs. Special pedagogues most often work together with teachers when working with children with special needs, and they describe it in a very positive way. In most cases, the roles in teams are clearly defined; the work is equally distributed among team members. Special pedagogues see communicativeness, creativity, organization and ingenuity as their well-developed characteristics. On the other hand, they are aware of their weaker areas and problems that arise in teams. Avoiding conflicts, indulgence, mistrust towards other team members and incapability of adaptation lead to conflicts in teams. Conversation and communication among team members are thus the most important strategies, through which the room for learning, improving and assessing of work is ensured, and are good starting-points for problem and conflict solving. It is important that team members are aware, that problems are best solved jointly, and that the solutions can be suggested by any member of the team, while all the team members, who are involved in a conflict, have to be present in this process.
Ključne besede (ePrints, sekundarni jezik):	special pedagogue
ID:	8308404