magistrsko delo
Vesna Špehar (Avtor), Vesna Štemberger (Mentor)

Povzetek

V zgodnjem oziroma prvem izobraževalnem obdobju otroka predstavlja učenje plavanja svojevrsten izziv tako za učitelje kot ostale vpletene v pedagoški proces. Pri učenju plavanja je največja ovira strah (zakrčenost mišic vpliva na plovnost in izvedbo gibov). Poleg strahu pred vodo in utopitvijo je otroke strah tudi neznanega okolja, novih neznanih ljudi – drugih učiteljev in učiteljic plavanja. Prisotnost razrednega učitelja pri učenju plavanja je zato za učence v prvem vzgojno-izobraževalnem obdobju izredno pomembna, saj so čustveno vezani nanj, ga poznajo in mu zaupajo. Treba se je namreč zavedati, da učenci v prvem vzgojno-izobraževalnem obdobju osnovne šole niso »pomanjšani odrasli«, zato naj bi jih praviloma učil razredni učitelj, ker pa to ni vedno mogoče, učence uči plavanja športni pedagog ali celo zunanji nepedagoški izvajalec, a z veljavno licenco za učenje plavanja. Ravno zaradi tega želimo z raziskavo proučiti mnenja učencev o pedagoških ravnanjih njihovih učiteljev na tečaju plavanja v prvem vzgojno-izobraževalnem obdobju. Pomembno je poznati mnenja učencev o učiteljevih pedagoških ravnanjih, ki so odraz njihovega dejanskega doživljanja učiteljevega pedagoškega ravnanja. Predmet proučevanja v raziskavi so pedagoška ravnanja, izražena z mnenji učencev in učenk, in sicer za razrednega učitelja, športnega pedagoga in nepedagoškega delavca z veljavno licenco za učenje plavanja v prvem vzgojno-izobraževalnem obdobju. Osnovni problem dela je s primerjavo mnenj učencev o pedagoških ravnanjih učiteljev prikazati, ali in v katerih pedagoških ravnanjih se razredni učitelji, športni pedagogi in nepedagoški delavci z veljavno licenco za učenje plavanja med seboj razlikujejo. V raziskavi smo posegli po empirični metodologiji – uporabili smo metodo ankete, in sicer s kvantitativnim raziskovalnim pristopom. Raziskava je potekala po deskriptivni in kavzalno neeksperimentalni metodi raziskovanja. Obsegala je vzorec učencev tretjih razredov osnovne šole, ki so zaključili dvajseturni tečaj plavanja v prvem vzgojno-izobraževalnem obdobju. Vzorčenje je bilo kvotno, torej neslučajnostno, priložnostno. Izbrali smo vzorec 12 učencev (6 deklic in 6 dečkov) za vsako skupino učiteljev plavanja posebej, in sicer razredni učitelj oziroma učitelj razrednega pouka – skupaj 5 razrednih učiteljev (n = 5), športni pedagog – skupaj 5 športnih pedagogov (n = 5), in zunanji sodelavec, a z veljavno licenco – skupaj 5 zunanjih delavcev z veljavno licenco (n = 5). Skupno smo torej anketirali 180 učencev. Za namen raziskave je bil uporabljen vprašalnik, ki sta ga izdelala Cankar in Ambrožič (1991). Rezultati naše raziskave so pokazali, da obstajajo statistično pomembne razlike v ocenah učencev o pedagoških ravnanjih njihovih učiteljev plavanja, in sicer glede na to, ali so to razredni učitelji, športni pedagogi ali zunanji delavci z veljavno licenco za učenje plavanja. Statistično pomembne razlike so se pokazale pri dveh dimenzijah pedagoških ravnanj, in sicer »spodbudni osebni odnosi in razumevanje« ter »vodenje«. Potrdimo lahko, da so učenci, ki imajo za učitelja plavanja svojega razrednika, statistično pomembno višje ocenili njegove spodbudne odnose in razumevanje kot učenci, ki imajo športnega pedagoga ali zunanjega učitelja. Prav tako lahko trdimo, da so učenci zunanjega učitelja plavanja z vidika njegovega vodenja ocenili s statistično značilno nižjo povprečno oceno kot učenci, ki imajo športnega pedagoga ali razrednega učitelja. Učenci so statistično pomembno višje vrednotili nekatera pedagoška ravnanja razrednega učitelja pri učenju plavanja, in sicer: – v trditvi »Lahko mu zaupam« v primerjavi z ravnanji zunanjih delavcev z veljavno licenco za učenje plavanja, – v trditvi »Pomaga nam« v primerjavi z ravnanji drugih dveh skupin učiteljev plavanja, in sicer športnih pedagogov in zunanjih delavcev z veljavno licenco za učenje plavanja, – v trditvi »Hrabri nas« v primerjavi z ravnanji drugih dveh skupin učiteljev plavanja, in sicer športnih pedagogov in zunanjih delavcev z veljavno licenco za učenje plavanja, – v trditvi »Rad me ima« v primerjavi z ravnanji drugih dveh skupin učiteljev plavanja, in sicer športnih pedagogov in zunanjih delavcev z veljavno licenco za učenje plavanja, – v trditvi »Pohvali nas« v primerjavi z ravnanji športnih pedagogov in – v trditvi »Z nami se trudi« v primerjavi z ravnanji zunanjih delavcev z veljavno licenco za učenje plavanja. Praktična vrednost spoznanj o razlikah med mnenji učencev o ravnanjih njihovih učiteljev plavanja je pokazala, da učenci v tem vzgojno-izobraževalnem obdobju višje vrednotijo nekatera pomembna pedagoška ravnanja, ki jih zaznavajo pri razrednem učitelju. Z raziskavo smo potrdili pomen razrednega učitelja pri učenju plavanja v prvem vzgojno-izobraževalnem obdobju. Izsledki raziskave lahko izboljšajo osmišljenje učenja plavanja tudi v tej smeri, da bi bili razredni učitelji v čim večji meri usposobljeni za učenje plavanja oziroma bi bili pri tem dejavni. Nekatera pedagoška ravnanja pri učenju plavanja v tako občutljivem starostnem obdobju optimalno izpelje samo razredni učitelj. Raziskava o pedagoških ravnanjih učiteljev plavanja v prvem vzgojno-izobraževalnem obdobju predstavlja prispevek k znanosti in uporabni vrednosti rezultatov v praksi, saj so tovrstna spoznanja pomembna pri oblikovanju učinkovitejših pedagoških ravnanj pri učenju plavanja v prvem vzgojno-izobraževalnem obdobju.

Ključne besede

učenje plavanja;učitelji razrednega pouka;vaditelji plavanja;tečaji;pedagoško ravnanje;učenci;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [V. Špehar]
UDK: 797.2(043.3)
COBISS: 11184201 Povezava se bo odprla v novem oknu
Št. ogledov: 832
Št. prenosov: 216
Ocena: 0 (0 glasov)
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Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Comparison of pupils opinions about pedagogical behaviours of their teachers at swimming lessons
Sekundarni povzetek: In the early, i.e. the first educational period of the child's life, swimming lessons pose a challenge to teachers and others involved in the teaching process alike. Fear (tense muscles reduce buoyancy and affect movement) is the biggest issue when learning to swim. Children are afraid of water, drowning and unknown environment and new people – other swimming teachers. To this end, it is vital that the class teacher be present during swimming lessons for pupils in the first educational period because they are emotionally attached to the teacher, know and trust him. Note that pupils at this age are not "tiny adults", which is why their class teacher should be the one to teach them. However, this is not always possible, so they are often taught by a physical education teacher or even an external service provider with a valid certificate as a swimming instructor. This research thus aims at examining the opinion of pupils about the pedagogical actions of their teachers during swimming lessons in the first educational period. Their opinion about their teacher's pedagogical actions reflects their true experience with those actions. This research explores pedagogical actions of a class teacher, a physical education teacher and a certified swimming instructor as perceived by their pupils. The main goal of the thesis is to compare pupils' opinions about their teachers' actions, and identify the differences in the pedagogical actions of the class teacher, the physical education teacher and the certified swimming instructor. The research was empirical using the survey method with a quantitative research approach. It was developed in line with the descriptive and causal non-experimental research method. The sample involved pupils attending the third grade of primary school who had already completed a twenty-hour swimming class in the first educational period. Quota sampling, i.e. non-probability and convenience sampling, was used to select 12 pupils (6 girls and 6 boys) for individual group of swimming teachers, namely 5 class teachers (n = 5), 5 physical education teachers (n = 5) and 5 external certified swimming instructors (n = 5). In total, 180 pupils were surveyed. The questionnaire was devised by Cankar and Ambrožič (1991). The research results revealed statistically significant differences in the pupils' assessment of the pedagogical actions of their swimming teachers whether it was their class teacher, physical education teacher or an external provider with a valid certificate as a swimming instructor. Two dimensions of pedagogical actions stood out, particularly "Encouraging personal relations and understanding" and "Leadership". It can be confirmed that the pupils who were taught by their class teacher provided a higher statistically significant assessment of his encouraging actions and understanding than those taught by a physical education teacher or an external swimming instructor. Moreover, pupils taught by an external swimming instructor provided a lower statistically significant average assessment of the teacher than those taught by a physical education teacher or a class teacher. The pupils also assessed certain pedagogical actions of the class teacher during swimming lessons with a higher statistically significant average, as follows: – for the statement: "I can trust him." Compared to pupils' assessment of certified external swimming instructors, – for the statement: "He helps us." compared to pupils' assessment of two groups of swimming teachers, i.e. physical education teachers and certified external swimming instructors, – for the statement: "He encourages us." compared to pupils' assessment of two groups of swimming teachers, i.e. physical education teachers and certified external swimming instructors, – for the statement: "He loves me." compared to pupils' assessment of two groups of swimming teachers, i.e. physical education teachers and certified external swimming instructors, – for the statement: "He commends us." compared to pupils' assessment of physical education teachers, – for the statement: "He makes an effort." compared to pupils' assessment of certified external swimming instructors. The practical value of different opinions about the actions of swimming teachers attests to the fact that pupils in this educational period value certain important pedagogical actions of their class teacher more. The research also confirms the importance of the class teacher in swimming lessons during the first educational period. The findings could improve this aspect of learning to swim by promoting training among class teachers, so they could be qualified for teaching swimming or be active in this process. Certain pedagogical actions in swimming lessons at such a tender age can only be performed by class teachers. The research on the pedagogical actions of swimming teachers in the first educational period contributes to the field and has a practical value in terms of developing more effective pedagogical actions in swimming lessons in the first educational period.
Sekundarne ključne besede: swimming;teacher;plavanje;učitelj;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak.
Strani: 71 str.
ID: 9171620