magistrsko delo
Katja Tandler (Avtor), Milena Valenčič Zuljan (Mentor)

Povzetek

Sodelovanje s starši je ena izmed osnovnih nalog vsake vzgojno-izobraževalne ustanove. Šola (učitelji in drugi pedagoški delavci) in dom (starši) se z vzgojno-izobraževalnim delom otrok intenzivno ukvarjata. To je tudi razlog za medsebojno sodelovanje, ki prinaša vedno nove izzive, saj se je potrebno za partnerski odnos obojestransko truditi, ga spreminjati in izboljševati ter s pomočjo znanj in kompetenc uspešno premagovati ovire, ki so lahko prisotne znotraj posameznih oblik sodelovanja. Le tako bo lahko medsebojno sodelovanje v polnosti prineslo prednosti in koristi vsem udeleženim akterjem. Osrednji namen magistrskega dela je bil ugotoviti, kakšna so stališča in izkušnje učiteljev in staršev glede medsebojnega sodelovanja v osnovnih šolah s prilagojenim programom. Podatki so bili pridobljeni s pomočjo anketnega vprašalnika, ki je bil oblikovan za namene raziskave. Uporabljena je bila deskriptivna in kavzalno-neeksperimentalna metoda pedagoškega raziskovanja. Raziskovali smo na namenskem vzorcu učiteljev (N=30) in staršev (N=55) treh osnovnih šol s prilagojenim programom (v nadaljevanju OŠPP) na Koroškem. Rezultati raziskave kažejo, da tako učitelji kot tudi starši visoko ocenjujejo medsebojno sodelovanje in mu pripisujejo zelo velik pomen. Le-tega starši v primerjavi z učitelji bolj pozitivno utemeljujejo. Starši se skladno z mnenjem učiteljev najpogosteje udeležujejo in poslužujejo formalnih oblik sodelovanja, in sicer govorilnih ur, roditeljskih sestankov in telefonskih pogovorov, med neformalnimi oblikami pa po udejstvovanju izstopa udeležba na prireditvah šole. S temi oblikami so oboji tudi najbolj zadovoljni, oboji v velikem deležu ne bi spreminjali nobene izmed oblik sodelovanja, tisti, ki pa bi jih, pa so se opredelili predvsem za neformalne oblike, katerega pomena in širine se v celoti še ne zavedajo. Navedbe medsebojnih pričakovanj so pokazale veliko skladnost med dejanskimi pričakovanji učiteljev do staršev in mnenjem staršev ter obratno. Prav tako so pri obeh skupinah anketirancev prevladale pozitivne izkušnje s sodelovanjem.

Ključne besede

sodelovanje med učitelji in starši;učenci s posebnimi potrebami;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [K. Tandler]
UDK: 37.064.1(043.2)
COBISS: 11689289 Povezava se bo odprla v novem oknu
Št. ogledov: 787
Št. prenosov: 152
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: The teachers´ and the parents´ view and experience in mutual cooperation
Sekundarni povzetek: Cooperating with parents is one of the basic tasks of every educational institution. School (i. e. teachers and other pedagogical workers) and home (i. e. parents) both take priority in childrens´ education. That is the main reason for their cooperation which takes on new challenges along the way. It takes effort on both sides to be able to cooperate and establish a good, equal relationship that needs to be changed and improved constantly, and to successfully overcome potential obstacles within various cooperating forms by using certain knowledge and skills. Only then all parties included in such cooperation can truly benefit from it. The main purpose of this paper was to explore the teachers´ as well as the parents´ points of view and their experiences in cooperating in special needs primary schools. The data was acquired by using a survey, especially designed for the purposes of this research. The methods used for the pedagogical research were the descriptive and the causal non-experimental ones. The samples of the study, i. e. 30 teachers and 55 parents, were chosen from three special needs primary schools around Carinthia. The results of the study reveal that cooperation is highly appreciated and of major importance to both the teachers as well as the parents. The parents evaluate the cooperation even more positive in comparison to the teachers. According to the teachers, parents mostly attend formal forms of cooperation, i. e. parent´s meetings, parent-teacher conferences and phone conversations, while when attending the informal forms of cooperation, parents would mostly come to various school events. Both parties are most satisfied with the listed forms of cooperation and the majority on both sides would not change any of them. However, those who would like to change some forms, chose mainly the informal ones, as they are not completely aware of their purpose and width yet. Judging from the mutual expectations stated in the survey, there is a great harmony between the actual teachers´ expectations of the parents and the parents´ opinion, and vice versa. Furthermore, both survey samples claimed mainly positive experience in their cooperation.
Sekundarne ključne besede: parent-teacher relation;special school;odnos med starši in učiteljem;šola s prilagojenim programom;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Oddelek za specialno in rehabilitacijsko pedagogiko, Posebne razvojne in učne težave
Strani: 83 str., [11] str. pril.
ID: 10863851