Introvertiranost v izobraževalnem sistemu

magistrsko delo

Simona Golob (Avtor), Olga Poljšak-Škraban (Mentor)

Povzetek

Magistrsko delo obravnava doživljanje introvertiranih oseb v šolskem prostoru in odzivanje nanje. V teoretičnem delu najprej namenjam nekaj besed predstavitvi osebnosti in opredeljujem dve potezi osebnosti: introvertiranost in ekstravertiranost. Sledi opis značilnosti obeh potez, nato pa se bolj podrobno osredotočim na introvertiranost in na pogled na to osebnostno lastnost v današnji družbi. Naslednji sklop postavi introvertiranost v šolski prostor, kjer je predstavljeno dojemanje introvertiranosti v šolskem kontekstu in doživljanje šolskih situacij mladostnikov z bolj izraženo potezo introvertiranosti. Osredotočim se na težave, ki se zaradi morebitnega nerazumevanja introvertiranosti pojavljajo; na stiske in pritiske iz okolja, ki jih introvertirane osebe doživljajo v šolskih situacijah; ter na njihovo soočanje z le-temi. V zadnjem delu teoretičnega dela so predstavljeni še vloga učiteljev in svetovalne službe pri ravnanju z introvertiranostjo ter predlogi za delo in priporočila za vpeljavo možnih sprememb pri njihovem delu z razredom. Prikazujem in primerjam tudi ugotovitve nekaterih obstoječih raziskav glede introvertiranosti v izobraževalnem sistemu in pričakovanj znotraj njega ter poudarjanja lastnosti, ki jih izražajo predvsem ekstravertirane osebe. Empirični del temelji na kvalitativni raziskavi. V njem s pomočjo delno strukturiranih intervjujev raziskujem, kako izbrane introvertirane osebe, vključene v izobraževalni sistem, doživljajo sebe in šolsko okolje, kakšne so njihove strategije za soočanje z neprijetnimi situacijami ter kakšna so pričakovanja in odzivi izbranih učiteljev in svetovalne službe nanje. V raziskavo je bilo vključenih osem oseb, od tega pet introvertiranih mladostnikov, dve učiteljici in svetovalna delavka. Z izvedbo raziskave sem prišla do ugotovitve, da intervjuvani mladostniki z bolj izraženo potezo introvertiranosti mnoge šolske situacije doživljajo kot obremenilne. Tako so znotraj teh situacij razvili različne strategije soočanja, ki jim pomagajo pri zmanjševanju stiske ali bolj uspešnem sodelovanju v situacijah. Izkazalo se je, da doživljajo pomanjkanje razumevanja s strani drugih in pritiske iz okolja, da bi se morali vesti bolj ekstravertirano. Izrazili so željo po tem, da bi drugi ta pojem bolj poznali, v večji meri razumeli njihovo vedenje ter spoštovali njihove potrebe po individualnem delu ali času za vstop v interakcije. Intervjuvani učiteljici in svetovalna delavka prepoznavajo pomen lastnega prepoznavanja takih učencev in spoštovanja njihovih potreb. Svojo vlogo pa vidijo tudi v tem, da tem mladostnikom omogočijo pozitivne izkušnje, ki jih lahko pridobijo skozi socialne interakcije. Tudi one pa so izpostavile željo po tem, da bi svoje znanje o tej tematiki poglobile in dobile več napotkov za delo z mladostniki, ki izražajo potezo introvertiranosti.

Ključne besede

ekstravertiranost;pritiski družbe;stiske introvertiranih mladostnikov;učni pristopi;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2018
Tipologija:	2.09 - Magistrsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[S. Golob]
UDK:	159.923:37(043.2)
COBISS:	12141641
Št. ogledov:	658
Št. prenosov:	142
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Introversion in education system
Sekundarni povzetek:	This paper deals with the experience of introverted people in a school environment and how this environment responses to them. In the theoretical part, I begin with the presentation of personality and define two personality traits: introversion and extraversion. I describe the characteristics of these two traits and then focus on introversion and how this trait is perceived in today’s society. The next section sets introversion in a school environment, where I present the perception of introversion in a school context and experiencing school situations of adolescents with a more pronounced introversion trait; the problems that appear due to a possible misunderstanding of introversion; the hardships and environmental pressures experienced by introverted people in school situations; and how they deal with these situations. Lastly, in the theoretical part, I present the role of teachers and counselling services in handling introversion, suggestions for work and recommendations for introducing possible changes in their work in classes. I also present and compare the findings of some of the existing research on introversion in the education system and the expectations within it, as well as the emphasis of traits expressed by extraverted people in particular. The empirical part is based on qualitative research. In it, through partially structured interviews, I explore how the selected introverted people involved in the education system experience themselves and the school environment, what their strategies to deal with unpleasant situations are, and what the expectations and responses of selected teachers and counsellors to them are. The study was comprised of eight people, which included 5 introverted adolescents, two teachers and a counsellor. By carrying out the research, I have come to the conclusion that the interviewed adolescents with a more pronounced introversion experience many school situations as stressful. They have developed various strategies to cope with these situations, which helps them reduce the stress or cooperate in the situations more successfully. It turned out that they are experiencing a lack of understanding by others and the environmental pressure to behave more like extraverts. They expressed the desire that others should know more about this concept, understand their behaviour better and respect their needs for individual work or time to enter into interactions. The interviewed teachers and counsellor recognize the importance of recognizing such pupils and respecting their needs. They also see their role in providing the adolescents with positive experiences that they can gain through social interactions. They have also highlighted the desire to deepen their knowledge of this subject and get more guidance for working with adolescents who express their introversion trait.
Sekundarne ključne besede:	introversion;education system;introvertiranost;sistem vzgoje in izobraževanja;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Magistrsko delo/naloga
Komentar na gradivo:	Univ. v Ljubljani, Pedagoška fak., Socialna Pedagogika
Strani:	107 str.
ID:	10973322