magistrsko delo
Simona Tomše (Avtor), Darja Zorc-Maver (Mentor)

Povzetek

Magistrsko delo raziskuje, kakšen odnos imajo slovenski osnovnošolski učitelji do socialnega in emocionalnega učenja in na kakšne načine se to trenutno izvaja v slovenskih osnovnih šolah. Teoretični del je razdeljen na tri sklope. V prvem so podrobneje predstavljeni pojmi, ki se povezujejo s socialnim in emocionalnim učenjem v osnovni šoli. Drugi sklop se osredotoča na razlago programov socialnega in emocionalnega učenja, tretji sklop pa podrobneje predstavi učitelja kot možnega izvajalca socialnega in emocionalnega učenja v osnovni šoli. V empiričnem delu so opisani izsledki kvantitativne in kvalitativne raziskave, v kateri so sodelovali učitelji prvega in tretjega vzgojno-izobraževalnega obdobja različnih slovenskih osnovnih šol. Podatki so bili pridobljeni z anketnim vprašalnikom na spletu, ki je vključeval vprašanja zaprtega in odprtega tipa. Vprašanja zaprtega tipa so bila analizirana po načelu kvantitativnega pristopa, vprašanja odprtega tipa pa po načelu kvalitativnega pristopa. Odgovori kvantitativne raziskave so pokazali, da anketirani učitelji socialno in emocionalno učenje zaznavajo kot pomembno, a jim za izvajanje vsebin primanjkuje znanja, prav tako pa tudi časa zaradi preobremenjenostjo z učno snovjo. Anketirani učitelji menijo, da trenutno v osnovni šoli ni dovolj izvedenih načrtovanih vsebin s področja socialnega in emocionalnega učenja, a pokaže se tudi, da bi bili anketirani učitelji ob primernem znanju, večji vključenosti vsebin v učni načrt in ob dodatni podpori pripravljeni izvajati omenjene vsebine. Odgovori kvalitativne raziskave pa so pokazali, da so v slovenskih osnovnih šolah prisotni nekateri programi, ki pri učencih načrtno leto ali dve leti spodbujajo razvoj vseh ali le nekaterih socialnih in emocionalnih kompetenc, a nobeden od programov, ki so jih navajali anketirani učitelji, ne pokriva celotnega osnovnošolskega izobraževanja. Odgovori so pokazali tudi, da so v šolah, kjer ni prisotnih programov, anketirani učitelji pripravljeni samoiniciativno vključevati vsebine socialnega in emocionalnega učenja v svoje delo z učenci, a kako pogosto, če sploh in na kakšne načine to poteka, je seveda odvisno od vsakega učitelja. Opravljena raziskava dopolnjuje nekatere ugotovitve o socialnem in emocionalnem učenju v slovenskih osnovnih šolah, saj pokaže, kakšen odnos imajo anketirani učitelji do omenjenega in kaj bi lahko naredili, da bi bile vsebine socialnega in emocionalnega učenja v osnovnih šolah izvajane pogosteje in bolj načrtovano.

Ključne besede

otrok;mladostnik;programi socialnega in emocionalnega učenja;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [S. Tomše]
UDK: 373.3(043.2)
COBISS: 25256963 Povezava se bo odprla v novem oknu
Št. ogledov: 201
Št. prenosov: 28
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: Teacher as a potential implementor of social and emotional learning programmes in elementary school
Sekundarni povzetek: This master's thesis explores the attitude of Slovenian elementary school teachers towards social and emotional learning and in what ways this is currently implemented in Slovenian elementary schools. The theoretical part is divided into three sections. The first section presents the individual concepts of social and emotional learning in elementary school. The second section focuses on the interpretation of social and emotional learning programmes, and the third section presents the teacher as a possible provider of social and emotional learning in elementary school. The empirical part describes the results of quantitative and qualitative research, in which participated teachers of the first and the third triad of different Slovenian elementary schools. The data was obtained through an online questionnaire that included closed-ended and openended questions. Closed-ended questions were analyzed on the basis of the quantitative approach and open-ended questions were analyzed on the basis of the qualitative approach. The answers from the quantitative research have shown that teachers perceive social and emotional learning as important, but lack the knowledge to implement the content, as well as the time, due to being overburdened with the other learning material. Teachers believe that at present there is not enough planned content in the elementary school in the field of social and emotional learning, but it also appears that with appropriate knowledgewithmore involved social and emotional learning in the curriculum and with additional support, teachers would be ready to implement the mentioned contents. Qualitative research have shown that there are some programmes in Slovenian elementary schools that encourage the development of social and emotional competences for a school year or two, but none of these programmes cover the entire elementary education. Responses have also shown that in schools where there are no such programmes, teachers are willing to integrate social and emotional learning content into their work with students on their own initiative, but how often, if at all, and in what ways, this is then of course up to each individual teacher. The conducted research complements some of the findings on social and emotional learning in Slovenian elementary schools, as it shows what attitude teachers have towars this and what could be done to make social and emotional learning in elementary schools more frequent and planned.
Sekundarne ključne besede: teacher;emotionality;učitelj;emocionalnost;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Socialna pedagogika
Strani: 113 str.
ID: 11959735