magistrsko delo
Maša Hrastnik (Avtor), Alenka Polak (Mentor)

Povzetek

Na področju vzgoje in izobraževanja učencev s posebnimi potrebami je sodelovanje specialnih in rehabilitacijskih pedagogov z učitelji že uveljavljena praksa. V večini primerov specialni in rehabilitacijski pedagog izvaja dodatno strokovno pomoč zunaj oddelka, kar omogoča individualno in ustrezno strokovno obravnavo. Nekateri tuji avtorji pa na področju dela z učenci s posebnimi potrebami izpostavljajo večje prednosti timskega izvajanja dodatne strokovne pomoči v razredu oz. timskega poučevanja specialnih in rehabilitacijskih pedagogov in učiteljev. Raziskave kažejo, da ima interdisciplinarno timsko delo strokovnih delavcev številne prednosti, tako za učence s posebnimi potrebami, za same strokovne delavce kot tudi za vzgojno-izobraževalno inštitucijo. Pri timskem delu se specialni in rehabilitacijski pedagogi in učitelji v praksi pogosto soočajo z različnimi ovirami in težavami, pri njihovem reševanju pa uporabljajo različne strategije. Te so v praksi premalo raziskane V empiričnem delu magistrskega dela smo z uporabo anketnega vprašalnika raziskali, ali pedagoška izkušenost strokovnih delavcev vpliva na njihovo motivacijo in kompetentnost za timsko delo, kako pogosto specialni in rehabilitacijski pedagogi v osnovni šoli timsko delajo z učitelji, kako ti doživljajo svoje timsko delo z razrednimi in predmetnimi učitelji, kako je timsko delo potekalo v času epidemije COVID-19, na katere ovire in težave pri tem naletijo, kako se z njimi soočajo in kako jih rešujejo. Vzorec je vključeval 54 specialnih in rehabilitacijskih pedagogov iz celotne Slovenije, kateri izvajajo dodatno strokovno pomoč v redni osnovni šoli. Ugotovili smo, da se za timsko delo počutijo bolj motivirane specialni in rehabilitacijski pedagogi, ki imajo več kot 10 let delovnih izkušenj, kot pa tisti, ki imajo manj kot 10 let delovnih izkušenj. Etape timskega dela specialni in rehabilitacijski pedagogi, ki imajo 10 let in več delovnih izkušenj, statistično pomembno pogosteje izvajajo kot pa tisti, ki imajo manj kot 10 let delovnih izkušenj. Z raziskavo smo ugotovili, da se specialni in rehabilitacijski pedagogi ne glede na to, koliko let delovnih izkušenj imajo, za timsko delo počutijo dovolj kompetentne. V času epidemije COVID-19, ko je pouk potekal na daljavo, so specialni in rehabilitacijski pedagogi v primerjavi z obdobjem pred epidemijo s predmetnimi učitelji manj pogosto timsko delali. Na osnovi pridobljenih podatkov smo dobili tudi vpogled v najpogostejše ovire in težave, ki v praksi spremljajo timsko delo specialnih in rehabilitacijskih pedagogov z učitelji. Anketirani specialni in rehabilitacijski pedagogi so navedli, da se najpogosteje srečujejo z organizacijskimi ovirami, časovno stisko, preobremenjenostjo ter nedostopnostjo in nezainteresiranostjo učiteljev za timsko delo z njimi. Najpogostejše težave so bile tudi povezane z manjšo motivacijo učencev zaradi epidemije COVID-19, s stresom, in tudi s tem, da je delo specialnih in rehabilitacijskih pedagogov s strani učiteljev razumljeno le kot izvajanje inštrukcij. Kot najpogostejše strategije, ki jih specialni in rehabilitacijski pedagogi uporabljajo pri soočanju z ovirami in pri reševanju težav, ki spremljajo timsko delo, so navedli udeležbo na različnih izobraževanjih, oblikovanje kompromisov, oblikovanje urnika za redna srečanja tima in odkrit pogovor vseh članov tima. Omenjene strategije anketiranci ocenjujejo tudi kot najbolj ustrezne.

Ključne besede

timsko delo;specialni in rehabilitacijski pedagogi;učitelji;ovire;težave;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [M. Hrastnik]
UDK: 376:37.091.312(043.2)
COBISS: 67823363 Povezava se bo odprla v novem oknu
Št. ogledov: 211
Št. prenosov: 14
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: Obstacles and difficulties in team work of special education teachers and teachers in primary school
Sekundarni povzetek: In the field of education of students with special needs, the cooperation of special education teachers with teachers in primary school is already an established practice. In most cases, the special education teachers provides additional professional assistance outside the department, which enables individual and appropriate professional assistance. Some foreign authors, in the field of working with students with special needs, point out the greater advantages of team implementation of additional professional assistance in the classroom or. team teaching of special education teachers and teachers in primary school before the individual approach. Research shows that the interdisciplinary teamwork of professionals has many advantages, both for students with special needs, for professionals themselves and for the educational institution. In teamwork, special education teachers and teachers in primary school in practice often face various obstacles and problems, and use different strategies to solve them. These are insufficiently researched in practice. In teamwork, special education teachers and teachers in primary school in practice often face various obstacles and problems, and use different strategies to solve them. These are insufficiently researched in practice. In the empirical part of the master's thesis, we used a questionnaire to investigate whether the pedagogical experience of professionals affects their motivation and competence for teamwork, how often special education teachers work in teams with teachers in primary school, how they experience their teamwork with classmates and subject teachers, how teamwork took place during the COVID-19 epidemic, what obstacles and difficulties they encounter, how they deal with them and how they solve them. The sample included 54 special education teachers from all over Slovenia, who provide additional professional assistance in regular primary school. We found that special education teachers with more than 10 years of work experience feel more motivated to work in a team than those with less than 10 years of work experience. Stages of team work are performed statistically significantly more often by special education teachers who have 10 years or more of work experience than by those who have less than 10 years of work experience. The research found that special education teachers, no matter how many years of work experience they have, feel competent enough for teamwork. During the COVID-19 epidemic, when distance learning took place, special education teachers, compared to the period before the epidemic, worked with subject teachers less often as a team. Based on the obtained data, we also gained insight into the most common obstacles and problems that in practice accompany the team work of special education teachers with teachers in primary school. The surveyed special education teachers stated that they most often encounter organizational barriers, time constraints, overload and inaccessibility and lack of interest of teachers in primary school in teamwork with them. The most common problems were also related to lower motivation of students due to the COVID-19 epidemic, stress and also the fact that the work of special education teachers by teachers in primary school is understood only as instruction. As the most common strategies used by special education teachers in overcoming obstacles and solving problems that accompany teamwork, they mentioned participation in various trainings, making compromises, creating a schedule for regular team meetings and open conversation of all team members. The mentioned strategies are also assessed by the respondents as the most appropriate.
Sekundarne ključne besede: remedial instruction sciences;primary school;team teaching;specialna pedagogika;osnovna šola;timski pouk;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika, Posebne razvojne in učne težave
Strani: XIII, 85 str.
ID: 13088639