Kaznovalna praksa naravoslovnih učiteljev na SESGŠ Kranj

magistrsko delo

Doris Barat (Avtor), Sanja Berčnik (Mentor)

Povzetek

Cilj naloge je bil pridobitev uvida v stališča učiteljev naravoslovnega aktiva na SESGŠ Kranj o različnih oblikah kaznovanja, ki se jih poslužujejo in ki so jim na voljo. V empiričnem delu smo opravili polstrukturiran intervju z štirimi učitelji naravoslovnega aktiva na SESGŠ Kranj. Po opravljenih intervjujih smo začeli z obdelavo podatkov pri čemer smo uporabili metodo kvalitativne vsebinske analize. Raziskovali smo, kakšna vedenja učitelji opredeljujejo kot izstopajoča, kako jih doživljajo, kako se na njih odzivajo, kakšen je njihov namen kaznovanja, kako ocenjujejo učinkovitost izbranih oblik kaznovanja, katerih drugih ukrepov se poslužujejo ter kakšen odnos učitelji vzpostavljajo z dijaki v smislu avtoritete ter postavljanja meja. Ugotovili smo, da učitelji različno opredeljuje izstopajoče vedenje. Večini učiteljev soočanje s tovrstnim vedenjem vzbuja občutke nelagodja, nervoze ali nepotrpežljivosti. Na izstopajoče vedenje se različni učitelji različno odzivajo, odziv pa je odvisen od različnih trenutnih notranjih in zunanjih dejavnikov. Skupno vsem je to, da na začetku šolskega leta postavijo jasna pravila. Prepričani so, da je prvi vtis najpomembnejši za gradnjo učiteljeve avtoritete. Učitelji težko postavljajo mejo med formalnim in neformalnim odnosom, pa vendar se raje pozicionirajo bolj distancirano, čeprav si želijo in menijo, da je prav, da je učitelj kot avtoriteta prijazen, pošten in do dijakov razumevajoč. Zaradi skrbi, da bodo dijaki tak odnos izkoriščali, se pogosteje odločajo za bolj strogo držo. Ob izstopajočem vedenju posegajo tako po neformalnih kot tudi po formalnih ukrepih. Namen ukrepanja vidijo v spremembi dijakovega vedenja oziroma prenehanju izstopajočega vedenja. Do formalnih ukrepov so pogosto kritični. Menijo, da je ukor preveč neoseben in birokratičen ukrep, ki sicer deluje v hipu, vendar ne dolgoročno. Nekateri menijo, da je ukor učinkovit kot sredstvo zastraševanja preostanka razreda, čeprav vsi intervjuvani učitelji menijo, da tovrstne pedagoške prakse niso zaželene. Alternativnih ukrepov se poslužujejo redkeje, čeprav menijo, da so na dolgi rok učinkovitejši. Ugotovili smo tudi, da je med učitelji prisotno napačno razumevanje alternativnega ukrepanja in s tem tudi neustrezno izvajanje teh ukrepov.

Ključne besede

izstopajoče vedenje;alternativno ukrepanje;šola;vzgojni stili;učenci;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2021
Tipologija:	2.09 - Magistrsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[D. Barat]
UDK:	373.3:343.24(043.2)
COBISS:	79516419
Št. ogledov:	138
Št. prenosov:	18
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Punitive practices of science teachers at the secondary school of economics, services and construction kranj
Sekundarni povzetek:	The aim of the research was to gain insight into the views of the teachers of the natural science at SESGŠ Kranj on the various forms of punishment they use and which are available to them. In the empirical part, a semi-structured interview was conducted with four teachers of the natural science at SESGŠ Kranj. After the interviews, we started to process the data using the method of qualitative content analysis. We investigated what behaviors teachers identify as disturbing, how they experience them, how they react to them, what is their purpose of punishment, how they evaluate the effectiveness of the chosen forms of punishment, what other measures they use and what kind of relationship teachers establish with students in terms of authority and setting boundaries. We found that teachers define disturbing behavior differently. For most teachers, confronting this type of behavior evokes feelings of discomfort, nervousness or impatience. Different teachers react differently to acting out, and the response depends on a variety of current internal and external factors. What they all have in common is that they set clear rules at the beginning of the school year. They believe that the first impression is the most important for building a teacher's authority. Teachers find it difficult to draw the line between formal and informal relationships, yet they prefer to position themselves more distantly, even though they want and believe it is right for the teacher as an authority figure to be kind, fair and understanding towards the students. They are more likely to adopt a stricter stance because they are worried that students will take advantage of attitude that is kinder and more personal. They resort to both informal and formal measures when disturbing behavior appears. They see the purpose of the intervention in changing the student's behavior or stopping the acting-out behavior. They are often critical of formal measures. They consider that punishment is too impersonal and bureaucratic a measure, which works in the moment but not in the long term. Some consider that formal measures are effective as a means of intimidating the rest of the class, although not all teachers consider this type of teaching practice desirable. Alternative measures are used less frequently, although they are considered to be more effective in the long run. We also found that there is a misunderstanding among teachers about alternative interventions, and thus inadequate implementation of these interventions.
Sekundarne ključne besede:	primary school;punishment;science education;osnovna šola;kaznovanje;naravoslovna vzgoja in izobraževanje;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Magistrsko delo/naloga
Komentar na gradivo:	Univ. v Ljubljani, Pedagoška fak., Predmetno poučevanje
Strani:	77 str.
ID:	13469377