Empatija osnovnošolskih učiteljev in njen pomen pri delu v razredu

magistrsko delo

Tiana Golob (Avtor), Mateja Pšunder (Mentor), Karin Bakračevič Vukman (Komentor)

Povzetek

Empatija se izpostavlja kot pomembna sposobnost učitelja, ki predstavlja temelje za pozitiven odnos z učenci in prispeva k učinkovitemu poučevanju. V tuji literaturi se pogosto uporablja izraz empatija učitelja (teacher empathy), ki ne pomeni empatije posameznika, ki je slučajno po poklicu učitelj, temveč je ta pojem kompleksnejši. Gre za stopnjo, do katere učitelj deluje z namenom globljega razumevanja učenčevega osebnega in socialnega ozadja ter občutenja skrbi kot odziv na pozitivna ali negativna čustva učenca. Cooper v kontekstu šole opredeljuje tri ključne oblike empatije: temeljno, poglobljeno in funkcionalno empatijo. Namen magistrskega dela je proučiti empatijo učitelja in predstaviti njen pomen za vzgojno-izobraževalno delo. Ugotoviti se želi, kakšna je povprečna stopnja empatije slovenskih učiteljev, kako gledajo na koristnost empatije pri delu v razredu in kako se to povezuje s pomembnostjo prakticiranja posamezne oblike empatije v razredu, kot tudi ovirami, ki jih pri tem zaznavajo. Pri tem se želi prav tako ugotoviti, ali se pojavljajo razlike v odgovorih učiteljev glede na stopnjo, na kateri poučujejo, in koliko let že poučujejo. V raziskavi je sodelovalo 248 osnovnošolskih učiteljev. Rezultati so pokazali, da glede na odgovore učiteljev razlik v doseženi stopnji empatije med učitelji ni moč pripisovati ne stopnji, na kateri poučujejo, ne številu let delovne dobe iz poučevanja. Razredni učitelji so v primerjavi s predmetnimi pripisali večjo pomembnost poglobljeni obliki empatije in izrazili večje strinjanje z nekaterimi vplivi empatije učitelja na njegovo delo v razredu. Pri dejavnikih, ki jih učitelji zaznavajo kot oviro pri prakticiranju empatije, so več teh zaznali predmetni učitelji. Glede na leta dela poučevanja se med učitelji kažejo razlike le v odgovorih, ki se nanašajo na zaznavanje ovir pri prakticiranju empatije. Največ dejavnikov so kot oviro pri prakticiranju empatije zaznali učitelji, ki so šele na začetku svoje poklicne poti.

Ključne besede

magistrska dela;empatija učitelja;oblike empatije;učenci;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2024
Tipologija:	2.09 - Magistrsko delo
Organizacija:	UM FF - Filozofska fakulteta
Založnik:	[T. Golob]
UDK:	373.3:159.942(043.2)
COBISS:	228968195
Št. ogledov:	0
Št. prenosov:	19
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Empathy of primary school teachers and its importance for classroom work
Sekundarni povzetek:	Empathy is stressed out as an important teacher's skill, providing the foundation for a positive relationship with students and contributing to effective teaching. In foreign literature, the term teacher empathy is often used, which does not mean the empathy of an individual, who happens to be a teacher by profession, this concept is more complex. It refers to the degree to which a teacher works to gain a deeper understanding of a student's personal and social background and to feel concern in response to a student's positive or negative emotions. In the context of school, Cooper defines three key forms of empathy: fundamental, deepened, and functional empathy. The purpose of the Master's thesis was to study teacher empathy and to present its importance for educational work. The aim is to find out the average level of empathy of Slovenian teachers, how they view the usefulness of empathy in classroom work and how this relates to the importance of practicing a particular form of empathy in the classroom, as well as the obstacles they perceive in doing so. The aim is also to identify whether there are differences in the responses of teachers depending on the level at which they teach and the number of years they have been teaching. 248 primary school teachers participated in the survey. The results showed that, according to the teachers' responses, the difference in the level of empathy achieved among teachers could be attributed neither to the level at which they teach nor to the number of years of teaching experience. Compared to subject teachers, classroom teachers attributed more importance to a deeper form of empathy and expressed greater agreement with some of the effects of a teacher's empathy on his work in the classroom. Regarding the factors that teachers perceive as obstacles in practicing empathy, more of them were perceived by subject According to the years of teaching, the only differences between teachers are in the responses relating to the perception of obstacles to practicing empathy. Teachers at the beginning of their careers identified the greatest number of obstacles to practicing empathy.
Sekundarne ključne besede:	master theses;teacher empathy;types of empathy;students;Osnovnošolski učitelji;Pouk;Empatija;Slovenija;Univerzitetna in visokošolska dela;
Vrsta dela (COBISS):	Magistrsko delo/naloga
Komentar na gradivo:	Univ. v Mariboru, Filozofska fak., Oddelek za pedagogiko
Strani:	1 spletni vir (1 datoteka PDF (X, 106 str.))
ID:	24177395